TTU SACS Certification of Compliance

The College of Education participates in the ongoing, integrated TTU-wide research-based planning and evaluation process, also known as the TTU strategic plan. The COE is currently in the process of updating the strategic plan, doing a discrepancy analysis of objectives/strategies, and aligning goals with national accreditation standards and state educator proficiencies. The strategic plan for the college and its academic areas may be found at:
http://www.educ.ttu.edu/docs/strategicplan/

ii.

These and other data are reviewed systematically and result in continuing improvement; see for example, the NCATE report which is available in the Teacher Certification Office (Educ 106).

iii.

The College of Education is accomplishing its mission and goals as demonstrated in its recent annual report located at the Associate Dean for Administration’s office (See William Lan, 212) or available online at http://www.irs.ttu.edu/SACS/AssessmentReports/4_0_2003.pdf.

2.6

The institution is in operation and has students enrolled in degree programs. (Continuous Operation)

Not applicable to unit level.

2.7

The institution

The College of Education is in compliance with all requirements 7.a. -7.d. See http://www.depts.ttu.edu/officialpublications/

2.7.1

offers one or more degree programs based on at least 60 semester credit hours or the equivalent at the associate level; at least 120 semester credit hours or the equivalent at the baccalaureate level; or at least 30 semester credit hours or the equivalent at the post-baccalaureate, graduate, or professional level. The institution provides a written justification and rationale for program equivalency. (Program Length)

The College of Education has:

Several certification programs offered in the college that are options under the Multidisciplinary Studies Degree (middle level certification, bilingual education, and special education). There is one certification program as part of the Multidisciplinary Science Degree. All degree and certification programs are reviewed regularly by program area faculty and are accredited under NCATE.
A Master of Education in Curriculum and Instruction, which requires a minimum of 36 hours
A Master of Education in Counseling, which is CACREP Accredited, requires a minimum of 48 hours
A Master of Education in Educational Leadership, which requires a minimum of 45 hours
A Master of Education in Educational Psychology, which requires a minimum of 36 hours
A Master of Education in Higher Education, which requires a minimum of 36 hours
A Master of Education in Instructional Technology, which requires a minimum of 39 hours
A Master of Education in Special Education, which requires a minimum of 36 hours
A Master of Education in Bilingual Education, which requires a minimum of 36 hours
A Master of Education in Elementary Education, which requires a minimum of 36 hours
A Master of Education in Language Literacy, which requires a minimum of 36 hours
A Master of Education in Secondary Education, which requires a minimum of 36 hours

Most master’s programs have a thesis option for a 30 hour total.
A doctoral program (Ph.D.) requiring 60 hours of coursework plus dissertation hours (12) in Curriculum and Instruction
A doctoral program (Ph.D.) requiring 60 hours of coursework plus dissertation hours (12) in Counseling
A doctoral program (Ed.D.) requiring 81 hours of coursework plus dissertation hours (12) in Educational Leadership
A doctoral program requiring (Ph.D.) 81 hours of coursework plus dissertation hours in Educational Psychology
Two doctoral programs (a Ph.D. and an Ed.D.) requiring 81 hours of coursework plus dissertation hours (12) in Higher Education
A doctoral program (Ed.D.) requiring 81 hours of coursework plus dissertation (12) hours in Instructional Technology
A doctoral program (Ed.D.) requiring 81 hours of coursework plus dissertation (12) hours in Special Education

2.7.2

offers degree programs that embody a coherent course of study that is compatible with its stated purpose and is based upon fields of study appropriate to higher education. (Program Content)

All of the programs meet the NCATE standards, which include a coherent set of requirements for the courses of study.

http://www.ncate.org/

The college curriculum was reviewed in 2000 by NCATE site review team (date). That review is available in the office of the Associate Dean of the College of Education for Teacher Education (Educ 104A).

2.7.3

requires in each undergraduate degree program the successful completion of a general education component at the collegiate level that is (1) a substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from each of the following areas: humanities/fine arts; social/behavioral sciences; and natural science/mathematics. The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. The institution provides a written justification and rationale for course equivalency. (General Education)

The College of Education complies with the university-wide core curriculum requirement as found in the TTU University Catalog, http://www.depts.ttu.edu/officialpublications/catalog/AcademicsCore.html.

2.7.4

provides instruction for all course work required for at least one degree program at each level at which if awards degree. If the institution makes arrangements for some instruction to be provided by other accredited institutions or entities through contracts or consortia, or uses some other alternative approach to meeting this requirement, the alternative approach must be approved by the Commission on Colleges. In all cases, the institution demonstrates that it controls all aspects of its educational program. (Contractual Agreements for Instruction)

The College of Education controls all aspects of its degree programs, except for joint programs with other programs on campus. Teacher education is a function of five colleges at the university. For more information see

http://www.educ.ttu.edu/certification/prospective

2.8

The number of full-time faculty members is adequate to support the mission of the institution. The institution has adequate faculty resources to ensure the quality and integrity of its academic programs. In addition, upon application for candidacy, an applicant institution demonstrates that it meets the comprehensive standard for faculty qualifications. (Faculty)

The College of Education is in compliance with this requirement.

