A. Overview

A.1. What is the institution’s historical context?

1. CUNY’s Historical Context
2. CSI’s History

A.2. What is the institution’s mission?

• The Institution’s Mission

A.3. What are the institution’s characteristics [e.g., control (e.g., public or private) and type of institution such as private, land grant, or HBI; location (e.g., urban, rural, or suburban area)]?

• About CSI

B. The Unit

B.6. What substantive changes have taken place in the unit since the last visit (e.g., added/dropped programs/degrees; significant increase/decrease in enrollment; major reorganization of the unit, etc.)?

• Summary of Major Data-Driven Changes Made to the Unit and Its Programs
  • As a .pdf file
  • As an Excel spreadsheet

C. Conceptual Framework

C.1. How does the unit’s conceptual framework address the following structural elements?

1. Conceptual Framework References
2. Conceptual Framework Description
3. Assessment System

Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

1a.3. What data from key assessments indicate that advanced teacher candidates demonstrate an in-depth knowledge of the content knowledge delineated in professional, state, and institutional standards?

1. In-Depth Content Knowledge in the Advanced Programs
2. Sample Student Work

1a.4. What do follow-up studies of graduates and employers indicate about graduates’ preparation in the content area?

1. Preparation about Learners in the Alumni Survey Results
2. Prospective Employer Survey Results

1b.2. What data from key assessments indicate that advanced teacher candidates know and apply theories related to pedagogy and learning, are able to use a range of instructional strategies and technologies, and can explain the choices they make in their practice?

1. Key Assignment from Teaching Students with Special Needs in the General Education Classroom (EDP 660)
2. Pedagogical Content Knowledge and Skills in the Advanced Programs

1b.3. What do follow-up studies of graduates and employers indicate about graduates’ preparation in pedagogical content knowledge and skills?

1. Preparation about Learners from the Alumni Survey Results
2. Pages 11 — 14 in the Prospective Employer Survey Results

1c.1. What data from key assessments indicate that candidates in initial teacher preparation and advanced teacher preparation programs demonstrate the professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning?

1. Key Assignments Demonstrating Candidates’ Professional and Pedagogical Knowledge and Skills
2. Scoring Rubrics for Key Assignments
3. Pedagogical Knowledge and Skills for the Unit
4. Sample Student Work

1c.2. What data from key assessments indicate that candidates in initial teacher preparation programs consider the school, family, and community contexts and the prior experiences of students; reflect on their own practice; know major schools of thought about schooling, teaching, and learning; and can analyze educational research findings? If a licensure test is required in this area, how are candidates performing on it?

1. Key Assessments and Rubrics Demonstrating Candidates’ Knowledge of Learners, Reflective Practice, Collaboration, Respect for Others, and Assessment of Student Learning for All Initial Programs
2. Results on Candidates' Knowledge of Learners, Reflective Practice, Collaboration, Respect for Others, and Assessment of Student Learning for All Initial Programs
3. Samples of Student Work

1c.3. What data from key assessments indicate that advanced teacher candidates reflect on their practice; engage in professional activities; have a thorough understanding of the school, family, and community contexts in which they work; collaborate with the professional community; are aware of current research and policies related to schooling, teaching, learning, and best practices; and can analyze educational research and policies and explain the implications for their own practice and the profession?

1. Rubric for Personal Statement in the Application to the Educational Research Seminar
2. Knowledge of Learners, Reflective Practice, Collaboration, Respect for Others, Facility with Educational Research, and Skill of Assessment of Student Learning for Advanced Childhood and Advanced Adolescence Programs
3. Samples of Student Work

1c.4. What do follow-up studies of graduates and employers indicate about graduates’ preparation related to professional and pedagogical knowledge and skills?

1. Alumni Survey Results
2. Prospective Employer Survey Results

1d.2. What data from key assessments indicate that advanced teacher candidates demonstrate a thorough understanding of the major concepts and theories related to assessing student learning; regularly apply them in their practice; analyze student, classroom, and school performance data; make data-driven decisions about strategies for teaching and learning; and are aware of and utilize school and community resources that support student learning?

1. Key Assignment for EDP 660
2. Rubric of the Skill of Assessment Demonstrated through the Key Assignment for EDP 660
3. Rubric for Final Project in the Educational Research Seminar
4. Skill of Assessment and Reflective Practice for Advanced Programs
5. Sample Student Work

1d.3. What do follow-up studies of graduates and employers indicate about graduates’ ability to help all students learn?

