TEAM REPORT OF FINDINGS FOR THE

MAINE STATE BOARD OF EDUCATION

College of the Atlantic

Program Approval Visit for the Educator Preparation Program

April 5-9, 2021

Program Review Team

Dr. Lane W. Clarke (Chair): Associate Professor, University of New England

Emily Doughty: Maine DOE Educator Effectiveness Coordinator

Dr. Christopher Healy: Assistant Professor of Education, St. Joseph’s College

Dr. Alana Margeson: Director of the Center for Teaching and Learning, Assistant Professor of

Education, University of Maine Presque Isle

Non-Voting Participants

Wendy Ault, State Board of Education

Jason C. Libby, Maine Department of Education

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TABLE OF CONTENTS

I. Introduction 2

II. Summary of the Unit’s Conceptual Framework 3-4

III. Summary of the Team’s Findings for Each Standard

Standard 1 5-7

Standard 2 8-9

` Standard 3 10-12

Standard 4 13-14

Standard 5 15-17

Standard 6 18-19

IV. Recommendation to the State Board of Education 20

V. List of Individuals Interviewed 21-22

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I. Introduction

From April 5- 9th, 2021 a review team visited the College of the Atlantic (COA) to review

school certification programs in accordance with Chapter 114 standards and procedures. This

team consisted of representatives from three Maine institutions with teacher preparation

programs and one member of the State Department of Education. In addition, one observer from

the State Board of Education served as a non-voting member of the team.

All College of Atlantic Students receive either a Bachelor of Arts or a Master of Philosophy in

Human Ecology. The following certification programs were reviewed:

● Elementary Education, K-8

● Secondary Education, 7-12 in English Language Arts, Life Sciences, and Social Studies.

● Art Education, K-12 (request for initial approval)

Leading up to the team visit, a self-study along with an online repository of evidence and

artifacts, were made available to team members. During the team visit, members were provided

with time to review the online repository along with the opportunity to meet virtually with

faculty, administrators, and staff across various levels of the college, current candidates, and

alumni. Additionally, the team was provided with time to observe college coursework and meet

with candidates and cooperating field placement teachers, counselors, and administrators in

neighborhood schools and clinical sites.

The following report is based on the findings of the team of peer reviewers and is derived from

empirical data including interviews, observations, and supporting documentation provided by the

Unit, and represents the team’s objective assessment of the programs’ alignment with the

standards outlined within Chapter 114.

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II. Summary of the Unit’s Conceptual Framework

The conceptual framework(s) establishes the shared vision for a unit’s efforts in preparing

educators to work effectively in P-12 schools. It provides direction for programs, courses,

teaching, candidate performance, scholarship, service, and unit accountability. The conceptual

framework(s) is knowledge-based, articulated, shared, coherent, consistent with the unit and/or

institutional mission, and continuously evaluated. The conceptual framework(s) provides the

basis that describes the unit’s intellectual philosophy, which distinguishes graduates of one unit

from those of another.

Findings

The unit’s framework is rooted in three main principles: Interconnection, Interaction and

Interdependence. These themes are related to the college’s human ecology mission that

emphasizes a frame of examining environmental and social problems, students developing and

solving problems through action-oriented solutions, students being self-directed and emphasis on

interdisciplinary. Everything about the college and the unit’s operations echo these principles

and mission. Even the physical space of the campus --the layout and purpose of buildings, the

farms and islands, the integration of the museum into campus life and the program--

demonstrated the college’s clear vision. The clear connections between the Educational Studies

program’s conceptual framework and the college’s mission made it easy to see how these themes

permeate every aspect of students’ experiences in the program. It is hard to think about one

without the other.

There were many observable examples of how the college’s mission and the program’s

conceptual framework were embodied. The Educational Studies program explicitly created a

Twelfth Standard where students reflected upon the interaction of human ecology and their

educational studies experiences. The college’s human ecology course is the only course that all

students take (except students transferring in with more than 9 COA credits) and there was an

intentionality about including this in the students’ e-Portfolio. Also, this gave students the

opportunity to engage in critical reflection on the conceptual framework and college mission.