Both faculty number and faculty/student ratio met NCATE standards in the 2000 review. This document is located in the Certification Office (Educ 106). The qualifications for full-time faculty can be found in the office the Associate Dean for Administration (Educ 110).

2.9.

The institution, through ownership or formal arrangements or agreements, provides and supports student and faculty access and user privileges to adequate library collections as well as to other learning/information resources consistent with the degrees offered. These collections and resources are sufficient to support all its educational, research, and public service programs. (Learning Resources and Services)

The College of Education is in compliance with this requirement.

The library holdings were sufficient to meet NCATE standards in the 2000 review.

2.10

The institution provides student support programs, services, and activities consistent with its mission that promote student learning and enhance the development of its students. (Student Support Services)

The College of Education is in compliance with this requirement.

The college has the following:

An Associate Dean for Teacher Education
A Certification Officer
Certification advisors in the certification office (Educ 106)
Active preservice and student teacher organization
Graduate student computer lab
Office of Resource Development and Public Relations (manages scholarships)
Provide students workshops and practice examinations for certifying examinations

More information about student services can be found at http://www.educ.ttu.edu/

2.11

The institution has a sound financial base and demonstrated financial stability, and adequate physical resources to support the mission of the institution and the scope of its programs and services.

The member institution provides the following financial statements: (a) an institutional audit (or Standard Review Report issued in accordance with Statements on Standards for Accounting and Review Services issued by the AICPA for those institutions audited as part of a systemwide or statewide audit) and written institutional management letter for the most recent fiscal year prepared by an independent certified public accountant and/or an appropriate governmental auditing agency employing the appropriate audit (or Standard Review Report) guide; (b) a statement of financial position of unrestricted net assets, exclusive of plant assets and plant-related debt, which represents the change in unrestricted net assets attributable to operations for the most recent year; and, (c) an annual budget that is preceded by sound planning, is subject to sound fiscal procedures, and is approved by the governing board.

Audit requirements for applicant institutions may be found in the Commission policy entitled "Accreditation Procedures for Applicant Institutions. (Resources)

The College of Education is in compliance with this requirement.

Routes of compliance:

Support for faculty and departmental expenses from the university
Contributions from donors

Institutional Audit: The College of Education was last audited in year 2000 by the Internal Audit staff of the university.

Changes in Net Assets: Not applicable to unit level.

Annual Budget: The annual budget of the College of Education is prepared by the Assistant Dean for Finance. The budget is reviewed and approved by the Office of the Provost.

2.12

The institution has developed an acceptable Quality Enhancement Plan and demonstrate that the plan is part of an ongoing planning and evaluation process. (Quality Enhancement Plan).

(Not applicable for the Compliance Certification submitted by institution).

Section 3: COMPREHENSIVE STANDARDS

Institutional Mission, Governance, And Effectiveness

3.1 Institutional Mission

3.1.1

The institution has a clear and comprehensive mission statement that guides it; is approved
by the governing board; is periodically reviewed by the board; and is communicated to the
institution’s constituencies.

The College of Education is in compliance with this standard.

The mission for the College of Education may be found at:
http://www.educ.ttu.edu/main/aboutus.html

The mission of the college was reviewed and approved as part of the strategic plan by the TTU Board of Regents at their regular meeting of December 2001.

3.2 Governance and Administration

3.2.1

The governing board of the institution is responsible for the selection and the evaluation of
the chief executive officer.

Not applicable to unit level.

3.2.2

The legal authority and operating control of the institution are clearly defined for the following
areas within the institution’s governance structure:

3.2.2.1

the institution’s mission;

3.2.2.2

the fiscal stability of the institution;

3.2.2.3

institutional policy, including policies concerning related and affiliated corporate
entities and all auxiliary services;

3.2.2.4

related foundations (athletic, research, etc.) and other corporate entities whose
primary purpose is to support the institution and/or its programs.

Not applicable to unit level.

3.2.3

The board has a policy addressing conflict of interest for its members.

Not applicable to unit level.

3.2.4

The governing board is free from undue influence from political, religious, or other external
bodies, and protects the institution from such influence.

Not applicable to unit level.

3.2.5

Members of the governing board can be dismissed only for cause and by due process.

Not applicable to unit level.

3.2.6

There is a clear and appropriate distinction, in writing and practice, between the policy-making
functions of the governing board and the responsibility of the administration and faculty to administer and implement policy.

