Standard 6

The university significantly reshaped its academic organizational structure in 2003. Five colleges became three and three deans were hired to lead the new colleges: the Colleges of Liberal Arts and Social Sciences, the College of Natural and Applied Sciences, and the College of Professional Studies. The latter college consists of three professional schools, the School of Education (NCATE candidate), the School of Nursing, Social Work and Health Sciences, and the School of Business and Public Administration. After a national search, Dr. Sheying Chen was appointed Dean of the College of Professional Studies in July 2004. He has subsequently resigned (July 2006) and an Acting Dean has been appointed for the interim until a search is concluded. While located in the School of Education, educator preparation represents a collaborative effort throughout the University of Guam involving the College of Liberal and Social Science (CLASS) and the College of Applied and Natural Sciences (CNAS) (UOG organizational chart).

Today, guided by a Conceptual Framework that embodies SOE’s vision that its graduates emerge as knowledgeable scholars who are able to effectively communicatethe knowledge they gain from various general education, foundation and specialty courses to students in the schools, and as reflective decision-makerswho are accountable for the learning of all students, SOE continues to prepare candidates who are advocates for all learners. The ability of SOE to fulfill its mission is dependent upon its capacity to prepare candidates to meet professional, national, and institutional standards. This is not easily accomplished in a region where widespread teacher vacancies create opportunities for individuals to teach without completing degrees in any area or for college graduates to short cut completing teacher education requirements.

How does the unit provide the leadership for effectively coordinating and managing all programs for the preparation of educators?

The authority for the preparation of teachers and other professional educators is vested in the School of Education by the President and by the Board of Regents. Both are highly committed to the mission of the SOE. As indicated in the SOE Organizational Chart, the Dean of the College of Professional Studies is the chief academic and fiscal officer responsible for the academic, fiscal, and administrative health of the unit. He reports directly to the Senior Vice President of Academic and Student Affairs. The Dean’s authority is outlined in the position description (HRO). Two operative divisions of SOE, the Teacher Education and Public Services (TEPS) and the Foundations, Educational Research and Human Services (FERHS), make up the School of Education. These divisions meet monthly to conduct academic work associated with curriculum development and operational problem solving. Currently, two major faculty subcommittees representing the two SOE divisions help address two key components of Admissions and Curriculum. Two division representatives serve as the elected representative of the Unit Faculty, representing the ideas, needs and recommendations of the Unit to the Dean (and/or the appropriate Administrator) and convey information and requirements from the Dean (and/or appropriate Administrator), to faculty in each division (insert electronic hyperlink to p. 11 Board-Faculty Union Agreement). These representatives serve on the College of Professional Studies (CPS) Academic Affairs Committee (AAC). An Executive Director, who reports directly to the Dean, is responsible for facilitating administrative tasks between the faculty and the Dean, including assisting the Dean with faculty performance reviews. Executive Directors from the three schools in CPS meet weekly with the Dean to discuss significant issues and carry out operational problem solving within their respective schools.

The primary responsibility for ensuring that candidates meet Specialized Professional Association (SPA) and institutional standards rests with the units and the specific programs. The following undergraduate academic programs are housed within SOE: Bachelor of Arts Degree in 1) Early Childhood/Elementary Education, 2) Elementary Education, 3) Elementary Education with Chamorro Language & Culture Teaching Specialty, 4) Second Language/Elementary Education, 5) Secondary Education, 6) Special Education, and 7) Physical Education, PK-12.

Graduate programs include Masters of Education in 1) Administration and Supervision, 2) Language and Literacy, 3) Secondary Education, and 4) Special Education. (UOG website) Each program has a Program Coordinator responsible for management of the program. The Coordinators work with program faculty to establish admission criteria, policies for monitoring candidate progress at each decision point, curricular requirements aligned with professional standards, field placement and supervision policies, as well as assessment of candidate proficiencies, including portfolios and performance in field experiences.

Comprehensive information about undergraduate and graduate admission requirements and policies is printed in the University of Guam undergraduate catalog and Graduate Bulletin. Decisions about existing programs, courses, and curricular policies originate from the faculty through SOE Curriculum Committee to the faculty of SOE as a whole to the CPS Academic Affairs Committee (AAC) (insert electronic hyperlink to AAC By-Laws and minutes) and respective University-wide undergraduate and graduate committees, as required. The AAC ensures collaboration between the School of Education and other Schools in CPS. The CPS Dean, the Executive Directors and all Unit Representatives in the College comprise the Committee. AAC members may authorize additional members by majority vote (p. 70 Board-Faculty Union Agreement). Comprehensive reviews of new and ongoing programs are conducted every five years at the college level by each program overseen by the appropriate University-wide review committee with final endorsement from the Faculty Senate and the Senior Vice President.