1. Alumni Survey Results
2. Prospective Employer Survey Results

1e.3. What do follow-up studies of graduates and employers indicate about the knowledge and skills of other school professionals? If survey data are being reported, what was the response rate?

1. Sections 4, 5, and 6 in the Candidate Exit Survey Results
2. Alumni Survey Results
3. Prospective Employer Survey Results

1g.2. How do candidates demonstrate that they are developing professional dispositions related to fairness and the belief that all students can learn?

1. Key Assessments and Rubrics Pertaining to Professional Dispositions Related to Fairness and the Belief that All Students Can Learn
2. Results on Assessments of Objectives 1.C and 3.C for All Initial and Advanced Candidates
3. Sample Student Work

1g.3. What data from key assessments indicate that candidates demonstrate the professional dispositions listed in 1g.1 as they work with students, families, colleagues, and communities?

1. Results on Assessments of Objective 3.B for All Initial and Advanced Candidates
2. Sample Student Work

1g.4. What do follow-up studies of graduates and employers indicate about graduates’ demonstration of professional dispositions?

1. Section 5 from Alumni Survey Results
2. Page 8 in Prospective Employer Survey Results

Standard 2: Assessment System and Unit Evaluation

2a.1. How does the unit ensure that the assessment system collects information on candidate proficiencies outlined in the unit’s conceptual framework, state standards, and professional standards?

1. The Assessment System Handbook
2. Alignment of Key Assessments in Advanced Programs with State and Professional Standards

2a.3. How is the unit assessment system evaluated? Who is involved and how?

• The Assessment System Handbook

2a.4. How does the unit ensure that its assessment procedures are fair, accurate, consistent, and free of bias?

1. Procedures for Ensuring that Key Assessments of Candidate Performance and Evaluations of Unit Operations Are Fair, Accurate, Consistent, and Free of Bias
2. Data from Key Assessments Used at Entry to Programs

2a.5. What assessments and evaluation measures are used to manage and improve the operations and programs of the unit?

1. Candidate Exit Survey
2. Candidate Communication Report Form
3. Policies for Handling Student Complaints Communicated to Candidates

2b.1. What are the processes and timelines used by the unit to collect, compile, aggregate, summarize, and analyze data on candidate performance, unit operations, and program quality?

1. Tk20’s HigherEd System
2. Transition Points Tables
3. The Assessment System

2b.2. How does the unit disaggregate candidate assessment data for candidates on the main campus, at off-campus sites, in distance learning programs, and in alternate route programs?

• Candidate Data on Applications to Education Programs

2b.3. How does the unit maintain records of formal candidate complaints and their resolutions?

• Candidate Communication Report Form

2c.1. In what ways does the unit regularly and systematically use data to evaluate the efficacy of and initiate changes to its courses, programs, and clinical experiences?

• The Assessment System

2c.2. What data-driven changes have occurred over the past three years?

• Summary of Major Data-Driven Changes Made to the Unit and Its Programs
  • As a .pdf file
  • As an Excel spreadsheet

2c.3. What access do faculty members have to candidate assessment data and/or data systems?

1. Tk20’s HigherEd System
2. Lists of Some Reports Available Through Tk20
3. Minutes of the Assessment Committee, AY 2006-2007 through AY 2009-2010

2c.4. How are assessment data shared with candidates, faculty, and other stakeholders to help them reflect on and improve their performance and programs?

1. The Assessment System Handbook
2. Relevant Minutes of PAC, AY 2006-2007 Through Fall 2009
3. Relevant Minutes of TEAC, AY 2006-2007 Through Fall 2009
4. Relevant Minutes of the General Unit Faculty, AY 2006-2007 Through Fall 2009

Standard 3: Field Experience and Clinical Practice

3a.1. Who are the unit’s partners in the design, delivery, and evaluation of the unit’s field and clinical experiences?

1. NYSED Guidelines for Clinical Experiences
2. NYC DOE’s Office of Student Teaching

3a.2. In what ways have the unit’s partners contributed to the design, delivery, and evaluation of the unit’s field and clinical experiences?

• NYCDOE’s Office of Student Teaching Handbook

3a.4. How do the unit and its school partners share expertise and resources to support candidates’ learning in field experiences and clinical practice?