Not applicable to unit level.

3.2.7

The institution has a clearly defined and published organizational structure that delineates
responsibility for the administration of policies.

The College of Education is in compliance with this standard.

The organizational structure for the college can be found at http://www.educ.ttu.edu/faculty_staff/#forms

3.2.8

The institution has qualified administrative and academic officers with the experience,
competence, and capacity to lead the institution.

The College of Education is in compliance with this standard.

Evidence of administrative and academic officers’ experience, competence can be found in the office the of the Associate Dean for Graduate Education, Research and Administration (Educ 110).

3.2.9

The institution defines and publishes policies regarding appointment and employment of
faculty and staff.

The College of Education is in compliance with this standard.

Appointment policy can be found in the University OPs.

3.2.10

The institution evaluates the effectiveness of its administrators, including the chief executive
officer, on a periodic basis.

The College of Education is in compliance with this standard.

The Dean reports to the Provost and is evaluated annually. These documents are located in Dean’s administrative assistant’s office (Educ 110).
All college administrators of the college report to and are evaluated annually by the Dean. These documents are located in Dean’s administrative assistant’s office (Educ 110).

3.2.11

The institution’s chief executive officer has ultimate responsibility for, and exercises
appropriate administrative and fiscal control over, the institution’s intercollegiate athletics
program.

Not applicable to unit level.

3.2.12

The institution’s chief executive officer has ultimate control of the institution’s fund-raising
activities.

Not applicable to unit level.

3.2.13

Any institution-related foundation not controlled by the institution has a contractual or other
formal agreement that (a) accurately describes the relationship between the institution and
the foundation, and (b) describes any liability associated with that relationship. In all cases,
the institution ensures that the relationship is consistent with its mission.

Not applicable to unit level.

3.2.14

The institution’s policies are clear concerning ownership of materials, compensation,
copyright issues, and the use of revenue derived from the creation and production of all
intellectual property. This applies to students, faculty and staff.

This is addressed in the COE through laws posted in the University OPs at www.depts.ttu.edu/itts/documentation/laws.

3.3 Institutional Effectiveness

3.3.1

The institution identifies expected outcomes for its educational programs and its
administrative and educational support services; assesses whether it achieves these
outcomes; and provides evidence of improvement based on analysis of those results.

EDUCATIONAL PROGRAMS AND EDUCATIONAL SUPPORT SERVICES:

Each of the college’s academic programs has expected outcomes, assessments, and evidence of improvement as can be found in the College of Education Strategic Plan. The teacher and professional certification programs federal and state assessments are based on student performance on educator proficiency exam (TExES). The federal standard is known as Title II and system is known as the Accountability System for Educator Preparation. These assessments use other colleges of education as the benchmark. Evidence of these assessment can be found in the certification office (See Donna Perry, Educ 106).
The teacher education programs have aligned courses and clinical experiences with the Texas Pedagogy and Professional Responsibilities thirteen competencies. Students complete an electronic portfolio with artifacts that indicate their mastery of the competencies. The state licensing exam is based on the competencies and student performance during field experiences and student teaching is evaluated using the competencies. Faculty in the different certification and degree programs regularly review the results of these assessments and make programmatic adjustments accordingly. Additionally, feedback from students completing their student teaching is used for program improvement. Course work emphasizing the needs of English language learners and of students with special needs was added to several certification programs as a result of that feedback
The College of Education has been continuously accredited through the National Council for the Accreditation of Teacher Education (NCATE) since 1962. The standards are regularly used as a basis for program and unit-wide assessment processes
For undergraduate and masters programs and support services, the college uses local assessment tools and as a benchmark has a criterion of “above average,” on 4 on a 5-point Likert scales. These instruments are not limited to student evaluation of instruction and alumni surveys (Joe Claudet 110 and William Lan 212)
As an example and evidence of improvement based on the analysis of these results, improvements were made to advising and course syllabi. Also, the college instituted examination workshops and practice sessions for students preparing to take the test.
The COE is currently in the process of updating the strategic plan, doing a discrepancy analysis of objectives/strategies, and aligning goals with national accreditation standards and state educator proficiencies. The college strategic plan can be found at http://www.educ.ttu.edu/docs/strategicplan/coe_strategic_plan.pdf. The college strategic plan and assessment report can be found at http://www.irs.ttu.edu/SACS/AssessmentReports/4_0_2003.pdf.

ADMINISTRATIVE SERVICES:

Administrative services are assessed annually by the Dean and the Administrative Council. Corrections are made as necessary to improve the operations of the college. For example, recent improvements to the certification office, including advising software, improved technology, improved Internet access for students, and additional staff support have improved services to students. (See Donna Perry, Educ 106).