SOE has only one authorized off-island degree program, the Individualized Degree Program (IDP) offered throughout the Micronesian region although two others are anticipated. The IDP provides opportunities for in-service teachers from the Federated States of Micronesia, the Republic of Palau, the Republic of the Marshall Islands, and the Commonwealth of the Northern Mariana Island to complete education degrees at the University of Guam. Faculty is proposing a new off-campus degree program for pre-service teachers from the region. It is still in the approval process.

The second degree program proposed focuses on the need for trained counselors. There are several off-site sets of courses that are not degree programs and have been specifically designed to meet a need: a set of Education Supervision and Administration courses offered in Saipan for principals and school administrators; and a set of courses in education offered by distance education methods, funded by a grant and available for teachers wishing professional development. These are offered in conjunction with the Professional Development and Lifelong Learning Center (PDLLC). The Professional Development and Lifelong Learning Center provides quality education, technical, professional, and public services to the regional communities and beyond in support of the University of Guam's mission of excellence.

Are academic calendars, catalogs, publications, grading policies, and advertising accurate and current?

The academic calendar is published by the University and is communicated via the UOG website as well as in the Course Schedules that are published during prior to pre-registration and registration periods in the Pacific Daily News, Guam’s largest daily newspaper. The University of Guam undergraduate and graduate catalogs are published yearly in late summer. They reflect the most current approved School of Education program requirements, course descriptions, and grading policies. The UOG website also contains the same information. UOG has produced a series of print and non-print advertisements promoting the university and its different programs. The most striking aspect of these advertisements is the showcasing of student perceptions about their respective programs.

The College of Professional Studies web site has been updated to provide current information about the School of Education Unit, including undergraduate and graduate programs, scholarships and recruitment, research initiatives, administration and faculty, as well as other topics that are pertinent to students, faculty, staff, and graduates (uog web site). Additionally, academic calendars, catalogs, and publications that describe all of the colleges and programs at the University of Guam are available at each individual college/school and at the Office of the Registrar. A new SOE website and newsletter provides an informative view of current programs and events for university community, the Guam community, the region, the SOE Advisory Council, and teaching professionals, as well as current and future teacher candidates. The newsletter also serves as a recruitment strategy. Additionally, a new SOE brochure is now available to prospective recruits.

Grading policies for teacher candidates in the School of Education are explained in the UOG Catalog and on the website. Grading policies for specific courses are explained in each course syllabus. (syllabi)

Are recruiting and admissions practices described clearly and consistently in publications and catalogs?

Recruitment and admission practices are clearly described in a variety of publications and catalogs. Comprehensive information about undergraduate and graduate admission requirements and policies, printed in the university web site (insert electronic hyperlink to website) includes links to financial aid options and student scholarship information. The School makes every effort to ensure that catalogs, calendars, publications, and policies are accurate and current. Efforts to recruit undergraduate students are coordinated through collaborative efforts with Project GEAR-UP (GEAR-UP inserts in UOG website) and the Yamashita Educator Corps. The new SOE brochure now provides another recruitment tool. Efforts are under way to develop a team comprised of SOE faculty who will be responsible for developing recruitment materials for advertisement and distribution and visiting the island schools for the purpose of recruitment. With regards to graduate programs, program faculty is responsible for developing and coordinating communications between the School and potential graduate students. Recruitment for off-campus and professional education courses is primarily handled through the university's Professional Development and LifeLong Learning unit.

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

At the initial level, UOG undergraduate students, including prospective teacher candidates, receive advisement by the general faculty until they declare a major. Once the major is declared, the faculty in the major field of study advise both the declared majors and those accepted as advanced-level professional teacher candidates. Programs maintain their own advising practices appropriate to the differences within each separate major. However, there is no mechanism for flagging teacher candidate enrollments to require student advisement.

