The academic year of 2010-2011 was highlighted by several events of exceptional importance, the most significant being the visit by representatives of the Center for Quality Assurance in Teacher Education (CQATE) October 29-November 2, 2010, which resulted in CQATE recognition of the unit. The recommendations of the committee resulted in systemic actions to strengthen and improve the unit. Among these changes were the following.
- The conceptual framework is currently being revisited to strengthen its theoretical base and to present a clearer articulation of the philosophy of the unit and the knowledge, skills, and dispositions it values. Although this effort is not yet completed, significant progress has been achieved, and committees are currently meeting to prepare the final document for review by stakeholders in the unit and external partners. Figure 1 shows the process that will be followed in finalizing this document.
- Unit assessment activities were articulated in a rigorous unit assessment plan (Sent as separate attachment). The system includes stronger triangulation of data and policies to increase inter-rater reliability. It includes policies in which data are regularly and systematically collected, compiled, aggregated, summarized, and analyzed to improve candidate performance. Evaluation of programs and unit operations to ascertain effectiveness is central to the process.
- The TaskStream™ online assessment system has been more fully operationalized to support unit assessment, with multiple measures of learning outcomes tracked throughout each program. All faculty members have received training on how to use TaskStream and have had the opportunity to contribute to the structure and content of its assessment instruments.
- Dispositions for the Masters in Education programs were clarified and evaluation instruments were developed so that multiple measures of dispositions are now conducted for all programs in the unit (Unit Plan, Appendix E).Stronger measures of content knowledge were established, including content exams in all programs.
- Data-based reports for the last three years aligned to unit learning outcomes were completed and filed on the university assessment site.
- Assignments were added to initial program that require candidates to assess and analyze student learning, make appropriate adjustments to instruction, and monitor student progress. The assignments in the advanced programs require candidates to analyze student, classroom, and school performance data andmake data-driven decisions about strategies for teaching and learning so that all students learn. School leader candidates are required to provide evidence that they are able to create positive environments for student learning and that they collect and analyze data related to student learning and apply strategies for improving student learning within their own jobs and schools.
- Assessment of candidates' instructional use of technology was included in each program in the unit.
- A stronger candidate support system has been developed. It is currently in review by the department heads and coordinators, but it is expected that that it will be operational this semester (Fall 2011).
- Stronger internship observation and evaluation has been instigated for the Masters in Education programs (Unit Plan, Appendix F).
- The Diversity Survey and Exit Survey have been revised to more closely correlate to unit learning outcomes and/or unit dispositions (Unit Plan, Appendices L & M). The Exit Survey was also modified for the Masters Programs (Unit Plan, Appendix M).
- A Post-graduation survey was developed that specifically addressed the knowledge and skills of the masters programs (Unit Plan, Appendix H).
Other significant events for the 2010-2011 academic year included the following.
- The National Center for Educator Development was established under the direction of the unit to assist school improvement in the K-12 sector. Thirteen professional development specialists were hired to work with the mentorship of unit faculty to provide professional development, support, and advice to K-12 schools. Six schools are currently being mentored.
- The unit hosted the First Educational Reform Conference, Spring 2011.
Faculty members won two National Priority Research Program (NPRP) grants.
- The unit developed a five-year research agenda that includes 25 research plans in an integrated system focused on the conceptual framework elements of teaching, scholarship, and leadership.
- A new teaching award was established 2010-2011 at the university level, and a unit faculty member won the social sciences award.
- For the fourth time in five years, a graduate of the unit was selected as the Outstanding Alumni of Qatar University.