PROGRAMS

3.4 Educational Programs Standards for All Educational Programs:

(Includes all on-campus, off-campus and distance learning programs)

3.4.1

The institution demonstrates that each educational program for which academic credit is
awarded (a) is approved by the faculty and the administration, and (b) establishes and
evaluates program and learning outcomes.

The College of Education complies with this standard. Policies for the approval of course credit can be found in office of the Associate Dean for Teacher Education (Educ 106) and at http://www.educ.ttu.edu/faculty_staff/#forms

The College of Education complies with this standard. Evaluation of programs can be found in the annual Certification Report (Educ 106), the 2000 NCATE report, and various reports generated by the Dean of administration (Educ 110).

3.4.2

The institution’s continuing education, outreach, and service programs are consistent with
the institution’s mission.

The College of Education complies with this standard.

The College of Education is involved in wide-ranging outreach and service programs that are consistent with the college and university missions to provide education to the people of the State of Texas. For details, see the college’s 2003 assessment report at http://www.irim.ttu.edu/SACS/UnitWebLinks.htm.

3.4.3

The institution publishes admissions policies consistent with its mission.

The College of Education complies with this standard.

Admission policies can be found on www.educ.ttu.edu/certification. (Note the change in these two URLs.) Specific graduate admission requirements are contained in respective program handbooks at www.educ.ttu.edu/docs/handbooks.htm. in the Undergraduate Handbook for Teacher Certification and at http://www.educ.ttu.edu/. These admissions standards are consistent with the university mission in every respect.

3.4.4

The institution has a defined and published policy for evaluating, awarding, and accepting credit for transfer, experiential learning, advanced placement, and professional certificates that is consistent with its mission and ensures that course work and learning outcomes are at the collegiate level and comparable to the institution’s own degree programs. The institution assumes responsibility for the academic quality of any course work or credit recorded on the institution’s transcript.

The College of Education complies with this standard.

Evidence of this policy can be found in the Texas Tech University Catalog: http://www.depts.ttu.edu/officialpublications/catalog/Education.html#Certification.

3.4.5

The institution publishes academic policies that adhere to principles of good educational practice. These are disseminated to students, faculty, and other interested parties through publications that accurately represent the programs and services of the institution.

The College of Education complies with this standard.

Evidence of “good educational practice” is documented by the 1995 and 2000 NCATE report. The College of Education is accredited by NCATE. Evidence of this can be found in the 2000 NCATE report found in the certification office (106).

3.4.6

The institution employs sound and acceptable practices for determining the amount and
level of credit awarded for courses, regardless of format or mode of delivery.

The College of Education complies with this standard.

Evidence of this policy can be found in the Texas Tech University Catalog: http://www.depts.ttu.edu/officialpublications/catalog/Education.html#Certification. Also, evidence of sound and acceptable practice can be found in the 2000 NCATE report. These practices are followed regardless of format or mode of delivery.

3.4.7

The institution ensures the quality of educational programs/courses offered through consortia relationships or contractual agreements, ensures ongoing compliance with the comprehensive requirements, and evaluates the consortial relationship and/or agreement against the purpose of the institution.

The College has memos of understanding with area school districts describing clinical experiences for TTU students.

3.4.8

The institution awards academic credit for course work taken on a noncredit basis only
when there is documentation that the noncredit course work is equivalent to a designated
credit experience.

Not applicable to unit level.

3.4.9

The institution provides appropriate academic support services.

The College of Education is in compliance with this requirement.

The college has the following:

An Associate Dean for Teacher Education
b. A Certification Officer
c. Certification advisors in the certification office (Educ 106)

Active preservice and student teacher organizations

Graduate student computer lab

Office of Resource Development and Public Relations (manages scholarships)

Provide students workshops and practice examinations for certifying examinations.

Information about student support services can be found at http://www.educ.ttu.edu/student.

3.4.10

The institution defines and publishes general education requirements for its undergraduate programs and major program requirements for all its programs. These requirements conform to commonly accepted standards and practices for degree programs.

The College of Education complies with this standard.

Evidence of this policy can be found in the Texas Tech University Catalog: http://www.depts.ttu.edu/officialpublications/catalog/Education.html#Certification. Degree and certification plans can be found at http://www.educ.ttu.edu/certification.

3.4.11

The institution protects the security, confidentiality, and integrity of its student academic
records and maintains special security measures to protect and back up data.

The College of Education is in partial compliance with this standard.
Currently the college is installing software that will make its Internet servers secure.

3.4.12

The institution places primary responsibility for the content, quality, and effectiveness of its
curriculum with its faculty.

The College of Education complies with this standard.

Evidence of this policy can be found in the Faculty Handbook for the college, http://www.educ.ttu.edu/faculty_staff/#forms.