The university’s Student Counseling Services provides professional services to help students with personal difficulties or learning problems that interfere with their ability to gain maximum benefit from educational experience (UOG web site). UOG students may use WebAdvisor to check their grades, enrollment and schedules. UOG faculty may also check on students via the WebAdvisor or through direct linkage with the teacher candidate’s transcript evaluation using the Colleague system. The Colleague system transcript evaluation provides not only the courses that a particular teacher candidate has taken but also his/her overall GPA and GPA in the major.

How do the unit and other faculty collaborate with P-12 practitioners in program design, delivery, and evaluation of the unit and its programs?

Collaboration with members of the professional community is a high priority as SOE strives to have a positive effect on learning in P-12 settings. A group for accomplishing collaboration is the SOE Advisory Council comprised of selected, College administrators and faculty, teacher candidates, practicing educators, administrators from public and private schools, and legislators. The Council meets each semester for discussion of issues impacting the status and quality of PK-12 education and educator preparation on the island (Advisory Council). The purpose of the Advisory Council is to provide ongoing feedback to SOE and the Dean and to make known opportunities for collaboration in concurrent renewal efforts in education. Field experiences, student teaching, and internship partnerships with public and private schools, as well as initiatives with schools and other organizations offer faculty additional access to the wisdom of professional practice in PK-12 settings.

The SOE Dean and executive director are members of the Symposium for Education, organized by the Governor of Guam, the Honorable Felix Camacho, in collaboration with the current Superintendent of Public Schools, Mr. Juan Flores. The charge of the symposium is to lay the groundwork for the island community’s call to meet education reform goals.

How are colleagues in other units at the institution involved in the preparation of professional educators, school?

As the oldest and largest of the three CPS schools, SOE’s leadership in the preparation of professional educators and school personnel has long been recognized throughout the University and the community. Our record of collaboration and partnership with P-12 schools and other organizations has ensured that SOE is recognized as a leader in the preparation and support of P-12 teachers and other school personnel (insert electronic hyperlinks to leadership documents). Furthermore, there is regular collaboration with CLASS faculty with regard to the general education and discipline-based preparation of baccalaureate-level candidates in the education programs [insert electronic hyperlink to General Education Committee minutes; documentation of meeting with CLASS AAC; PowerPoint handouts, email correspondence with Dean Mary Spencer (CLASS); and with the College of Natural and Applied Sciences (CNAS).

How does the unit provide professional development on effective teaching for faculty in other units of the institution?

The SOE faculty share expertise in teaching and learning across the university during the annual Faculty Development Day workshops, UOG Annual Regional Language Arts Conference and the annual CLASS Research Symposium (PP presentations, flyers, faculty questionnaires). The SOE faculty conducted a presentation, Linking Assessment with Technology, at the Faculty Development Day during Spring 2004. Other presentation offerings at this event by the SOE faculty also included a session on rubrics as a form of assessment. At the 2006 Faculty Development Day, SOE faculty who have received Faculty Travel Awards presented their research that had been earlier presented during these off-island conferences. Tapping SOE faculty expertise, university-wide committees invite SOE faculty to present workshops on assessment and other issues pertinent to teacher education.

Does the Unit have sufficient budgetary allocations at least proportional to other units?

During the reorganization of the University of Guam, three relatively equal sized Colleges emerged. The budgets involving faculty and benefits as well as operational needs are now relatively equal in size. (University faculty FTE) The School of Education receives its fair share of budget among the schools and colleges of the University of Guam. (University and College budget information). The budget allocated for salaries, supplies, and equipment for the past three years of our current organizational pattern indicates a pattern of equivalency among the three schools within the College of Professional Studies (CPS) (Link to UOG Budget and CPS budgets). However, the budget does not indicate the special funds that have been allocated by the Senior Vice President of Academic and Student Affairs for the specific purpose of supporting SOE’s efforts preparing for specialized national recognition and unit accreditation. The budget also does not indicate funds used for SOE from non-appropriated funds.(assessment workshops,

Over the past several years, the Senior Vice President of Academic Affairs has generously supported our requests for inservice, professional development, materials, as well as support related to NCATE accreditation including faculty retreats and special stipends for writers. Additional support has included release time for chairs of standards committees, program coordinators writing SPA reports, and Institutional Report writers. This is at a time when the budget is constrained overall by cash flow issues related to the Government of Guam General Fund from which we receive much of our funding. The budget does not reflect the capital outlay needed to repair the building and other facilities including poor construction choices, refitting of facilities, and expected wear and tear. It also does not reflect money received from FEMA for typhoon damage sustained to buildings. Air Conditioning has been upgraded within the SOE building recently. These items are part of the capital outlay budget of the University.