The program also has designed the methods courses to be integrated (Reading and Writing,

Science, Math and Social Studies). By designing the courses this way, students reported seeing

clear connections between content and being able to live this integration in their future

classrooms. Bonnie Tai talked about how the classes are built for students to see the

interconnections between the subject matter, how collaboration with others is intentional, and

how making connections between people, places, natural environment permeated all courses and

COA experiences. Alumnx reported feeling empowered and also having the ability to see the

whole picture of learnings versus just focusing on content.

Every COA student does a senior project to demonstrate this interconnection and

interdependence. These projects empower the students to integrate what they have learned

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through a self-created inquiry. Alumnx shared their senior projects and not only were they

inspiring, they also clearly demonstrated the tenets of the Educational Studies program’s

conceptual framework. Another example was the Spring Quest project which students completed

during the methods sequence. This experience also allows students to take the theoretical and

apply that knowledge by designing hands on learning experience for others. Finally, students

have independence through their curriculum navigation. The self-designed major also allows for

self-direction that is part of the mission of the program.

The team was impressed with the ways in which the unit’s conceptual framework was lived

through every aspect of the program. We could tell through our interactions with Alumnx that

they had developed into creative, knowledgeable, collaborative and critically reflective

educators. They spoke about how their COA experience had helped them become leaders in their

schools. Current students also demonstrated intellectual passion and ecological wisdom in their

discussions and through their course work. The team also observed that this work was happening

both formally through course work and structured field work, but also informally through work

at the Dorr museum and through campus experiences. This clear lived expression of the

conceptual framework gave strength to the unit’s coherence and student experience.

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III. Summary of Findings for Each Standard

Standard One: Initial Teacher Candidate

Performance Candidates preparing to work in schools as teachers or other professional school

personnel know and demonstrate the content, pedagogical, and professional knowledge, skills,

and abilities necessary to help all students learn. Assessments indicate that candidates meet

professional, state, and institutional standards

Findings

The unit’s program learning outcomes are based on the ten (10) InTASC) standards, as well as

two additional standards - technology, and human ecology/conceptual framework. Several

courses explicitly connect course work to these standards and there are cohesive practices in

place for students that foster consistent reflection and growth related to the standards. Students

have a strong understanding of the e-portfolio process and how to capture evidence for each

standard. Educational Studies coursework may begin as early as the first year, and the approach

within the program and across the college is highly interdisciplinary and focused on the central

tenet of human ecology.

The formal and final reviews (pre- and post- student teaching) are designed to wrap around the

student teaching experience and prompt students to reflect on their educational philosophy, level

of mastery regarding teaching standards, and overall experience of student teaching. It is notable

that the mentor/ cooperating teacher is invited to the final interview and that each student

receives from COA faculty a personalized letter regarding their growth and achievements. As

described in the self-study, it is apparent that the COA Educational Studies program provides a

“personal and student-focused” experience of intellectual growth and application of skills in

various pedagogical contexts.

The Educational Studies Program continues to offer certification in Elementary Education, K-8;

Secondary Education, 7-12 in English Language Arts, Life Sciences, and Social Studies. The

unit is currently seeking initial program approval for Art Education, K-12. With a developing

interest in the art certification, there is strong promise in continuing the good work of a highly

integrated and personalized program pathway for COA students. It is noted that COA has a

Memorandum of Understanding that allows students at one institution to take courses at the

other. Recommendations for the K-12 Art endorsement approval appear below.

Praxis exams are required as part of the program for certificate students. Advisors encourage

students to take core assessment prior to methods coursework, and content areas once

coursework is complete, or with additional support.

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Current students indicated that they have learned a great deal about educational technology and

ways to engage students virtually (particularly during COVID-19) through field experiences and

clinical experiences. Examples of technology include Padlet, Jamboard, VoiceNotes,

Screencastify, and the use of document cameras. Digital technology is also used to communicate

with students; host guest speakers; manage course materials; enhance courses (such as methods

courses); connect with students who are ill or if class is cancelled due to weather; and to

supervise student teaching remotely when necessary.

Considerations

Consideration may be given to provide for additional visible ways to assist students who may

enter Educational Studies a bit later in the program. Frequency of course options may pose a

barrier to an efficient pathway for program completion.

