The black text shown below is drawn from the Education Department’s Tenure Expectations for Teaching, Scholarship, and Service document that has been approved by the Faculty Welfare Committee and the Dean of the College.  Summary statements indicating how I have met or exceeded these expectations are shown in red, indented text (note, as always, blue underlined text will represent hyperlinks to evidence). 

Teaching

• Candidate effectively utilizes and models a variety of teaching methods and, given the constructivist emphasis within the department, limits “teacher talk” time (in other words, limits lecture and knows when to listen).

• Candidate effectively engages students with the content in a variety of ways over the course of a term through activities in the classroom and assignments.

• Candidate is able to explain and document how classroom activities and assignments effectively facilitate student learning while helping students reach the goals of the course.

• Candidate effectively uses multiple means of assessment and is able to explain how the assessments appropriately document student learning while providing useful feedback to the candidate and to the students.

• Candidate’s course goals and content are fully integrated into the education program sequence. Intentional connections are made to content of courses taken previous and subsequent to the candidate’s courses. These connections are visible to the students in the syllabus, assignments, and class sessions.

• Candidate’s course content fulfills the appropriate State and National indicators as organized and agreed upon by the department faculty.

· Candidate demonstrates a willingness and ability to analyze and improve his/her teaching in light of available data including, but not limited to, feedback from department faculty and student comments as noted on the SRI.

· The indicators above are all related to teaching style, course design, the use of assessment to inform instruction, and the manner in which my courses fit in with the larger goals of the department.  My case-making statements from both 2009 and 2011 provide extensive explanations and evidence showing how I have adhered to each of the indicators.  While I chose not to focus on my pedagogical style with the 2013 case-making statement, the patterns of practice I articulated in 2009 and 2011 remain central to my work.

·  Candidate approaches supervision of field experience as one-on-one teaching and is able to work well with students and cooperating teachers in this setting. Helps our students make connections between the field experience and the content of education courses.

· Evaluative feedback I have received from both cooperating teachers and student teachers provides evidence that my work as a student teaching supervisor has met or exceeded departmental expectations.  Since I arrived at Augustana, 9 cooperating teachers and 9 student teachers have taken the time to provide optional evaluative feedback.  In addition to providing (typically positive) written comments on the form,  respondents were also asked to provide an “overall rating” on a 5-point scale of “Excellent, Very Good, Good, Fair, and Poor.”  All 9 cooperating teachers provided a rating of “Excellent.”  Of the student teachers, 6 provided a rating of “Excellent,” 2 listed a rating that was between “Very Good and Excellent,” and 1 provided a rating of “Good.”

• Candidate’s SRI scores are predominantly at or above the 50th percentile.

· Scores on the “Old SRI” (administered Fall 2008-Fall 2010) were normed relative to all other SRI scores across Augustana’s campus.  Of the 80 normed scores I received on the Old SRI,  all 80 were above the 50th percentile.  77 of them (or 96%) were above the 80th percentile.

· Raw scores on the IDEA SRI (administered Spring 2011-Present) were normed relative to all other scores in the national IDEA database.  A chart of the 60 raw normed scores I received for “Progress on Relevant Objectives,” “Excellent Teacher,” “Excellent Course,” and “Summary Evaluation” shows that 59 of these scores (or 98%) were above the 50th percentile.  50 (or 83%) were above the 70th percentile.

 

Professional Activity:  Expression

· Candidate has presented a paper(s) at a regional or national conference(s) in at least two different academic years. We encourage presentations beyond the dissertation to be co-authored.

             I have made such presentations in each of 4 academic years:

· 2009-2010:  5 conference presentations were made across 3 conferences.  3 of these presentations were  made at the regional Illinois Council of Teachers of Mathematics (ICTM) conference.  2 of the ICTM presentations were invited talks completed independently and related to work accomplished before my time at Augustana.  The other talk at ICTM was a collaborative presentation with Randy Hengst pertaining to the Number Sense Project (NSP).   Randy and I also collaborated on presentations at two separate international conferences:  the Association for the Advancement of Computers in Education’s (AACE) E-Learn Conference in Vancouver and the International Society of Technology  in Education’s (ISTE) conference in Denver.