How adequately does the unit’s budget cover both on-campus and field/clinical work necessary to prepare teachers and other school professionals?

Cooperating Teacher Stipends have remained static for a number of years at $300 per Classroom Supervisor. Retaining and recruiting cooperating teachers is not linked to these stipends. The willingness of professionals to step up to help train the next generation of teachers is impressive and meets our needs. However, the SOE faculty needs to reexamine the adequacy of the Cooperating Teacher Stipends because it was an internal decision by SOE faculty to retain the current stipend.

In 2004-5 the Gear-Up Program associated with the School of Education received a grant to provide a computer lab in a classroom on the second floor of the School of Education. Under this grant, computer desks, UPS, software, desktop computers, and printers were installed in Spring 2005. This equipment and software makes possible new options to faculty and students as well as to potential SOE students enrolled in the Gear-up program. This is a basic PC lab with internet. However, it has no intermediate or advanced instructional software or media capabilities. Additionally, a number of laptop computers were provided for use by faculty or within the classrooms. Under this same grant, new television/video/DVD monitors were purchased and installed in the first floor classrooms. The availability of TV monitors in all classrooms allows faculty to avoid moving carts through the halls and the need for extra storage areas.

Another technology lab that is used for instruction is quickly becoming outdated. It consists of mostly iMac computers that were purchased 5-6 years ago. They are currently working using a version of operating system 9. The core course that makes use of this lab provides students with an understanding of how to use technology within education (ED451). A budget for the iMac lab upgrades has been submitted to the Administration but has not be finalized.

Budgeted funds for instructional materials for courses such as science/math education classes, fine arts education, and computer classes are available to faculty. Some faculty have experienced procedural difficulty in requesting these supplies. Other courses on campus in other schools have instituted course fees when unusual supplies/consumables are needed. This needs to be discussed further for SOE. Physical Education courses have adequate course fees that provide supplies and materials. However, because of cash flow difficulties experienced by UOG, accessing these course fee budgets are sometimes difficult.

Graduate faculty speaks of the need for graduate student assistantships that will facilitate collaborative research and support graduate programs.

Do workloads allow faculty members to be effectively engaged in teaching, scholarship, assessment, advisement, collaborative work in P-12 schools and services?

Workload policies are clearly described in the Board- Faculty Union Agreement, has limited faculty workloads to the standard of 12 credit hours across the board per semester. Documented evidence of faculty activities are recorded on SOE faculty loadsheets provided by individual faculty and approved by SOE Executive Director and the Dean of the College of Professional Studies (load sheets). The Academic Chair as well as the Dean of the College in conjunction with the individual faculty member negotiates load allocations so that time can be spent on service on and off campus, teaching, as well as scholarly and applied research, as well as collaboration with the public schools. Additionally, the engagement of faculty in these endeavors is also recorded in the yearly Comprehensive Faculty Evaluation System (CFES), which serves as an annual plan and evaluative instrument.

Faculty loads for teaching on campus and online generally do not exceed 12 hours for undergraduate teaching and 9 hours for graduate teaching.

School of Education faculty is not assigned the responsibility of being solely undergraduate or graduate faculty. Graduate School policy requires that faculty desiring to teach graduate courses update their application every 3 years and receive approval from the Academic Committee on Graduate Curricula (ACGC). In general, faculty loads are based upon an FTE of 12 hours of teaching. The Board-Faculty Union Agreement does not distinguish between graduate or undergraduate load limitations or allocations. Other service, research, teaching is negotiated based upon this model, i.e. chairpersons of Senate and academic committees receive .25 load allocation for their work each semester. The Faculty Union did not advocated for lower graduate teaching loads in its contract negotiations in 2003. Very few of the UOG faculty members actually teach exclusively graduate loads.

Supervision of clinical practices does not generally exceed 18 candidates for each full-time equivalent faculty member.

Supervision of clinical practice includes student teaching, student teaching internship, Special Education diagnostic practicum, and methods practicum. Full-time equivalent faculty members typically average 4 students in one clinical practice course. Few full-time faculty members exclusively serve as clinical practice supervisors. Other field experiences within specialized programs are supervised using different models according to the FTE of the experience and the extent to which teacher candidates are engaged. In general, these field experiences reflect time spent in the schools with cooperating clinicians and minor supervision by faculty members.