Based on feedback, further clarification for students as to Praxis requirements and timing of

exams may be beneficial.

Based on student feedback, it may be worthwhile to consider allowing students to sit in on

methods courses as early as possible to “demystify” them. Additionally, it was noted that some

students may wish for clarity regarding sample pathways of courses that may build on each other

in order to build depth of experience. While some courses offered at COA are designed to go into

greater depth and center around integration of ideas (such as Intercultural Education), student

curiosity remains, as to what courses may be complementary to each other and offer a deeper

dive into concepts.

In addition to math methods, some students were curious about the possibility of additional math

courses that will better enable them to teach math, particularly in elementary/ middle grades and

at a conceptual level.

Commendations

● There is a multifaceted approach to how students show evidence around the teaching

standards that include the formal and final interview, construction of the e-portfolio, and

engagement with faculty and supporting teachers.

● Reflection and self-assessment is consistently embedded into the program around the

Maine Common Teaching Standards and additionally a twelfth standard that has been

added to provide intentionality around the focus of human ecology.

Recommendation

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● We recommend that the Unit develop the following regarding the Art Education program

and then provide an interim report to the State Board of Education by Fall 2021 in order

to approve this program.

○ Develop a clear pathway map for students seeking art certification (similar to the

one for K-8 and 7-12)

○ Consider a viable approach to offering a K-12 art methods course at COA

○ Articulate in more detail how courses connected to certification will be met by

students if not taken at COA

This Standard is Met

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Standard Two: Assessment System and Unit Evaluation

The unit has an assessment system that collects and analyzes data on the qualifications of

applicants, the performance of candidates and graduates, and on unit operations to evaluate and

improve the unit and its programs.

Findings

There are multiple methods of assessment designed as part of the Educational Studies program,

including course assessments, field assessments (completed by cooperating or mentor teachers),

graduate surveys, and formal and final interviews. The program director and associate director

reflect on the year’s challenges and accomplishments and communicates findings with the

President and the Department of Education each year.

It is clear that there are ample opportunities for reflection based on data collected. Student

teaching observations, informal conversations, and surveys from cooperating schools are all

examples of how the program actively seeks feedback. Rubrics are used to assess students during

student teaching, providing targeted feedback to students and the program. After student

teaching, candidates self-assess and reflect on their growth and mastery of teaching standards.

Support for students is evidenced through bi-weekly meetings with faculty and close monitoring

of dispositions and assessment of progress.

Several student-facing assessment tools provide cogency and clarity of knowledge and skills

gained through the program. The e-portfolio provides a strong opportunity for students to self-

assess and for program faculty and leadership to assess students’ experiences and evidence

related to program learning outcomes. The addition of the 12th standard is an excellent way to

assess students’ learning, relative to the overarching mission of COA. The formal and final

interview both allow for a thorough evaluation of students’ learning, growth and professional

preparation. There is a strong programmatic emphasis on maintaining a high standard of fairness,

accuracy, and consistency through the impressive number of those involved in formal and final

interviews, including students, staff, faculty, and program partners.

Considerations

The Education Studies Committee currently reviews program goals and reviews strategic

planning. In order to increase transparency, a consideration is to make this review more visible

and intentional so that clear documentation of data-based decision-making, and reflection can be

visible to a larger audience.

Commendation

● Program assessment is conducted on both formative and more formal evaluative levels.

As a close-knit program and campus community, program-level feedback is purposefully

and systematically sought. Course evaluations, faculty conversations, cooperating/

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mentor teacher surveys, two student interviews (formal and final), and close connections

with graduates all coalesce to represent the organic, largely qualitative nature of program

assessment. In addition, a formal Chapter 114 review every 5 years is noted as a key

process of program assessment.

Recommendation

● The unit should continue to formalize and concretize program assessment processes,

including tracking of students’ levels of mastery as related to program learning outcomes.

This Standard is Met

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Standard Three: Field Experiences and Clinical Practice

The unit and its school partners design, implement, and evaluate field experiences and clinical

practice so that teacher candidates and other school personnel develop and demonstrate the

knowledge and skills necessary to help all students learn.