· 2010-2011:  2 regional conference presentations.  The first included an NSP-related presentation produced collaboratively with Randy Hengst and Augustana undergraduates Julie Jordan and Laura Valentine at the ICTM conference.  The second was a collaborative presentation at the Western Illinois University Mathematics Teachers Conference focused on remedial mathematics teaching strategies.  I collaborated with five Augustana undergraduates on this presentation:  Brian Green, Josiah Martin, Jennie McKey, Natalie Radziejewski, and Dani Rogers.

· 2011-2012:  1 regional conference presentation pertaining to NSP-related work.  It was produced collaboratively with Randy Hengst and Augustana undergraduates Maggie Blackburn, Josh Fahs, and Christina Mazza.

· 2012-2013:  2 regional conference presentations related to the NSP.  The first presentation, at the National Council of Teachers of Mathematics Regional Conference in Chicago, was made in collaboration with Randy Hengst and undergraduates Stephanie Kendzior, Michelle Hanson, Kate Cannova, and Amanda Johnson.  The second presentation was a part of Augustana’s “Promoting Undergraduate Research at Liberal Arts Colleges” conference, and was made in collaboration with Randy Hengst and undergraduates Stephanie Lorr, Abbey Wilson, Amy Knourek and Amanda Kriegl.

• Candidate has published one article in a peer-reviewed journal, book chapter, or equivalent venue. In all likelihood, this publication will be based on the candidate’s dissertation.

· In the spring of 2009 an article I co-authored was published as a chapter in the peer-reviewed Annual Yearbook of the National Council of Teachers  of Mathematics.  Citation:  Driscoll, M., Egan, M., Wing DiMatteo, R., & Nikula, J. (2009). Fostering geometric thinking in the middle grades: Professional development for teachers in grades 5-10. In T.V. Craine (Ed.), Understanding geometry for a changing world (pp. 155-171). Reston, VA: National Council of Teachers of Mathematics.

• Candidate has a second peer-reviewed expression consistent with those examples noted in the Faculty Handbook on page 29 under Professional Expression. We expect that this second expression would be based, in large part, on work undertaken since arriving at Augustana. We encourage professional expression beyond the dissertation to be co-authored.

· In the fall of 2012 an article I co-authored with Randy Hengst was published in a peer review journal.  Citation:  Egan, M. & Hengst, R. (2012). Software on demand: An early childhood numeracy partnership. Contemporary Issues in Technology and Teacher Education, 12(3).

 

             Additional modes of peer-reviewed expression consistent with the Faculty Handbook

             definition include:

· The paper that Randy Hengst and I produced and presented at the  2010 ISTE conference.  It was a peer-reviewed expression as only 47% of all research paper proposals were accepted for the conference program.  It aligns to an example of expression noted on Page 29 of the Faculty Handbook: “The faculty member presents a paper (or poster) at a professional meeting.”     It was based on work undertaken since arriving at Augustana, and it was co-authored with an Augustana colleague.  As suggested by the presentation’s full citation, I was the lead author for this paper:  Egan, M. & Hengst, R. (2010).  Creating software with local teachers: An early childhood numeracy partnership.  Paper presented at the Annual Meeting of the International Society for Technology in Education, Denver.

· The handbook states, “The  faculty member publishes a book (or book chapter).”  In the fall of 2010, the following book chapter was published:  Egan, M. (2010). Teaching elementary mathematics: Music and math.  In N.R. Robinson, S.N. Hall, & F.P. Spano, Teaching elementary music: Integrative connections between music and other subjects. Dubuque, IA: Kendall Hunt Publishing Company. 

· The Handbook refers to making “a contribution to an encyclopedia, gallery catalog, or brochure,” though the handbook  also emphasizes that modes of expression need “not [be] limited to” this exact language.  Randy and I have contributed a paper to the  Conference Proceedings of the 2009 AACE E-Learn conference, a mode of expression that seems analogous to “encyclopedia, gallery catalog, or brochure” publications.  

· The Handbook lists “paper (or poster)” presentations at professional meetings:  I have made multiple presentations across four academic years as noted above. 

· Finally, the Handbook mentions giving “an invited lecture  at another college.”  While I have not been invited to speak at another college, I have been invited to speak at a conference by the university-based conference organizers.  Though this is not speaking at another college, it is adequately analogous and thus reasonably falls under the Handbook’s “not limited to” caveat.

 

Professional Activity:  Development

• Candidate is a member of appropriate professional organizations.

· National Council of Teachers of Mathematics

· American Educational Research Association

· Illinois Council of Teachers of Mathematics

· Illinois Mathematics Teacher Educators

• Candidate has attended regional or national professional conferences, meetings, or workshops in at least four academic years.

