20042005 Budget Presentations College of Education Department Chairs

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2004-2005 Budget PresentationsCollege of
Education Department Chairs

• March 26, 2004
• Dr. Gail Burnaford, Teacher Education Chair

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Overview

• EIGHT GOALS
• 2000-2010
• STRATEGIC PLAN FOR THE
• UNIVERSITY

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2000-2010 University Goals

• 1. To increase student access on each of FAUs
  partner campuses
• 2. To provide student support services and other
  activities that contribute to an exciting and
  supportive learning environment.
• 3. To encourage curricular and pedagogical
  innovations responsive to the diverse learning
  styles, circumstances, and educational needs of
  FAUs student populations.

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(University goals continued)

• 4. To achieve recognition from local, regional,
  national, and international constituencies for
  academic program excellence.
• 5. To enhance graduate education and research
  (goal 5 increase in of matriculated graduate
  students per yr.)
• 6. To expand partnerships with business,
  government, cultural and educational
  institutions.
• 7. To promote the academic and organizational
  integration of FAUs partner campuses.
• 8. To allocate and develop resources on the
  basis of strategic priorities and performance.

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College of Education Goals 2003-2004

• 1. Faculty Support
• 2. Course Development
• 3. FTE
• Review your FTE productivity on each of your
  campus locations and develop specific strategies
  for increasing both the total FTE and the
  efficiencies of your offerings.
• Continue to refine your strategies for scheduling
  of course offerings to meet the needs of your
  constituents with a primary emphasis on the
  Graduate Level I offerings.

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(COE 2003 2004 Goals, cont.)

• 4 Departmental Development (includes the
  identification of two Spheres of Excellence
  that reflect the strengths of the faculty and
  programs).
• 5. Research Initiatives
• 6. Committees .
• One additional Goal for Teacher Education offered
  by the Dean
• 7. Review the Department Structure and make
  recommendations for a more effective and
  efficient organization arrangement.

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DEPARTMENT GOALSAugust September,
2003(Originated by Dept. Chair and Faculty at
first two faculty meetings

• 1. Restructure Department
• 2. Examine Quality of our Programs
• 3. Work on Research Initiatives/Collaborations
• 4. Assess and revise doctoral programs
• 5. Support and strengthen secondary ed.
• 6. Support and strengthen literacy/reading
• programs

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CONTEXT CUES FOR TEACHER EDUCATION

• New Department Chair
• US Congress has mandated a wholesale cataloguing
  of the work done by the nations
  teacher-preparation programs for the first time
  since 1933. Subtext and states realities
  teacher preparation is being challenged
• Legislative bill to permit community colleges to
  fully certify teachers

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• Alternative certification, AIT, PDT programs
  within and outside of the College are
  proliferating
• NCATE ACCREDITATION

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Dr. Pritchett -Conversation with COE faculty
3/11/04

• Colleges of Education need to stop hiding their
  light under a bushel.
• Bigger is not better we need to rein in on our
  enrollment a little bit.

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(Dr. Pritchett, continued)

• We need to find different revenue streams. We
  dont have an identifiable strategy for funding
  quality.
• What are we going to be known for?

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(Dr. Pritchett, continued)

• WHAT SHOULD WE BE DOING THAT WE ARE NOT DOING?
• WHAT ARE WE DOING THAT WE SHOULDNT BE?

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• ITS NOT ENOUGH TO SAY GIVE ME MORE MONEY.
• RE-ENGINEER SOMETHING MAKE SOMETHING NEW.