Findings

The unit and its partners design, implement, and evaluate field experiences and clinical

experiences to support candidates often beginning as early as their first year at the College of the

Atlantic.

All COA students are required to complete an internship. This can occur any time after their first

year and provide excellent outreach into the community. Students can complete internships for

credit or engage in internship experiences over the summer. These internships are run through

the director of internships and have official requirements - proposal, supervisions, and reporting.

Often the senior project connects to the internship and EDU students can use their student

teaching as their internship although many students have additional ones. There are a variety of

teaching experiences for students through the Dorr Museum - including summer camps, work

studies, summer internships with one of their farms, a farm-to-school collaboration during the

academic year programs, and educational museum programs. There are meaningful ways to

support students' development of teaching skills in a non-K-12 classroom and to help strengthen

e-portfolios.

Spring Quest is a component of methods coursework that provides students with the opportunity

to apply learning beyond field work hours. Education students collaborate to design and

implement programming for learners. Over the years, this has taken the form of a week-long

camp, work with home-schoolers, virtual push in programing, after-school offering, or

collaboration with a classroom teacher.

Fieldwork (service learning - which might include observations, service-learning, or practica) is a

requirement for all education methods courses, resulting in a minimum of 200 hours before

entering student teaching placement. It is worth noting that most students exceed this

requirement through observation, internships, or other experiences working in the field of

education.

The student teaching requirement is 15 weeks under the supervision of a cooperating teacher.

Students seeking student teaching placements meet with COA faculty/advisors to discuss

potential partner schools/cooperating teachers. Students indicated that these discussions often

take into consideration interest, location, areas for growth, and areas in which a cooperating

teacher may be a strong match for the student. Students seeking placements have had more

difficulty over the past year, given the pandemic.

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The College of the Atlantic has established partnerships with area schools in order to facilitate

field experiences and clinical placements of teacher candidates and education students. These

partnerships have been leveraged from strong relationships in the community. A formal MOU

has been established with AOS 91 and informal agreements are in place with Ellsworth Public

Schools and Mt. Desert Island Adult Education. Students are provided opportunities to have

field placements in both rural and more urban areas across Maine. In some cases, placements

have taken place outside the state. The Education Studies Committee has representation from

cooperating teachers and participation from administrators on a monthly basis. In addition, COA

faculty and staff serve on committees in the surrounding communities. As a result of these

collaborations, students are often included in professional development opportunities for in-

service educators.

To facilitate meaningful field placements, the unit has strengthened and streamlined a student

teaching handbook. This handbook is reviewed and refined each fall. During an initial meeting,

expectations are clearly outlined for the student, principal, supervisor, and cooperating teacher.

Clinical experiences are with a diverse body and include working with students needing

accommodations. Students are expected to understand and adhere to district policies, participate

in IEP meetings, etc. Candidates are observed regularly by cooperating teachers and a COA

supervisor; often between 6 and 8 times during a placement. Feedback is provided after each

observation and aligned to goals and standards.

Students participate in a student teaching seminar which provides an opportunity to set goals,

reflect, and share learning. Through the seminar, and throughout the course of their time at

COA, students work towards establishing an e-portfolio. This portfolio helps to guide the formal

and final reviews to the Education Committee. The formal review takes place at the end of

methods coursework and before student teaching. The Education Committee provides feedback

on readiness with suggestions and commendations to inform goals during student teaching. A

final review is the final exit assessment and an opportunity to show evidence of the twelve

teaching standards. Fieldwork documents are very strong and clearly identified in the e-portfolio

as artifacts/evidence of learning.

The unit honors and celebrates the role of cooperating teachers through an annual recognition

event. In addition, cooperating teachers receive a stipend for their role in supporting candidates.

Cooperating teachers indicated an appreciation for the student teaching handbook, initial meeting

with staff and school administration, and the mid-placement check-in. A shift has been made at

the midpoint in the placement; rather than reviewing all standards in a reflection, the conference

focuses on half of the standards. This has been received well by cooperating teachers. Field

placements are assessed through surveys of cooperating teachers to evaluate and improve the

program.

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A year-long student teaching option has been explored but students have not utilized this option.

