Claim 5 Sensitivity to Diversity: Candidates demonstrate a powerful sensitivity to learner variety and cultural differences, using this knowledge to raise the self‐esteem and achievement of all learners,
3.3 State Standards
3.2.5 Student Support (continued)
Table B.3 (continued)
Capacity dimension Program’s reference to documentation for each requirement
3.2.5 Student Support (continued)
University Student Support Services (continued)
Intramural Sports http://reilycenter.com/intramurals.asp
Tulane Religious Life http://www.tulane.edu/~religion/Welcome.html Tulane Public Safety http://tulane.edu/publicsafety/
Office of International
Students and Scholars http://global.tulane.edu/oiss/
Center for Global Education http://global.tulane.edu/
Office of Study Abroad http://global.tulane.edu/studyabroad/index.html Educational Resources and
Counseling http://tulane.edu/studentaffairs/erc/
Instructional Sports http://reilycenter.com/instructional.asp Community of Care/Process
of Care* http://tulane.edu/studentaffairs/student‐resourc Reily Student Recreation
Center* http://www.reilycenter.com/
Office of Wellness
Services/Alcohol Education
Initiatives* http://www.alcoholeducation.tulane.edu/index.ht Counseling Services at
Educational Resources and
Counseling* http://tulane.edu/studentaffairs/erc/
Office of Violence Prevention and Support Services (highlighted in New Wave: Stalking, Gender
Violence Front and Center http://tulane.edu/news/newwave/082609_zebras
article*
Student Health Center, Men’s health, Women’s
Health, Psychiatry http://tulane.edu/about/maps/student‐health‐cente Fitness and Wellness http://reilycenter.com/fitnesswellness.asp
Safety Programs http://tulane.edu/publicsafety/safety‐programs.cfm Student Safety & Security http://admission.tulane.edu/studentlife/safety.php Tulane Emergency Medical
Service (TEMS) http://tulane.edu/about/maps/tems.cfm Office of Student Conduct http://www.studentconduct.tulane.edu/
Tulane University Bookstore
http://tulane.bncollege.com/webapp/wcs/stores/se Id=‐1
Tulane Dining Services http://www.diningservices.tulane.edu/
Tulane University Financial
Aid Office http://www.tulane.edu/~finaid/
Table B.3 (continued)
Capacity dimension Program’s reference to documentation for each requirement
3.2.6 Policies
(Academic calendar is published, grading policy is published and is accurate, procedure for students’
complaints)
Appendix A (calendar, grading policy), Appendix B (TPCP complaints);
University academic calendar:
http://registrar.tulane.edu/academic_calendars/academic_calendars
School of Medicine academic calendar: (http://tulane.edu/som/courses/courses.cfm);
School of Public Health and Tropical Medicine academic calendar:
(http://www.sph.tulane.edu/main/calendar/calendarpages/acadcal.htm);
School of Continuing Studies academic calendar:
(http://www.scs.tulane.edu/calendar/calendar.htm);
University Grading Policy (University Catalog):
http://catalog.tulane.edu/content.php?catoid=37&navoid=835#Grades_Grading_Policy;
Grade and Other Academic Complaints Procedures:
http://tulane.edu/studentaffairs/upload/AcademicPolicies5-16.pdf (See pg. 9.)