Do programs make appropriate use of full-time, part-time and clinical faculty as well as graduate assistants so that program coherence and integrity are assured?

Coherence and integrity are assured in SOE’s system of utilizing full-time and part-time faculty. Priority course loads are assigned to all full-time faculty who serve as teaching faculty, university supervisors, and clinical faculty. Part-time faculty is hired contractually to assist with required education courses when the full-time faculty is not able to meet the need. Usually, part-time faculty is recruited from retired SOE faculty so that coherence and integrity of the program is not an issue. Some programs do hire other part-time faculty to deliver specific course offerings. When this is the case, these are usually current or retired teachers or administrators in the community who are well connected with the specific program for which they teach. Adjunct faculty members are recruited from a list of interested individuals who are approved by the faculty of the program and meet appropriate education and experience criteria. A list of appropriate candidates for adjunct faculty positions is provided to the Academic Chair who forwards recommendations to the Dean for approval.

The program coordinators, the Fieldwork Coordinator, and the school administrator recruit clinical faculty in the schools cooperatively. This is to make sure that the cooperating teacher/classroom supervisor meets program, school, and university requirements for clinical faculty. This means that the individual has completed at least 3 years of teaching within the discipline. In some cases this means that the individual has completed a supervision course within the discipline. In some school settings, administrators also want teachers to have a minimum number of years teaching within that school setting.

The School of Education does not have any graduate assistantships assigned to it at this time. Most of our graduate candidates are full-time teachers and administrators, which makes them unavailable to us for teaching purposes.

Does the Unit have an adequate number of support personnel so that programs can prepare candidates to meet standards?

Presently, the School of Education has two Word Processing (WPII) Secretaries and one Program Coordinator I position, as well as an Administrative Assistant. WPII secretaries assist faculty in the two divisions of TEPS and FERHS as well as operational activities such as application to teacher candidacy and student teaching/internship (A ratio of 1: 10-12). The Program Coordinator I assists the School of Education individual degree program (IDP) students from the various Micronesian Islands. The Administrative Assistant assists the Academic Chair, prepares employment forms, prepares purchase orders, and tracks the budget expenditures. The School of Education has a NCATE Document Room Coordinator who works closely with the NCATE Coordinator and the IR writing team. Additionally, SOE has between 10-20 work study students assigned to it for clerical and technology needs.

Does the Unit provide adequate resources and opportunities for professional development of faculty, including training in the use of technology?

Three university-wide opportunities for professional development are provided through the Faculty Travel Grant, the Continental Travel Endowment, and small research grants.

Additionally, faculty members are encouraged to apply for the Fulbright Scholar Program. Also, faculty may apply for sabbatical every six years.

Faculty within the School of Education may apply quarterly for University Travel Grants and the Continental Travel Endowment. These awards are available for faculty traveling to present professional papers or attend professional conferences on the U.S. mainland, Europe, and in Asia. They are a popular source of funding for SOE faculty.

Additionally professional development opportunities are encouraged and supported by the Dean of the College of Professional Studies. The School of Education’s budget allocates funds for professional development and with the approval of the dean, funds can be utilized to support SOE faculty development. The Dean of the College of Professional Studies has funds to support additional Professional Development for those who do not qualify for funding or whose need additional funds for travel, housing, or registration. (Faculty and funds for Professional Development)

A number of SOE faculty members have been awarded these funds based upon their applications. Normally faculty must use some personal funds to support professional development beyond what the College or University provides because of the great distance between Guam, the US mainland or Europe. Faculty more often participate in conferences in Asia because they are generally less costly and travel less strenuous, as well as requiring fewer days away from classes.

Research grants provide another means to fund professional development. While in the last few years these have not been awarded, new rules and regulations are currently being developed. According to the Senior Vice President, these funds will be awarded in the near future.

The Faculty Senate presents the annual Faculty Development Day with nationally and regionally noted guest keynote speakers and additional presenters. Further, the College of Arts and Social Sciences (CLASS) annually presents the Annual Charter Day College of Liberal Arts and Social Sciences Research Symposium. Additionally, SOE organizes the annual Regional Language Arts Conference each year in November. These attract faculty and regional presenters. Teachers and administrators as well as students attend to develop new skills as well as to link professionally with faculty across the campus. (announcements and/or programs)

At the local level, open invitations from various government agencies to participate in workshops, seminars and conferences offered by visiting consultants are available to UOG or to the larger Guam community.