One concern about this option is compensation. The unit has addressed exploring extended

placement with paid internships as a next step. Student teaching placements are offered both in

the Spring and the Fall, although most placements occurring in the fall. COA's trimester schedule

means looking for an additional five weeks on either end of the term to reach the required 15

weeks. It can be accomplished in fall, winter, or spring, but fall is the least intrusive into other

terms. Cooperating teachers did indicate that they feel students benefit more from placements in

the fall, because these placements provide insight into the importance of setting up classroom

routines, building a community of learners, and other processes that would be more difficult to

observe in the spring.

Consideration

The unit may wish to consider updating a database of field placement locations and coordinating

teachers. This may be useful in assisting students who may not be as familiar with the

opportunities in Maine or have existing connections with schools or educators.

Commendation

● The unit is to be commended on the strength and breadth of the internships, field

placements, and service-learning opportunities for candidates. All of these opportunities

provide students with a strong foundation before student teaching. The e-portfolio

component of the program is a strong and valuable resource in supporting candidates.

.

This Standard is Met

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Standard Four: Diversity

The unit designs, implements, and evaluates curriculum and experiences for candidates to

acquire and apply the knowledge and skills necessary to help all students learn. These

experiences include working with diverse higher education and school faculty, diverse

candidates, and diverse students in P-12 schools.

Findings

The College of the Atlantic’s Conceptual Framework illustrates the core of “human ecology” as

a deep interconnectedness with diversity of human experiences, interactions among individuals,

and interdependencies of people to each other and their environment. The lived experience of

this framework was made evident when speaking with local school officials who continuously

referred to the unit’s responsiveness during the COVID 19 pandemic.

Members of the COA campus community reported an inclusive college atmosphere which they

attributed to the high percentage (about 25%) of international students. More than 50 countries

are represented among this group. Additionally, the socioeconomic diversity among the student

population is high, with 84% of students receiving some form of financial aid, including 40%

who were Pell Grant eligible. COA is in its second year of piloting the College Opportunity and

Access program in an effort to increase graduation rates among first-generation, low-income, and

racially underrepresented students. Currently, one prospective education student is served

through the program. Students are active members in college governance, sitting on various

committees and participating in the All College Meeting. Students also commit themselves to

pursue diverse experiences. For example, a survey of recent graduates found that 63% had

participated in travel abroad opportunities as part of their COA program. Finally, the efforts to

include culturally and racially diverse teaching faculty has proven successful with the recent

additions of a predoctoral teaching fellow and part-time as well as full-time, permanent faculty

with diverse backgrounds.

Consistent across all interviews, teacher education candidates were able to express awareness of

the diverse learning styles, strengths and needs of K-12 students, and the understanding of

universal design and differentiated instruction. Candidates’ e-portfolios exemplified a focus on

universality in planning and differentiation of teaching methodology and student assessments.

These abilities were confirmed through interview reports by cooperating and mentor teachers

who worked with COA education students during practicum and student teaching placements.

All students are required to take Supporting Students with Disabilities. The course is taught by a

certified special education director, and interview reports confirmed that student teachers attend

Individual Education Plan team meetings for students with disabilities. In addition to this special

education course, and prior to enrolling in educational methods courses, students are required to

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complete three courses which focus on the legal and ethical responsibilities of teaching all

students.

Candidates have been placed in local area K12 schools who have, themselves, experienced

growth in cultural and racial diversity among their student populations. Several interview reports

attributed this growth to business development in the local area. Cooperating teachers reported

that the unit’s candidates demonstrated professional knowledge, skills and dispositions for

working with diverse student populations.

As evidenced through documentation and interviews, the unit explicitly addresses diversity

through its curriculum and course offerings. This explicit focus includes aspects of race,

ethnicity, gender, sexual orientation, disability, language, and identity, and socioeconomic

realities. The unit has made real efforts to diversify the campus community through student

selection and the faculty hiring processes. In addition, the unit offers a range of activities and

events that address diversity, equity, and inclusion.

Commendation

● There is intentionality around diversity, equity, and inclusion in all aspects of the

program and college experiences and structures such as taking affirmative action to

diversify faculty, programs to support students, diversity woven through curriculum, and

student voice represented on committees.