Appendix C: Faculty and Instructional Staff Qualifications Table C.1 – Faculty and Instructional Staff Qualifications
Name Current
Rank/Title
Termina l Degree
Institution That Granted Degree
Year Degree Grante d
Field of Degree/Area of
Specialization
Related Qualifications
Link to TU Digital Measures
Course Numbers of Regularly Assigned Courses
Years at Tulane (as of Spring 2010)
Instructional Staff Deborah
Fordham
Assessment and
accreditatio n
coordinator
M.S State
University of NY College at Cortland
1979 Secondary English education
https://www.digitalmeasures.com/logi n/tulane/admin/authentication/show Login.do
EDUC 3400 EDUC 5010
5
Linda McKee
Director M.Ed. University of Virginia
1995 Educational psychology/
gifted education
https://www.digitalmeasures.com/logi n/tulane/admin/authentication/show Login.do
EDUC 6900 EDUC 6910 EDUC 6920 EDUC 6930 EDUC 6940 EDUC 6950
9
Full‐time Faculty
Margaret Dermody
Professor of the practice
Ph.D. University of New Orleans
1987 Curriculum and
instruction:
reading (major), special education (minor)
https://www.digitalmeasures.com/logi n/tulane/admin/authentication/show Login.do
EDUC 3000 EDUC 3800 EDUC 3810/3820 EDLA 3160
3.5
Carol Whelan
Professor of the practice
Ph.D. University of New Orleans
1985 Educational leadership and administration
https://www.digitalmeasures.com/logi n/tulane/admin/authentication/show Login.do
EDLA 2000 EDLA 2890 EDUC 3250
5
Adjunct Lecturers Karen Abell Adjunct
lecturer
M.Ed. Louisiana State University
2000 Liberal arts/German
ESL district coordinator, former Teach Greater NOLA program director administrator
EDUC 5090 0
Nancy Adams
Adjunct lecturer
Ph.D. University of New Orleans
1987 Curriculum and
instruction/ear ly childhood
University professor EDUC
3900/3910 0
Table C.1 (continued)
Name Current
Rank/Title
Termina l Degree
Institution That Granted Degree
Year Degree Grante d
Field of Degree/Area of
Specialization
Related Qualifications
Link to TU Digital Measures
Course Numbers of Regularly Assigned Courses
Years at Tulane (as of Spring 2010)
Adjunct Lecturers (continued) Charles
Greiner
Adjunct lecturer
M.Ed. University of Southern Mississippi
2003 Administration and
supervision
Secondary social studies teacher EDUC 5090 2
Elsa Matherne
Adjunct lecturer
Ph.D. Baylor University
2003 Educational leadership
Former assistant
superintendent—human resources
EDUC 3400 0
Jean Pinney Adjunct lecturer
Ph.D. University of New Orleans
2005 Educational administration and leadership
Former principal, former math/science coordinator, Pre‐GED coordinator
EDUC 3500 EDUC 5120
2
Bridget Ramsey
Adjunct lecturer
M.Ed. George Washington University
1996 Secondary education
Former English teacher, former headmaster of charter school
EDUC 5110 0
Alexandra Adjunct Ph.D. Louisiana State
2004 Comparative literature: 18th,
University professor, director of EDUC 5130 3.5
Reuber lecturer University 19th and 20th
century French, English and German literature
French program
Jewel Reuter
Adjunct lecturer
Ph.D. Louisiana State University
2005 Curriculum and instruction
Former math teacher, former professional development coordinator, university professor
EDUC 5120 1
Caroline Wood
Adjunct lecturer
M.Ed. University of Southern Mississippi
2003 Educational leadership
Former biology teacher, high school redesign coordinator for SDE
EDUC 5100 0
Special qualifications of our full‐time faculty and instructional staff
Margaret Dermody: Margaret Dermody, Ph.D., is a professor of the practice in the Tulane Teacher Preparation and Certification Program. Previous to coming to Tulane, Dr. Dermody was the chair of the Education Department at Loyola University where she worked for 11 years in the area of teacher education. Dr. Dermody, a native of New Orleans, began her career as a kindergarten teacher and worked as a teacher in both regular and special education programs from the kindergarten to high school level. As an educational diagnostician, she worked at the University of New Orleans (UNO) as a member of an evaluation team where she evaluated and designed educational programs for at‐risk students and children with disabilities.
Also while at UNO, Dr. Dermody ran the remedial reading clinic for several years within the Department of Curriculum and Instruction and functioned as an educational strategist through the Special Educational Diagnostic Center. As a teacher and diagnostician, Dr. Dermody worked directly with students and teachers for 18 years in public, private, and parochial K‐12 school settings. She has worked in higher education for the past 18 years as a professor of literacy education.
Dr. Dermody has presented and published at local, state, and national conferences in the areas of remediation of literacy problems, the integration of technology for development of multiple literacies, as well as research on preparing faculty and teachers for 21st century technology skills. She has presented at annual meetings of the American Education Research Association, the American Association of Colleges for Teacher Education, the Association for Supervision and Curriculum Development, and most regularly at the International Reading Association. She has been an invited speaker and workshop presenter at numerous public schools in the greater New Orleans area. Dr. Dermody has also presented for the Louisiana Department of Education and the Louisiana State University Center for Excellence in Learning and Teaching in the areas of E‐folios and the multiple uses of portfolios for classroom instruction.
Dr. Dermody has written numerous grants in the areas of literacy, as well as teacher training, and the embedding of technology in multiple literacies as part of an initiative which was successful in obtaining 1.70 million in grant funding. Dr. Dermody has actively participated in a variety of
community service projects which complement her educational skills and abilities. She has also served on the board of the following: Loyola’s Lindy Boggs National Center for Community Literacy (as Program Committee member and board member); Greater New Orleans Education Foundation;
Operation Mainstream (YMCA); Cabrini High School; New Orleans Regional Vocational Center Advisory Board, Special Needs Division; and the State of Louisiana K‐16+ English Language Arts Consortium.