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Table One Departmental Productivity Trend
Analysis
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Table Two Teacher Education Faculty Totals
(four campuses)
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• The loss of Senior Faculty in a Department as
  large as Teacher Education affects not only the
  number of available sections being taught by
  experienced, knowledgeable faculty it also
  impacts the essential leadership across nine
  programs (in Elementary Education and Secondary
  Education) within the Department (TESOL, Reading,
  Math, Science, Social Studies, Graduate
  Curriculum and Instruction- Masters and
  Doctoral, Multicultural Education, Educational
  Psychology, Art, and Music). Further, reduction
  of numbers of Senior Faculty influences one
  significant goal of the College and the
  University to increase research activity that
  would bring in additional external dollars to
  support programs. In order to meet our FTE, we
  have been forced to hire more adjuncts to do the
  teaching in the department.
• G. Burnaford, October 20, 2003, Memo to the Dean

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Table Three - Fall 2003 Class Sections and
Assigned Instructors in Teacher Ed. Courses
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• Table Four Adjunct Cost

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• Goal 3 Increasing FTE means more adjuncts and
  greater jeopardy to accreditation success in
  NCATE process. (Dr. Pritchett Bigger is not
  better we need to rein in on enrollment a little
  bit.)

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• Goal 3
• Graduate level I status is not
• possible if there are fewer and
• fewer senior faculty to seek and
• maintain Graduate Faculty Status
• in the Department

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• Goal 5 Research Initiatives and the pursuit of
  other revenue streams is not possible with fewer
  and fewer full-time faculty.

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Teacher Ed THE GOOD NEWS

• In response to the Deans 7 Goal for the
  Department March 17, 2004, Faculty Vote was
  positive on a Structure (2004-2005) for
  Leadership, Authority, and Accountability through
  Program Area Coordinators, Assistant to the
  Chair, and Chair Leadership Team

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MORE GOOD NEWS

• Searches are underway for these FUNDED POSITIONS
• Asst. Professor Reading Jupiter
• Asst./Assoc. Professor Reading Davie
• Assoc./Full Professor C and I/SS Davie
  (Kizlik/Kirkwood replacement)
• Assoc./Full Professor Early Childhood Boca
• Two positions (joint with ESE) Early Childhood
  Early Childhood Center Director and Faculty
• Asst./Assoc. Professor Art Boca

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Support Staff is Growing

• One Senior Secretary (Gloria George) and one
  Secretary (Janice Oliveira) have been added this
  year.
• Teacher Education also has two graduate
  assistants and three work study students working
  with faculty and the Chair this year on the Boca
  campus.

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Deans Proposal to ProvostOctober 29, 2003

• APPEAL FOR
• 12 CORE TEACHING INSTRUCTORS (each teaching 4
  sections per semester)

• STILL UNFUNDED

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GOOD NEWS (we hope) - PENDING

• SEARCHES ARE ALSO UNDERWAY FOR THESE UNFUNDED
• POSITIONS
• 1. Assoc/Full Professor TESOL
• 2. Assoc/ Full - Graduate Studies Coordinator
• 3. Assoc/ Full - Ed. Psychology
• 4. Assoc/Full C and I/Secondary Ed.
• 5. Assoc/ Full Reading/Language Arts

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OUR DEPT. DISCUSSION RE Dr. Pritchetts charge

• March 17, 2004
• WHAT SHOULD WE BE DOING THAT WE ARE NOT DOING?
• Paying adequate attention to QUALITY (a dept.
  goal)
• Doing more to help students be degree seeking (40
  of our students college wide are NONDEGREE
  SEEKING)
• Offering more in the summer TEACHERS NEED
  COURSES IN THE SUMMER

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(More from the department on what we should be
doing)

• RECRUITMENT particularly for our graduate
  programs
• Greater mentoring and support for adjuncts
• More creative scheduling weekends, summers
• More needs assessment for teachers in districts

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WE SHOULD BE

• Evaluating programs
• Supporting our graduates
• Improving field experiences for our students
• Working on rotation schedules across campuses
  and not looking at campuses as competing entities

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In response to Dr. Pritchetts What are we doing
that we shouldnt be?

• Employing too many adjuncts with too little
  coordination
• Doing much advising that could be done by OPS
• Starting new initiatives without sufficient
  support
• We shouldnt be maintaining the status quo
  because its comfortable.