• Relevant Course Syllabi

3b.1. What are the entry and exit requirements for clinical practice?

1. Transition Points Tables
2. Fieldwork Requirements from Student Guide from the Student’s Guide to Tk20
3. Student Teaching and Special Education Practicum Handbook
4. Special Education Handbook, Sequence 1
5. Special Education Handbook, Sequence 2
6. Educational Leadership Handbook
7. Graduate Fieldwork Pamphlet

3b.3. How does the unit systematically ensure that candidates develop proficiencies outlined in the unit’s conceptual framework, state standards, and professional standards through field and clinical experiences in initial and advanced preparation programs?

1. Matrices of Courses (by Program) that Meet CSI Goals
2. Clinical Experience Evaluation Form

3b.4. How does the unit systematically ensure that candidates use technology as an instructional tool during field experiences and clinical practice?

1. Communication and Technology Key Assignment
2. Portfolio Examples of Technology Used as an Instructional Tool

3b.5. What criteria are used in the selection of school-based clinical faculty?

1. New York City Department of Education’s Recommendations for Cooperating Teachers
2. Cooperating Teacher Expectations
3. Student Teaching and Special Education Practicum Handbook

3b.6. What preparation do school-based faculty members receive for their roles as clinical supervisors?

1. Unit’s Criteria for Clinical Supervisors
2. Student Teaching and Special Education Practicum Handbook
3. Cooperating Teacher Data
4. Cooperating Teacher Evaluation Form

3b.7. What evidence demonstrates that clinical faculty members provide regular and continuous support for student teachers, licensed teachers completing graduate programs, and other school professionals?

• Student Teaching Evaluation Form

3b.8. What structured activities involving the analysis of data and current research are required in programs for other school professionals?

1. Educational Leadership Data Analysis Assignment
2. Educational Leadership Data Analysis Results

3c.1. On average, how many candidates are eligible for clinical practice each semester or year? What percent, on average, complete clinical practice successfully?

• Table of Candidates Eligible for and Completing Clinical Practice

3c.2. What are the roles of candidates, university supervisors, and school-based faculty in assessing candidate performance and reviewing the results during clinical practice?

• Student Teaching Evaluation Form

3c.3. How is time for reflection and feedback from peers and clinical faculty incorporated into field experiences and clinical practice?

1. Sample Syllabi from Student Teaching Seminars
2. Program Portfolio Handbook
3. Professional Development Reflection Key Assignments
4. Candidate Self-Evaluation Form

3c.4. What data from multiple assessments provide evidence that candidates demonstrate the knowledge, skills, and professional dispositions for helping all students learn in field experiences and clinical practice?

1. Data from Supervisor and Cooperating Teacher Clinical Practice Evaluations
2. Sample Candidate Lesson Plans

3c.5. What process is used to ensure that candidates collect and analyze data on student learning, reflect on those data, and improve student learning during clinical practice?

• Assessment of Learning Assignment for Reflection and Analysis Key Assignment

3c.6. How does the unit ensure that all candidates have field experiences or clinical practice that includes students with exceptionalities and students from diverse ethnic/racial, linguistic, gender, and socioeconomic groups?

1. Course Syllabus for EDP 660
2. Catalogue description of Social Foundations Courses
3. Data on Classroom Diversity

Standard 4: Diversity

4a.1. What proficiencies related to diversity are candidates expected to develop and demonstrate?

1. Conceptual Framework
2. Page 60 Pluralism and Diversity Requirement in Undergraduate Catalogue
3. Proficiencies Related to Diversity that Candidates Are Expected to Develop
4. Matrix of Diversity Components in Education Courses

4a.2. What required coursework and experiences enable teacher candidates and candidates for other school professional roles to develop:
• awareness of the importance of diversity in teaching and learning; and
• the knowledge, skills, and professional dispositions to adapt instruction and/or services for diverse populations, including linguistically and culturally diverse students and students with exceptionalities?

Pluralism and Diversity Courses Social Foundations Catalogue Descriptions

Methods Course Syllabi

Adapting Instructional Strategies Key Assignment

4a.3. What key assessments provide evidence about candidates’ proficiencies related to diversity? How are candidates performing on these assessments?