This Standard is Met

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Standard Five: Faculty Qualifications, Performance, and Development

Faculty members are qualified and model best professional practices in scholarship, service, and

teaching, including the assessment of their effectiveness as related to candidate performance;

they also collaborate with colleagues in the disciplines and schools. The unit systematically

evaluates faculty performance and facilitates professional development.

Findings

The College of Atlantic’s Educational Studies Program has a highly qualified and committed

faculty. The teaching faculty consists of two core faculty members, with the Program Director

having more than two decades of employment with the college and the Associate Program

Director having more than one decade of employment with COA. In addition to the core faculty,

two full-time teaching staff serve to instruct in their related content. The Provost, a trained

educational psychologist, teaches related psychology courses, while the Director of the George

B. Dorr Museum of Natural History teaches and supports candidate development. Three of the

four faculty members have earned doctorates and the fourth has an earned terminal degree in

science. The college has also recently added a predoctoral teaching fellow position in an effort to

better meet the needs and interests of students through expanded course offerings. The

predoctoral fellow teaches courses in equity and social justice, languages and education, and

advocacy and education for English learners.

The unit is also served by 10 adjunct faculty members. The initial review for an adjunct position

is conducted by the Educational Studies Committee with a final review and approval completed

by the college’s Human Studies Resource Area and Academic Affairs Committee. Potential

adjuncts complete a two-year visitation period before advancing to the adjunct faculty position.

Each adjunct is assigned a faculty liaison, and the Program Director and Provost assesses adjunct

faculty performance using course evaluations and student feedback. Adjunct faculty contribute to

the unit by teaching special education, literacy, child development, and educational methods

courses. A review of the documentation provided by the unit indicated that all adjunct faculty

have advanced degrees, and that they possess experiences in schools as teachers, administrators,

and councilors that are beneficial to COA students. Through interviews conducted with adjunct

faculty members, they reported an overall feeling of a sense of belonging to the COA team. The

Educational Studies program unit was described as responsive to their needs and met with them

on a regular basis. The team also heard from COA teacher candidates who reported adjunct

faculty as knowledgeable and skilled instructors essential to their program. The unit meets

annually with adjunct faculty to reflect on lessons learned, update curriculum related to Maine

Department of Education directives, and prepare for the upcoming year. Both the adjunct faculty

and core faculty members find this meeting productive and valuable.

College of the Atlantic education faculty are active in the college community, engage in personal

and professional development, and provide community service to surrounding towns. Faculty are

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guaranteed a one-term sabbatical every three years of full-time teaching as a means of assuring

the necessary time to undertake professional development. An enhancement of this commitment

was made last year when the college instituted a $4,000.00 budget line for each faculty member

to support their professional development. A review of the documents and the interviews

conducted with education and resource area faculty confirms that the education programs are

well integrated and understood across the campus.

The team observed several courses during the review which confirmed interview reports that the

teaching and learning process is fully integrated with unit’s conceptual framework. Pedagogical

methods observed were diverse and faculty expertly modeled current teaching practices for pre-

professional students. Current student teachers and program completers reported feeling well

prepared for their teaching placements and work experiences.

Faculty evaluations coincide with contract offers which occur after the first, third, and fifth years

of employment. Successful reviews result in a formal review conducted every eight years

following. At minimum, Review Teams consist of one faculty member or designee from the

Personnel Committee, a faculty member appointed by the Personnel Committee, and a student

selected by the Personnel Committee from a list of volunteers. Moreover, documents provided

outlined a systemic structure to faculty evaluations where, in addition to student course

evaluations being reviewed, the campus community is invited to provide feedback to the Review

Team through an interview process. Invitees include students, faculty, and staff members.

Occasionally, local practitioners and regional affiliates are consulted.

A collegial atmosphere and ample collaborative ventures were reported as occurring among

faculty throughout the college. Education faculty co-teach some core courses and team-teach

occasionally, while resource area faculty provide guest lectures in other faculty’s classes and

consult on student projects. It should be noted that students talked about the high level of

commitment resource area faculty demonstrate when providing consultation on their senior year

projects.