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The Teacher Ed. Chairs Comments

• College Dept. Chairs must work together
  considering the challenges to the College as a
  whole, considering what interdisciplinary
  initiatives make sense (i.e. Early Childhood
  Center) and presenting a budget proposal that
  addresses College Goals.
• Pritchett Its not enough to say give me more
  money. Re-engineer something, make something
  new.

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Chairs comments (cont)

• This department needs to look ahead to more and
  better doctoral and masters programming
• Respond to school districts needs for induction
  and retention professional development, teachers
  in years 1 4. THESE COULD BE GRADUATE PROGRAMS.
• Respond to National Board for Professional
  Teaching Standards within graduate programs
• Employ more senior faculty
• Nurture Associate Professor level faculty to be
  researchers, become expert at grant writing, and
  view graduate programs as powerful research
  arms of the College.

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(Chairs comments, continued)

• See programs across campuseschallenge upper
  level administration to do so as well. The notion
  of seamless programs is essential.
• See Faculty as Teaching and Researching in
  Program Areas, not just on a campus. This means
  more consideration of program needs, not just
  campus ownership, in the budget process. (We are
  awarded lines where we do not need them and not
  awarded lines where they are most needed, due to
  budgeting by campus rather than by program.)
• Prepare and use more Teaching Assistants and
  Research Assistants in teaching undergraduate
  courses with faculty.
• Seek collaborative partnerships with
  organizations and schools in the community.
• Go where the students are try professional
  development school approaches to offering course
  work in schools.
• Explore more cohort models.

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TED Budget ProposalsReflective of Goals

• Table Fiscal Year 2004-2005
• Budget Template
• Factors
• Pending tenure-line searches
• Pending core teaching instructors proposal
• Two tenured faculty (Reading and TESOL) on
  full-year sabbatical next year
• One senior faculty (Reading) on full time NCATE
  this year and ½ time NCATE next year
• NO Language Arts faculty (Voss retirement 2003)

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TABLE SIX

• Income Generated by Department/COE

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• Four Goal-Based Strategic Initiatives and Budget
  Implications
• for 2004-2005

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Reducing Reliance on Adjuncts Increasing
Program Quality Through Leadership Strategic
Initiative 1

• University Goals 2,3,4, 7,8
• College Goal 1,2,3,4,5,6
• Received Department Goal (Teacher Ed. Specific)
  Goal 7
• Department Goals 1,2,5

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• Restructuring means developing a leadership model
  for a large department with complex, layered
  programming. This means that resources need to
  be applied for this team to coordinate
  scheduling, serve students, assess programs and
  lead the department in developing new and
  innovative course designs (university goals
  1,2,3, department goal 5 regarding secondary
  education). Core Teaching Instructors hired to
  teach four courses per semester reduce the number
  of adjuncts and permit faculty, including the
  Assistant to the Chair, to work on the Leadership
  Team with a one or two course reduction load.
• The Leadership Team illustrates an
  organizational model that integrates campuses
  (university goal 7) around content, programs, and
  disciplines, rather than independently structured
  and budgeted geographic systems that jeopardize
  quality and fracture faculty.

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• Successful accreditation and evaluation results
  in the next five years depend on a plan for the
  reduction of adjuncts coupled with an increase in
  senior leaders who are expert in disciplines and
  can implement research of the highest quality.
  This is a critical need that cannot be
  overestimated.
• Quality issues quite obviously are directly
  related to all the other goals set out by this
  department for the coming year. A Leadership
  Structure (dept. goal 1), Research Initiatives
  (dept. goal 3), Viable and Rigorous Graduate
  Programs (dept. goal 4), and Innovative Reading
  Research and Teaching as a Sphere of Excellence
  (dept. goal 5) all address QUALITY as an under
  girding parameter to drive FAU teacher education
  beyond the status quo.