· In the 2008-2009 academic year, my first year at Augustana, I attended the Illinois Council of Teachers of Mathematics conference (though I did not present at the conference this year).

· My attendance (and speaking contributions)  at such conferences in each of the four subsequent years (2009-2010, 2010-2011, 2011-2012, 2012-2013) is chronicled  in the first bullet point under “Professional Development: Expression” above.

· I have also attended conferences in my 2nd, 3rd, and 4th years at Augustana as a “strict learner” (e.g., not as a speaker).  These included the Science Education for New Civic Engagements and Responsibilities (SENCER) summer institute in Asheville, NC toward the end of the 2009-2010 academic year, the Illinois Campus Compact meeting in Chicago toward the end of the 2010-2011 year, and the Association of American Colleges and Universities General Education and Assessment Conference in New Orleans in 2011-2012.

• Candidate has participated in campus-based professional development or other similar opportunities as noted in the Faculty Handbook on pages 29-30 under Professional Development in at least two academic years.

· 2008-2009:  I was a full participant (e.g., perfectly attended and participated ) in the ACTL Teaching Circles for first-year faculty .

· 2009-2010:  Attended Dan Bernstein’s  ACTL-sponsored workshop titled “Making Learning Visible,” a workshop for Augustana faculty focused on the development of course portfolios as a means of professional expression and reflective pedagogy.    I also attended a day-long SENCER workshop on campus that was led by Marion Fass of Beloit College and organized by Dell Jensen and the CVR.  This session introduced me to SENCER’s approach to promoting civic engagement in the classroom and also inspired me to learn more about SENCER via my travel to the SENCER Summer Institute in Asheville, NC, the following summer.  Finally, I participated in the ACTL-organized teaching observation circles in the spring of 2010.

· 2010-2011:  Was invited by Augustana’s Community Engagement Center (CEC) to represent the College and participate in the inaugural Quad Cities Community Engagement Consortium meeting.  At this April 15, 2011 meeting I met, learned from, and shared ideas with other tertiary educators in the Quad Cities area (representing St. Ambrose, Black Hawk College, Scott Community College, and WIU-QC) who are involved in service-learning endeavors.

· 2012-2013:  Participated in the “Blended Learning Boot Camp” organized by the Dean’s Office and the IT department in the summer of 2013.

 

Service:  Department

• Candidate has made contributions to the review and direction of the department.

· I contributed substantially  to the Department’s National Council for the Accreditation of Teacher Education (NCATE) review.  My primary responsibility in this effort involved shepherding Augustana’s mathematics education program through the Specialized Professional Association (SPA) national recognition process.  My work here was successful as the NCATE SPA for mathematics, the National Council of Teachers of Mathematics (NCTM), endorsed our program as Nationally Recognized in February of 2013.  The process involved in earning this distinction was arduous.  In the fall of 2010 I wrote and submitted an 85-page report to the NCTM focusing on the quality and assessment outcomes of the secondary mathematics teacher education program.  In the spring of 2011 we received the NCTM’s evaluation of the initial report and learned that our program had been labeled as “Nationally Recognized With Conditions.”  We then had until the fall of 2012 to make adjustments to our program and submit a rejoinder report in order to have the conditions removed.  The NCTM’s critiques led me to make numerous changes to the EDUC384 (the teaching methods course for math majors) and also prompted me to reach out to the mathematics department in order to gather input and assessment data from them that might bolster the rejoinder report.  This report, formally titled a “Response to Conditions Report,” had 88 pages and was submitted in the fall of 2012.  The report itself as well as the programmatic changes made over the previous 18 months were obviously well received given that the program did earn unconditional National Recognition.

· In addition to my SPA report responsibilities, I contributed to the NCATE review in several other ways.  These included  the production of electronic course packets (for EDUC 310, EDUC 364, and EDUC 384)  that provided evidence requested by the NCATE Board of Examiners (BOE) for their fall 2011 visit to the College.  I participated fully in the BOE visit, interviewing with BOE members privately and attending various  “full group” meetings that occurred between the BOE and Augustana faculty.