College of the Atlantic education faculty are exceptionally qualified to design and implement the

curriculum and assessment of their teacher candidates. Members in this unit undergo a thorough

evaluation process as a component of their faculty standing. As a group, they are responsive,

self-reflective, and use student feedback to inform their practices. As established through

documentation, observations, and interviews, members stay current in their fields of study,

utilize current pedagogical practices when instructing their students, and provide an outstanding

experience for the preparation of pre-service teachers.

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Consideration

Attention to, and reflection on, the balance of responsibilities for program faculty and leadership

is warranted. College faculty reported that, due to their strong knowledge of teaching and

learning and pragmatic approach, Educational Studies faculty are often elevated to administrative

roles and increased campus-wide responsibilities. It is acknowledged that there are constraints

and limitations regarding this consideration. Additionally, plans for new faculty are also noted.

However, mindfulness of the complexity and potential consequences of shift in roles and

responsibilities is suggested.

Commendation

● The unit is to be commended on instituting equitable budgeting for permanent faculty in

support of course and professional development opportunities.

This Standard is Met

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Standard Six: Unit Governance and Resources

The unit has the leadership, authority, budget, personnel, facilities, and resources, including

information technology resources, for the preparation of candidates to meet professional, state,

and institutional standards.

Findings

The review team found that the governance structure at the College of the Atlantic is a reflection

of its core mission. There is a weekly All College Meeting (ACM), moderated by a student,

where the work of each campus committee is reviewed by the community as a whole. This

participatory process gives everyone an equal voice and works against hierarchies and towards

collaboration. Radiating from the All College Meeting are a variety of committees whose roles

are to undertake specific tasks and report back to the ACM. Meetings are open and community

members are encouraged to observe and participate. Faculty serve on multiple committees so that

they have a more integrated understanding of the work of the college and learn about each other

through collaborative governance structures. The emphasis on consensus-based decision making

is part of the ethos of the college.

In addition to college wide committees, the unit also maintains an Educational Studies

Committee. This committee is unique to this program, but minutes are reported to the Academic

Affairs committee. The Education Studies Committee is made up of education faculty, student

representatives, teachers, administrators, and community members. There is a charter that guides

the mission of this committee and they meet monthly during the academic year and minutes are

taken. The inclusive make up of this committee mirrors the mission of the unit - Interconnection,

Interaction and Interdependence. When talking to committee members they spoke of the power

of sitting on students’ formal and final review and observing students’ growth throughout the

program. They also reported reviewing program goals and being involved in strategic planning

for the unit. Having diverse perspectives on this committee is a positive approach to

strengthening the units’ programming and connection to a wider community. The community

committee members did express an interest in knowing more about classes and course sequence

throughout the program.

The budget for the unit appears strong. The college is in a solid financial position as the result of

philanthropy, a healthy endowment, and a recent $50 million capital campaign. In addition, the

college is very conservative with spending and although there have been faculty raises over the

recent years these have been flat increases. There is money allocated to each faculty for course

and professional development. Faculty get $4,000 a year (if they are not a chair) and chairs get

$5,000. This money can be rolled over to subsequent years. In addition, courses are allocated

$300 to fund course related expenses. There is an administrative goal to increase adjunct pay,

which the committee believes would be beneficial due to the unit’s reliance on adjuncts and the

importance of continual engagement with the broader community.

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Full time faculty workload is 5 courses a year with no more than two courses a term. The college

calendar is structured in trimesters. After each three years, faculty are eligible for a one term

sabbatical. There is a faculty development group that reviews proposals and manages sabbaticals.

It is important to note that the unit does rely on adjuncts approximately 30% of courses are

taught by adjuncts). This is important when considering adjunct pay and also support for

adjuncts as success of this program is tied to the necessity of having strong and empowered

adjunct faculty.

The unit has adequate resources. The college recently engaged in renovation of spaces along

with upgrading technology systems. The Educational Studies Center is centrally located in the

main Turrets building which allows for visibility. There are many flexible spaces on campus for

classes and meetings with students. Access to physical space along with additional resources

such as the Dorr Museum, campus farms, and natural resources enriches the student experience.