Deborah Fordham: With over 35 years as an educator, Professor Fordham has worked professionally in five states, including the 14 years she has spent in Louisiana. She has taught secondary language arts at both the middle school and high school levels, most recently in St. Charles Parish (also in southeast Louisiana, west of New Orleans) before she came to Tulane as the program’s assessment and accreditation coordinator in 2004. While teaching in New York, she chaired several district curriculum design and evaluation projects and worked as a mentor for student teachers through the State University of New York College at Cortland. In Virginia, she was selected to develop and teach a mandatory professional development course for secondary teachers in Isle of Wight County. She has worked in three other teacher education programs as an instructor and as a university supervisor of secondary student teachers. While serving as an assistant professor in the teacher education department at West Virginia State
University (WVSU), she was chosen as the college’s first assessment coordinator and was instrumental in helping the college meet the new standards for regional accreditation through the North Central Association of Colleges and Schools (NCA).
Professor Fordham has presented multiple times at events or conferences at both the local and national levels including the following: workshops on writing for learning through the New York and Virginia state affiliates of the National Writing Project; using assessment for learning strategies for college faculty at WVSU; building a college‐wide assessment for improvement system at the national NCA conference; using Understanding by Design to develop a teacher certification program at the national conference for the Association for Supervision and Curriculum Development (ASCD) ; and several workshops presented at area schools to help beginning teachers apply research‐based strategies.
Linda McKee: Linda McKee is the director of Tulane’s Teacher Preparation and Certification Program. She has extensive experience in curriculum development and educational reform initiatives ranging from educational leadership development to policy development in the Louisiana
Department of Education. She has provided customized leadership training programs to school districts and helped to develop state‐wide training modules. Her teaching experience includes educational leadership training for teachers, principals, and district staff; secondary language arts; and K‐
12 gifted education. She has successfully designed one small business, one non‐profit organization, and two education programs prior to joining the fledgling Tulane teacher certification program in 2004. Her certifications include English/Language Arts 5th‐12th grades and Gifted Education, K‐12.
Ms. McKee’s publications include two state‐level training manuals for school and district administrators, school improvement planning packets, and school and student accountability manuals for the state. Her professional memberships and commitments include the Louisiana Association of Colleges of Teacher Education (LACTE), Technology Consortium for Teacher Education (TCTE), Association for Supervision and Curriculum
Development (ASCD), National Staff Development Council (NSDC), American Educational Research Association (AERA), and 20 years with Kappa Delta Pi. She currently serves as president‐elect for the Louisiana Staff Development Council, the state affiliate for NSDC. She is a national consultant in education reform, including data‐driven decision‐making and strategic planning.
Professor McKee received recognition for her commitment and dedication in the preparation of high‐quality teachers for Louisiana by Louisiana Governor Kathleen Babineaux Blanco in 2006.
Carol Whelan: Carol Whelan, Ph.D., is a professor of the practice in the Teacher Preparation and Certification Program. She teaches the Education in a Diverse Society, Service Learning, and Elementary Methods I and II courses. Prior to coming to Tulane, Carol Whelan was the associate vice
president for Teacher Quality, Leadership and Technology for the University of Louisiana System. From 2000 – 2003, Dr. Whelan served as the assistant superintendent in the Office of Quality Educators at the Louisiana Department of Education and from 1997 – 2000 as the state director of technology. She has 16 years of experience in K‐12 education, 14 in higher education, and 7 years of experience working at the state level. She co‐
developed and taught two graduate courses, including a leadership course called LEADTech: Louisiana Educational Advancement and Development with Technology. Funded by a $1.2 million dollar Bill & Melinda Gates Foundation grant, the course was designed for school superintendents and principals. Over 800 principals and superintendents have completed the LEADTech Program.
Carol Whelan is the author and co‐author of numerous articles, six CD‐ROMs, including the latest Reaching for Results: Education Reform in Louisiana, and was the editor of the Louisiana Educational Technology Review, an online and paper quarterly publication from 1992‐1997. She coordinated the evaluation of two statewide networking pilot projects and was the lead author in a publication of the results in the Journal of Research on Computing in Education (Summer, 1997). She has been an invited speaker at national, state, and local conferences and was awarded the Post‐Secondary
Computer Using Educator of the Year award by the Louisiana Association of Computer Using Educators (LACUE) in 1993 and 1996 and the Center for Digital Government’s In the Arena Award in 2002.
