Aram Ayalon Department of Teacher Restructuring Plan – A response.
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Transcript of Aram Ayalon Department of Teacher Restructuring Plan – A response.
Aram AyalonDepartment of
Teacher Restructuring Plan –
A response
Department Strengths
Good reputation in the State of Connecticut
Extensive field experience in diverse settings
Interdisciplinary focus supporting social justice, Eco-justice, and compassionate communities
Highly productive scholarship
NCATE accredited
Graduates are highly sought of by the CT schools
Department Strengths (cont.)
One of the longest existing Professional Development Schools (1996) – Naylor-CCSU Leadership Academy
Largest and most active Education Club among CSU campuses
Extensive partnerships with K-12 schools
Strong sense of faculty shared governance
Leader and activist regarding current education issues and reform
Concerns Over Restructuring Plan
Process
1.Left out of developing the plan
2.Little interdepartmental discussion
3.Suggestions not included in plan
4.Questions not answered in writing
5.Rationale and plan only unveiled last week
Concerns (cont.)
Substance
Understaffing elementary education
Creating a non-viable Secondary Education department
Reducing undergraduate graduate programs coherency and integrity
Plan is still vague
New Elementary/Early Childhood & Reading -
analysis
Interdepartmental discussions are yet to take place regarding the Dean’s restructuring plan.
Elementary program already works with reading (SAP)
Number of Elementary Ed faculty is reduced by half while enrollment is increasing
New Department of Secondary Education -
analysis
Proposed department will have no majors and no programs
Majority of faculty load will be outside of the department
Master’s program is embedded within a master’s in Foundations
Masters in (secondary) Teaching (MAT) will not be part of the department
Moving Foundations to Education Leadership -
analysis
Integral part of undergraduate preparation
Shares a graduate program with the secondary division
Foundation courses are an integral part of all graduate teacher education programs
Moving Masters of Teaching to Special Education - analysis
MAT is a secondary/K-12 program
MAT is not a special education program
Deprives secondary education faculty from utilizing their expertise
Two faculty members to be moved belong to the elementary division
Conclusions
In line with the Senate’s tradition we ask for:
(1)a dialog among all stakeholders in the spirit of shared governance
(2)A joint plan all departments involved would agree and sign on to