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BUDGET REQUEST

• 1 CTI _at_ 35,000 Math Education Boca
• 1 CTI _at_ 35,000 Social Studies Education - Boca
• 1 CTI _at_ 35,000 Language Arts or Reading Boca
• 1 CTI _at_ 35,000 Art - Davie
• 1 CTI _at_ 35,000 Multicultural Education Davie
• 1 CTI _at_35,000 Effective Teaching Practices
  Davie
• 1 CTI _at_ 35,000 Science Education Jupiter
• 1 Assoc/Full Prof _at_ 65,000 Secondary
  Ed/Curriculum Instruction -Boca
• TOTAL 310,000

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Increasing Collaborative Research Strategic
Initiative 2

• University Goals 5, 6
• College Goals, 3, 5
• Research requires senior level faculty engaged on
  a regular basis in seeking grant support, working
  with partners in and beyond the department and
  the university, and engaging graduate student
  research and teaching assistants. Offering more
  and better graduate programs suggests that the
  department participate in a differentiated
  faculty assignment model in which Core Teaching
  Instructors teach more classes and senior,
  tenure-earning faculty teach more graduate
  classes and engage in research as a more central
  part of their assignments.
• Leadership in this department demands senior
  level hires to address the large numbers of
  retiring faculty particularly on the Boca
  campus. Leadership also suggests the release of
  promising faculty from a 3-course assignment in
  order to pursue alternative funding streams to
  support research and program initiatives.

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BUDGET REQUEST

• 1 CTI _at_ 35,000 Curriculum and Instruction
  Boca
• 1 CTI _at_ 35,000 Curriculum and Instruction -
  Jupiter
• 1 Asst. Prof. _at_ 45,000 - Early Childhood - Boca
• 1 Assoc/Full Professor _at_ 65,000 - Educational
  Psychology Boca
• 1 Graduate Assistant (to assist with grants and
  contracts development)_at_8000
• TOTAL 188,000

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Assessing, Strengthening, Marketing Graduate
ProgramsStrategic Initiative 3

• University Goal 5
• College Goal 3
• Department Goal 4
• Looking at FTE figures, one can see the
  preponderance of undergraduate course work in the
  Department of Teacher Education. Both the
  university and the college initiatives indicate
  the pressing need to increase efforts at the
  Graduate levels. To that end, we have reformed a
  department level Graduate Program Committee and
  are currently working on updating the doctoral
  program and engaging more faculty in graduate
  level decision making with respect to masters
  and doctoral programs.

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• We do not, however, have sufficient faculty who
  have Graduate Faculty and who are therefore able
  to teach on the Graduate level. We also do not
  have enough faculty with sufficient experience
  with curriculum and instruction (the core
  knowledge area of the doctorate) in the
  department.
• Finally, the position of Graduate Studies
  Coordinator is an essential one to guide faculty
  and staff in recruiting, providing student
  support, and overseeing programs. That role has
  not had sufficient support in the department. If
  we are to increase our FTE at the Graduate Level,
  we must strengthen support and faculty expertise
  at that level. The greatest need is at the Boca
  campus, where there are currently no funded
  searches for 2004-2005 lines and where the
  greatest number of retired and retiring faculty
  are in evidence.

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BUDGET REQUEST

• 1 Visiting Asst. Professor _at_ 45,000 TESOL
  (Ariza/Full-Year Sabbat) -Davie
• 1 Associate/Full Professor _at_ 65,000 Graduate
  Studies Coord/Curriculum Instruction Boca
• 1 Associate/Full Professor _at_ 65,000 TESOL
  Boca
• 1 Graduate Assistant (specifically for Graduate
  Studies Recruiting/Admissions) 8,000
• TOTAL 183,000

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Supporting and Strengthening Literacy/Reading
Programs and ResearchStrategic Initiative 4

• University Goals 1, 3, 4, College Goals 2, 3, 4,
  5, Department Goal 6
• Reading is a priority of the No Child Left Behind
  legislation, the State Board of Education
  (Florida Just Read!, Family Literacy Initiatives,
  Reading Endorsement requirement) , the local
  partner school districts, and FAU. This year,
  TED had one senior reading faculty chair NCATE
  full time, thus effectively removing her from
  engagement in teaching reading. (Next year, she
  will be working half time with NCATE and half
  time in the department) One reading faculty
  member resigned in June of 2003, (currently, her
  line is being served through a visiting line)
  and one faculty member (English/LA) had been on
  leave for two years and has now resigned.
  Another senior reading faculty member is retiring
  in December of 2004. One reading faculty will
  be on full-year sabbatical during 2004-2005.