1. Adapting Instructional Strategies Key Assignment
2. Data on Candidates’ Facility with Adapting Instruction
3. Data on Clinical Experience Evaluations of Candidates’ Knowledge of Learners
4. Data on Advanced Candidates’ Proficiencies with Diversity

4b.4. What efforts does the unit make to recruit and retain a diverse faculty?

1. Office of Diversity and Compliance
2. Middle States Periodic Review for 2006

4c.1. What opportunities do candidates (including candidates at off-campus sites and/or in distance learning or alternate route programs) have to interact with candidates from diverse groups?

• Office of Student Life

4c.3. What efforts does the unit make to recruit and retain candidates from diverse groups?

1. CORE 100
2. Office of Disability Services
3. Veterans Center
4. Black Male Initiative Program (BMI)

4d.1. How does the unit ensure that candidates develop and practice knowledge, skills, and professional dispositions related to diversity during their field experiences and clinical practice?

1. Sample Social Foundations Syllabus
2. Sample Methods Course Syllabus
3. Sample Student Teaching Seminar Syllabus

4d.3. How does the unit ensure that candidates use feedback from peers and supervisors to reflect on their skills in working with students from diverse groups?

1. Item 9 on the Student Teaching and Practicum Evaluation Form
2. Adapting Instructional Strategies Key Assignment
3. Case Study and Lesson Plan Key Assignment

Standard 5: Faculty Qualifications, Performance, and Development

5a.3. How many of the school-based faculty members are licensed in the areas they teach or are supervising? How does the unit ensure that school-based faculty members are adequately licensed?

• Cooperating Teacher Selection Form

5b.1. How does instruction by professional education faculty reflect the conceptual framework as well as current research and developments in the fields?

1. List of Evidence on Diversity in Education Courses
2. Candidate Dispositions Data
3. Sample Syllabi with Current Research

5b.2. How do unit faculty members encourage the development of reflection, critical thinking, problem solving, and professional dispositions?

1. Page 5 of the Program Portfolio Handbook
2. Sample Program Portfolios
3. Celebration Brochure

5b.4. How do unit faculty members incorporate the use of technology into instruction?

1. CELT Web Page
2. Sample Syllabi

5b.5. How do unit faculty members systematically engage in self-assessment of their own teaching?

1. Student Evaluation Forms
2. Samples of Peer Observation Reports
3. Supplementary Course Evaluation Forms

5c.1. What types of scholarly work are expected of faculty as part of the institution’s and unit’s mission?

1. Sample Vitæ for:
   • Brian Carolan
   • Irina Lyublinskaya
   • Ed Lehner
   • El Samuels
2. CUNY Bylaws on Recruitment, Reappointments and Promotions

5c.2. In what types of scholarship activities are faculty members engaged? How is their scholarship related to teaching and learning?

1. Education and Technology: Critical Perspectives, Possible Futures by David W. Kritt
2. Emergent Computer Literacy by Helen Mele Robinson
3. Coaching Whole School Change: Lessons in Practice from a Small High School by David Allen, Suzanne Wichterle Ort, Alexis Constantini, Jennie Reist, & Joseph Schmidt
4. The Musical Teacher: Preparing Teachers to Use Music in the Childhood Classroom by Jinyoung Kim
5. A Singing Letter: Jinyoung Kim’s Original Songs for Children, Vol. 2-1
6. Living Science: Humane, Student-Inquiry Science Projects for Middle and High School by William Ellery Samuels

5d.1. What types of service are expected of faculty as part of the institution’s and the unit’s mission?

1. College of Staten Island’s Governance Plan.
2. CSI Faculty Handbook Page 38

5d.2. In what types of service activities are faculty members engaged?

1. Texas Instruments Workshop
2. Teachers on Sabbatical
3. John W. Lavelle Preparatory Charter School
4. CSI High School for International Studies
5. Teachers College Record, Editorial Board

5e.1. How are faculty evaluated? How regular, systematic, and comprehensive are the unit evaluations of adjunct/part-time, tenured, and non-tenured faculty, as well as graduate teaching assistants?

1. CUNY By-Laws of The Board of Trustees Concerning Annual Faculty Evaluations
2. PSC-CUNY Contract
3. Page 31 of the Faculty Handbook

5e.2. How well do faculty perform on the unit's evaluations?

1. Course Evaluations Spring 2009
2. Exit Survey Data Analysis

5e.3. How well do faculty perform on the unit's evaluations?