Faculty from SOE conducted a presentation, Linking Assessment with Technology, at the Faculty Development Day during spring 2003. Among other presentations and offerings by SOE faculty, was a session on “Using Rubrics as a Form of Program Assessment”.

The Dean of the School of Education supports faculty who wish to attend conferences or present papers at professional meetings by providing generous leave time. Faculty providing their own funding are supported in their professional activity.

In preparation for NCATE accreditation, the School of Education faculty is actively involved in technology training for classroom enhancement and for student and program recordkeeping. Consultants such as the Pacific Resources for Education and Learning (PREL) have provided technology training in the use of programs such as LiveText and Blackboard. Further training by a consultant occurred during February 2005 for both faculty and students for implementation of Live Text in key courses[ED110, ED192, ED451]. A full-time faculty member and an adjunct continue to offer faculty classes in Live Text as well as to individually assist faculty who are implementing it. New training during 2005 and 2006 focused upon learning Moodle for implementation of hybrid courses and preparation for distance learning opportunities

(list of faculty, staff, and adjuncts, faculty development awards for the last three years, list of faculty taking sabbatical leave)

Does the Unit have adequate campus and school facilities to support candidates in meeting standards?

The University of Guam campus has the potential for adequately supporting candidates in meeting standards. Most areas of the curriculum are well supported by the current facilities. The current School of Education building was well designed for classroom and office needs at the time of its construction. However, sufficient storage space was not planned into the building.

With the addition of physical education into the School of Education, new concerns were addressed. Prior to mid-September 2004 physical education had classrooms and a large dance studio/multi-purpose room in the field house. These spaces were converted into Student Services facilities because of the demolition of two campus buildings for a building project slated for 2-3 year duration. A recent solution that meets most of the needs of the physical education major program required refitting of existing poorly utilized space in the Field House into a new physical education movement studio for major theory courses and non-major activity classes and, removing walls of a number of vacant offices in the Field House to form a triangular classroom with an auxiliary office and lockable technology storage for use for in theory classes. Both of these projects received special funding through a number of on-campus sources including the Dean of CPS and the existing Maintenance budget.

Current SOE classroom shortages take place during the 3pm to 5 pm time period. By cooperating with other Colleges and Schools on campus, additional courses for this time period can be scheduled elsewhere on campus but require faculty to arrange for more portable equipment for teaching. Additionally, improved scheduling is being addressed to utilize classrooms when vacant rather than stacking up classes during the 2- 5pm time period.

Of importance to faculty and students alike is adequate building maintenance. While attention to the air conditioning system has been given priority in the last several years, problems stemming from poor construction decisions cause continual uneven air circulation difficulties throughout the SOE building.

How do the Unit’s facilities support faculty and candidate’s use of information technology in instruction?

A Computer Center is available to all UOG students. It includes both Macintosh and PC formats computers. It is open throughout the day and the evening for students to use for classwork. Staff provides assistance to those who have questions, lose data, etc.

Other computer labs located in the various Professional Schools and Colleges are also available. Internet access allows candidates to enhance their learning and provide well –developed, rich instructional presentations. The RFK Library also has Internet access.

School of Education students have access to the first floor computer laboratory located in our building. The lab is a place for classroom instruction for required technology courses and then is kept open for independent student use. The new Gear-Up computer Lab (SOE second floor) provides additional resources to faculty but at this time is not available for independent use by students.

Classroom instruction for education courses is primarily held in the School of Education building. The building is equipped with wireless technology. The majority of classrooms are equipped with television, VCR, DVD players and projector screens. Faculty and teacher candidates can schedule additional technology equipment including lap top computers and LCD projectors. The University Library and the Audio/Visual Technology facilities also provide additional technology resources to students and faculty including support with website building, tape dubbing, equipment repair, loan of video and audio equipment and tape/DVD, and AV room reservations.

The Yamashita Educator Corps, the scholarship office for teacher candidates, located within the School of Education assists recipients with technology equipment and space for meetings and preparation of classroom presentations. The Teaching Physical Education, PK-12 program has video cameras and technology equipment for their majors.