Dr. Whelan has presented at the International Conference on Technology and Education (ICTE), the National Educational Computing Conference (NECC), the International Symposium on Telecommunications in Education (Tel‐Ed), the International Reading Association Conference (IRA), an Association for Supervision and Curriculum Development (ASCD) conference, and the U.S. Department of Education’s Mathematics and Science Partnership Conference (MSP) in the spring of 2010, as well as at numerous regional and local meetings.
Page 107
Appendix D: Program Requirements
Program Standards and Admission Requirements
The Teacher Preparation and Certification Program at Tulane is based on recognized state and national standards for high quality teacher education programs including: the Louisiana Components of Effective Teaching (LCET), the core principles of the Interstate New Teacher Assessment and Support Consortium (INTASC), the National Association for the Education of Young Children (NAEYC), the National Board for Professional Teaching Standards (NBPTS), and the Teacher Education Accreditation Council (TEAC). The broad goals of the program’s framework (the core principles) and the learning objectives delineated for each course are aligned with the state and national standards which pertain to that portion of the curriculum. The
strategies used to monitor and evaluate the progress of students through the program are also tied to both state and national benchmarks for pre‐service and alternate certification teachers.
The program was developed in accordance with both Louisiana and INTASC standards, and the rationale for the program’s structure can be explained best through them. The primary goal was to produce rigorous certification programs that balance the import of disciplinary content knowledge with the teaching skills and dispositions needed to apply that content knowledge in diverse educational settings. The program
incorporates the rigor of a bachelor’s degree and/or the Praxis II content exams with educational theory and methods coursework based on the best available research on teaching and learning. The program is assessed through both internal and external means, ensuring that future candidates will experience a constantly improving program. Additional details on the development of the Tulane model, including TPCP’s core principles and applicable state and national standards, are available in section III of the Student Handbook at:
http://teacher.tulane.edu/handbook_files/program.pdf .
Prospective students must submit an Intention to Seek Teacher Certification Application and baccalaureate degree transcripts confirming a minimum GPA of 2.5 as part of the admission process. The program also requires prospective students to have met the following conditions:
passage of the Praxis I exam , or
achievement of an ACT composite score of 22 or above or an SAT Math/Verbal score of 1030 or above, or
completion of a master’s degree, and
achievement of a passing score on the Praxis II: content exam, and
completion of Level I E‐Folio requirements.
Additional details on our admission requirements are available at:
http://teacher.tulane.edu/admission%20requirements.pdf .
The Tulane Teacher Preparation and Certification Program has three options: (I) Secondary Content Focus (6‐
12), (II) Early Childhood (PreK‐3), and (III) Dance (K‐12). Descriptions of each program, including the specific courses required for each, are below. Additional details on recommended programs of study, assessment requirements, and program planning are available in the TPCP’s Description of the Alternate Certification Program Handbook at: http://teacher.tulane.edu/handbook_files/program_v.pdf.
Program Option I: Secondary Content Focus (6‐12)
1. Within this option, students major in a content field and earn a degree in the field (e.g., B.A. in English).
Content Field Certification Area
English English
Mathematics Mathematics
Chemistry Chemistry
Ecology and Evolutionary Biology Biology Cellular and Molecular Biology Biology
Physics Physics
French French
Spanish Spanish
Italian Italian
German German
Economics, History, Political Science,
Sociology Social Studies
2. Students complete the following coursework for Secondary Certification:
Knowledge of the Learner and the Learning Environment (13 hours) EDLA 2000 Education in a Diverse Society (3)
EDLA 2890 Service Learning in Public Schools (1) or EDUC 3250 (taken with EDLA 2000) PSYC 3200 Educational Psychology (3)
PSYC 3390 Adolescent Psychology (3)
EDUC 3400 Classroom Management/Instructional Design & Assessment (3)
Methodology and Teaching (10 hours)
EDUC 3800 Methods of Reading Instruction (3)
EDUC 3820 Practicum in Secondary Reading (1) (taken with EDUC 3800)
EDUC 5010 Methods I of Secondary Instruction (3)
EDUC 5090‐5130 Methods II of Secondary Instruction: Teaching in the Content Field (3) (Students select the Methods II class for their content area)
EDUC 5090 Methods of Teaching Social Studies EDUC 5100 Methods of Teaching Science EDUC 5110 Methods of Teaching English EDUC 5120 Methods of Teaching Mathematics EDUC 5130 Methods of Teaching Foreign Language