It should be noted that the unit is greatly supported by the library. The librarians reported

working closely with EDU faculty and students to support with books for classes, creating guides

for students (which are remarkable), and supporting student projects and course work. The

faculty also reported feeling highly supported by library services.

Consideration

As noted, adjunct faculty are an integral part of the unit’s success. The college uses a faculty

liaison model for adjunct support however, the adjuncts in the Education Studies program could

benefit from a more hands on approach. It would be in the unit’s best interest to make sure that

adjuncts understand how their voices are being heard and valued (both monetarily and their

contribution to how courses are taught), to strengthen communication, and to make sure that

resources and professional growth opportunities are available to adjuncts (one example is to

allow adjuncts to access library resources even in the semesters when they are not teaching to

allow for course planning).

This Standard is MET

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IV. Recommendation to the State Board of Education

The review committee recommends that the State Board of Education approve the College of

Atlantic. The Review Team report of findings that the intuitions’ educator preparation program

indicates that the College of Atlantic be granted five-year program approval by the Maine State

Board of Education from Spring 2020 to Spring 2025 in accordance with the standards set forth

by Chapter 114. We further recommend that the Program share progress regarding

recommendations within the annual report as stipulated by Chapter 114.

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V. List of Individuals Interviewed

Name Position

Heather Albert-Knopp ‘99 Dean of Admissions

Joanne Alex Adjunct faculty

Jill Barlow- Kelley Director of Internships

Ken Cline Faculty, Social Sciences

Darron Collins ‘92 COA President, Alumnx

Brian Cote Science Teacher, Mount Desert Elementary/Conners-Emerson; Former

adjunct

Gray Cox Faculty, Social Sciences

Judith Cullen Cooperating teacher

Gloria Delsandro Mount Desert Elementary, principal

Jane Disney MDI Bio Lab, Senior Staff Scientist; Director of Research Training;

Director, Community Environmental Health Laboratory; Ed Studies

Committee member

Dave Feldman Faculty

Linda Fuller Associate Director Educational Studies Program

Tom Gillett Social Studies teacher, Penquis Valley High School

Carrie Graham George B. Dorr Museum, Director; Ed Studies Committee member

Gaelen Hall ‘21 Secondary Social Studies candidate

Morgan Heckerd ‘18 Alumnx; Elementary teacher, Waldforf School

Ken Hill Provost; Ed Studies Committee member

Jane Hultberg Thorndike Library, Director

Todd Little-Siebold Faculty, Social Sciences

Zeya Lorio ‘22 Certification candidate

Sarah Luke Dean of Student Life

Isabel Mancinelli Faculty, Arts

Mike McKernan Jackson Lab, Program Director, STEM and undergraduate education;

22

Ed Studies Committee member

Jamie McKown Faculty, Social Sciences

Barb Neilly AOS 91 administrator, Conners-Emerson, principal; Ed Studies

Committee member

Alexa Parkinson ‘22 uncertain cert. candidate (secondary social studies)

Bear Paul Administrative Dean / Chief Financial Officer

Abby Plummer ‘16 Alumnx; 5th grade teacher; Northport Elementary

Destiny Powell ‘20 Alumnx, Secondary social studies, Dover-Foxcroft

Adam Rabasca Adjunct faculty

Steve Ressel Faculty, Life Sciences

Snow Ross Teacher (grades 3/4), Trenton Elementary

Siobhan Ryan Adjunct faculty, Young Adult Literature

Eloise Schultz ‘16 Alumnx, Secondary English

Jasmine Smith ‘09 Founder and director, The Community School; Alumnx

Kate St. Dennis Math specialist, Mount Desert Elementary; Adjunct

Micaela Sueldo ‘21 Elementary education student

Bonnie Tai Associate Dean, Director Educational Studies Program, faculty

Mari Thiersch ‘17 Alumnx; Secondary Life Science

Brenna VanSteenbergen ‘22 Current student working on Art certification

Karen Waldron Faculty

Helen Westall ‘21 Fall 2020 student teacher at Trenton Elementary

Hannah Whitesel ‘21 Fall 2020 student teacher at Hall-Dale Elementary