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• There are four core reading courses required of
  all elementary education courses. Reading
  faculty cannot address the needs of students, the
  numbers of adjuncts, and the increased demands
  for graduate programming. Much curriculum
  development is possible to design online
  courses, web-assisted courses, innovative cohort
  programs, and graduate programs. All four
  campuses have great need of reading faculty
  Davie is already being supported with one funded
  position, as is Jupiter. There are NO
  tenure-line faculty currently in Language Arts, a
  required core course area in Elementary
  Education.
• The university and college strongly supported the
  first Literacy in Teaching Conference in January
  of 2003. As follow up to this conference, the
  reading faculty working across four campuses
  is poised to continue its efforts to further
  contribute to the field, work with school
  partners, and pursue other revenue streams while
  strengthening programs. It cannot do that
  without sufficient faculty on all campuses.

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BUDGET REQUEST

• 1 CTI _at_ 35,000 Reading -Treasure Coast
• 1 Visiting Professor _at_ 45,000 (Harris/Full-Year
  Sabbatical) - Jupiter
• 1 Visiting Professor _at_ 45,000 (Crawley/NCATE and
  Messmore/Retirement, December, 2004) Boca
• 1 Language Arts Associate/Full Professor _at_
  65,000 Boca
• TOTAL 190,000

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EXPENSES BOCA

• The current expense budget for Boca Teacher
  Education is currently 50,000. Boca is the
  campus site for the Chair, the Assistant to the
  Chair, and the departmental secretarial staff.
  The majority of departmental materials originate
  at Boca and are circulated to other campuses.
• In 2003-2004, 196 course sections were offered on
  the Boca campus by adjuncts and full time faculty
  in Teacher Education. If the expense budget were
  only allocated for support for these 196
  sections, each would be allotted 255. We are
  calculating this figure on the basis of sections
  rather than full-time faculty (23 on the Boca
  campus) because of the dire needs of adjuncts
  which are only sporadically addressed, leading to
  a wide range of quality.
• We are requesting that this number be increased
  to 350 per course, or an 18,620 increase, to
  accommodate our increased attention to quality,
  support and coordination of resources to all
  instructors, committee materials, and
  departmental recruiting and informational
  materials. Additional office resources are also
  increasingly necessary as data and student work
  are collected to address assessment standards,
  syllabi collection, vitae for NCATE and other
  materials.
• BUDGET REQUEST 18, 620

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TECHNOLOGYBUDGET REQUESTS

• Using the traditional expense allocation of 2000
  for each new faculty member, the following budget
  requests by campus are submitted
• Boca 13 x 2000 26,000
• Davie 7 x 2000 14,000
• Treasure Coast 1 x 2000 2000
• Jupiter 5 x 2000 10,000
• TOTAL TECHNOLOGY REQUEST 52,000

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TOTAL BUDGET REQUEST BY STRATEGIC INITIATIVE

• 1. 310,000 (Reducing Adjuncts/Increasing
  Quality/Leadership)
• 2. 188,000 (Increasing Research/Finding New
  Revenue Streams)
• 3. 183,000 (Assessing, Strengthening, Marketing
  Graduate Programs)
• 190,000 (Supporting, Strengthening
  Reading/Sphere of Excellence)
• _______________
• Subtotal 871,000
• 70,620 Expenses Tech.(28,63052,000)
• __________________________________________________
  ____
• TOTAL 941,620

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Next Steps for Us

• Designing Performance Measures for each Strategic
  Initiative
• Working on Equity in Salaries as a Function of
  Budget Process
• Generating innovative scheduling
• Generating new grants and contracts
• Shining our light without the bushel