Using college funds, all faculty who wanted new PC computers were provided with them in fall 2005. Several new LCD projectors purchased by the school extend the opportunity for the use of technology within classrooms. New faculty hired for teaching technology are also working to develop instructional carts that can be used within classrooms. These smart carts are being developed to include the new LCD projectors with former faculty ibooks to facilitate faculty and students in using technology within classes. (list of facility)

Does the Unit allocate resources across programs to prepare candidates to meet standards for their fields?

Faculty provides requested information about needed funds to strengthen their programs. In the past ten years funding for the University of Guam from the Government of Guam Legislature has been bare bones. Minimal funding has consistently provided necessary equipment, supplies and supplemental materials for classes across the Unit. Some faculty members do not feel well informed about the potential for other funding that may be available to enhance their programs. The physical education program uses Board of Regent approved course fees to fund equipment, supplies, and materials for classes and student use.

Does the Unit have adequate resources to develop and implement the unit’s assessment plan?

Adequate resources exist for implementation of the unit’s assessment plan. Planning the Unit’s assessment required considerable faculty time and commitment. Now that the system is in place, full faculty cooperation is needed to fully implement the Unit’s assessment plan. Much hinges upon the acceptance of the system by faculty and training of new faculty to use it. Filling current faculty vacancies with key replacements is needed to supplement and support faculty efforts in this endeavor. Three new recruits have already come aboard to assist in this effort. Several additional key searches for the 2006-2007 school year will be critical for advancing the assessment plan.

Does the Unit have adequate information technology resources to support faculty and candidates?

Funds are needed for maintenance and upgrading of technology equipment and programs in the technology lab currently used. The older technology lab in the School of Education needs an update with new iMac technology and associated software. A budget for this upgrade was submitted to the Administration for approval.

Additional LCD projectors were purchased in fall 2005 to encourage the use of instructional technology in class instruction and student presentations. The instructional smart carts will provide greater flexibility as they are placed into service during Fall 2006. Using college funds, all faculty who wanted new PC computers were provided with them in Fall 2005. Several new LCD projectors purchased by the school extend the opportunity for the use of technology within classrooms. New faculty hired for teaching technology are willing to develop instructional “smartcarts” that can be used within classrooms. These smartcarts require faculty to surrender their iBooks to incorporate with the new LCD projectors to facilitate the use of technology within classes by faculty and students. This project is proposed because the budget also has not been approved.

Do faculty and candidates have access to both sufficient and current library and curricular resources and electronic information and are these holdings sufficient and current?

The Robert F. Kennedy Library provides resources for faculty and students within SOE as well as the rest of the University. An interlibrary loan program is maintained for faculty and students. Usually within several days resources are available through this program. Electronic databases are available through the library. Over the past 2 years, the Main Library has expanded its holdings of many types of print materials as well as technology resources to assist student learning. The RFK Library has ample funds to buy resources for course support as well as supplemental materials. However, faculty must suggest the resources needed before any are purchased.

The RFK Library has an entire area reserved for SOE’s learning resource collection of curriculum materials, literature for P-12 students, sample Guam DOE textbooks, journals and more. The physical space and shelving is excellent but after several cycles of searching for a librarian for this area, the search has been abandoned. Originally, students in Early Childhood, Elementary, and ESL programs utilized the resources effectively. Now those in need of these resources can arrange with the librarian assigned part time to this area to assist in accessing these materials. The library holdings in this area need updating and enhancement to meet student needs.

Faculty must be creative about using resources that they do have to infuse technology into their courses, model low-tech use, and encourage teacher candidates to think about its use in their own teaching. This can be done with the resources we currently have.

Student teachers placed in the public schools may also use the GPSS Learning Resource Center. The Center provides video tapes, curricular materials, and laminating facilities.

The professional education unit is the School of Education, which interacts with colleagues from other units in a collaborative manner to ensure that candidates meet standards. Members of the professional community participate in program design, implementation, and evaluation in formal and informal ways. The School of Education’s budge compares favorably to the budget in the School of Business and Public Administration, and the School of Nursing, Social Work, and Health Sciences. The contractual workload of faculty is 12 credit hours per semester. The School of Education employed 21 full-time and 9 contractual faculty for teaching during the 2005-06 school year. The information technology resources of the School of Education are adequate to support faculty and candidates. Library and curricular resources are available to support programs.