1. Sample Peer Observation Report
2. Sample Annual Evaluation

5f.2. What professional development activities are offered to faculty related to performance assessment, diversity, technology, emerging practices, and/or the unit’s conceptual framework?

1. OIT Professional Development
2. Pluralism & Diversity Program

Standard 6: Unit Governance and Resources

6a.1. How does the unit manage or coordinate the planning, delivery, and operation of all programs at the institution for the preparation of educators?

1. CUNY Bylaws Section 9.3, Duties of the Department Chairperson
2. Duties of the Department
3. Description of the College Curriculum Office
4. Curriculum Process Flow Chart

6a.2. What are the unit’s recruiting and admissions policies? How does the unit ensure that they are clearly and consistently described in publications and catalogues?

1. Undergraduate and Graduate Catalogues
   • Undergraduate Catalogue
   • Graduate Catalogue
2. College Admissions Page
3. Program Handbooks
   • Early Childhood Program Brochure
   • Adolescence Education Web Page
   • Advanced Programs Handbook
   • Educational Leadership Handbook
4. Curriculum Office Flowchart

6a.3. How does the unit ensure that its academic calendars, catalogues, publications, grading policies, and advertising are accurate and current?

1. Academic & Events Calendars
   • Academic Calendars
   • Events Calendar
2. Undergraduate and Graduate Catalogues
   • Undergraduate Catalogue
   • Graduate Catalogue
3. Academic and Grading Policies
   • Academic Policies
   • Grading Symbols and GPA Equivalents

6a.4. How does the unit ensure that candidates have access to student services such as advising and counseling?

1. Office of Academic Advisement
2. Division of Student Affairs
3. Unit Policies on Candidate Counseling and Advisement

6a.5. Which members of the professional community participate in program design, implementation, and evaluation? In what ways do they participate?

1. Select Minutes of PAC, AY 2006-2007 Through Fall 2009
2. Select Minutes of the Undergraduate and Graduate Curriculum Committees, AY 2006-2007 through Fall 2009
3. Select Minutes of the Assessment Committee, AY 2006-2007 through AY 2009-2010

6a.6. How does the unit facilitate collaboration with other academic units involved in the preparation of professional educators?

1. Select TEAC Minutes and Membership
2. The Teacher Education Honors Academy

6b.1. What is the budget available to support programs preparing candidates to meet standards? How does the unit’s budget compare to the budgets of other units with clinical components on campus or similar units at other institutions?

1. College Budget Information
2. Comparison of Unit’s Budget to That of Other Departments

6c.1. What are the institution’s and unit’s workload policies? What is included in the workloads of faculty?

1. College of Staten Island’s Faculty Handbook
2. Faculty Workload from CUNY’s Bylaws

6c.2. What are the faculty workloads for teaching and the supervision of clinical practice?

• Table of 2008-2009 Faculty Workloads for Teaching and Clinical Supervision

6c.5. What personnel provide support for the unit? How does the unit ensure that it has an adequate number of support personnel?

• Section 8 in the Candidate Exit Survey Results

6c.6. What financial support is available for professional development activities for faculty?

• CSI Internal Grant Opportunities

6d.1. How adequate are unit—classrooms, faculty offices, library/media center, the technology infrastructure, and school facilities—to support teaching and learning?

1. Web Site for the Campus Planning and Facilities Management
2. Email String about Master Plan Report and Website
3. Floor-Plan of the Education Building
4. Office of Technology Systems Web Page
5. Library Home Page
6. Description of General College Facilities

6e.1. How does the unit allocate resources across programs to ensure candidates meet standards in their field of study?

• The College of Staten Island Governance Plan.

6e.2. What information technology resources support faculty and candidates? What evidence shows that candidates and faculty use these resources?

1. CELT Web Page
2. Faculty Data on Tk20 Usage

6e.3. What resources are available for the development and implementation of the unit’s assessment system?

1. Tk20’s Login Page
2. Office of the Associate Provost for Institutional Effectiveness

6e.4. What library and curricular resources exist at the institution? How does the unit ensure they are sufficient and current?

1. Library Home Page
2. 2008-2009 CSI Library Annual Report
3. Education Resources Research Guide

6e.5. How does the unit ensure the accessibility of resources to candidates, including candidates in off-campus, distance learning, and alternate route programs, through electronic means?

• Office of Technology Systems Web Page

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