· The NCATE review process also prompted me to make contributions to the direction of the department.   A consistent critique of our department’s secondary teacher education program emerged from the SPA reporting process.  The English, science, mathematics, and world languages programs were all critiqued for failing to utilize content-specific assessment instruments when evaluating our student teachers’ portfolios.  During the summer of 2011 I learned about an investigated a series of content-specific portfolio assessment instruments that were  developed at Stanford University.  I was impressed with the quality of these instruments (where were thn called the Teacher Performance Assessment Consortium (TPAC) instruments, and are now called the edTPA), and proposed that the department as a whole adopt them.  The department agreed, and we utilized them for the first time in the fall of 2011.  The department’s use of the edTPA since 2011 has proven to be beneficial in more ways than one.  The state of Illinois will require all teacher candidates across the state to successfully complete this particular assessment as a criterion for licensure beginning in 2015.  Hence, Augustana has a jump on most other institutions in that we are already accustomed to the instrument and have developed insight into how to prepare teacher candidates for it.

· Additional contributions I have made to the direction of the department include the development of the first-ever foreign study experience to carry the EDUC prefix (thus providing education majors a foreign term experience that is tailored to their academic interests); and helping the department transition into the latest Illinois Professional Teaching Standards that are required by law effective fall 2013.  My contributions included designing and  piloting a teacher evaluation instrument  that incorporated these Standards in 2011 and also helping to organize a strategy for incorporating the standards into our coursework beginning in the 2012-2013 year. Finally, I have introduced intensive, formalized embedded clinical experiences into the elementary methods sequence via the Number Sense Project and the mathematics methods course via my partnership with Jordan Catholic School.

• Candidate has participated in departmental faculty meetings (usually held weekly).

· Colleagues will verify that I have been a regular participant in this meetings.

• Candidate has participated in the Teacher Ed Committee and the Subcommittee on Admission to and Retention in Teacher Education.

· Colleagues will verify that I have been a regular participant in this meetings.

• Candidate has advised education certification students (secondary) or majors (elementary).

· I have served as academic advisor to secondary mathematics teaching majors every academic year, beginning with my first set of newly declared majors in the spring of my first year, 2009.

• Candidate has maintained a presence in the office or at supervision site on a daily basis.

· Colleagues will verify that I am highly present and visible in the office and at supervision sites.  Given my extensive responsibilities beyond teaching and research (including the production of NCATE reports, my role as Licensure Officer, summer and weekend student recruiting events, etc.), my regular presence in the office tends to occur in the summer and over breaks in addition to regular working hours. 

 

Service:  College

• Candidate has attended all Senate meetings in each of two academic years as an elected member of the Senate or non-voting faculty member.

· I have served as a Faculty Senator in three consecutive years (’11-’12, ‘12-’13, ‘13-’14), and have been absent from only one Senate meeting during that time.

• Candidate has participated in the campus community through work on a committee, task force, or other campus-wide initiative.

· Academic Computer Committee (3-year term expired in 2012)

· General Education Committee (currently serving in my second consecutive 3-year term;  my first term began in 2010)

· Faculty Advisor to Club Ed (since 2010), Cooking Club (since 2012), and Opportunity Kicks Tutoring (since 2013)

· Co-presented, along with Steve Hager and Lendol Calder, two sessions to the faculty on the topic of course/career portfolios.  The first event (on 9/30/09) was part of a New Faculty Teaching Circle; the second (on 10/1/09) was an ACTL workshop for the entire faculty.

· On 10/7/09 (one year prior to my Gen Ed membership), I co-presented, along with Becca Poock of the CVR, a proposal to the Gen Ed committee calling for a new Learning Community model at Augustana that would involve pairing an academic course with an extensive service-learning experience or internship.  The proposal was well received by the Committee and eventually became Augustana policy as indicated in the Evergreen II report.

· On 3/12/10 I co-led a Friday Conversation on integrating teaching and scholarship.

· On 3/17/10 I co-led, along with Jon Clauss, a faculty workshop on building e-portfolios.

· Conducted a similar session on e-portfolios on 4/7/11.

· Led a breakout session at the Fall 2012 Symposium pertaining to my LSFY 103 course’s outreach in the Rock Island refugee community

· Presented to LSFY faculty on the topic of helping students investigate their own questions on the Jan. 21, 2013 LSFY meeting

· Served on the Search Committee for the Associate Dean of  Curricular Engagement position, spring of 2013

· Co-led a session on audio-visual feedback to students at Augustana’s Blended Learning Boot Camp, May 22, 2013

• Candidate has participated in prospective student events each year.

· 2008-2009:  Admissions Department Scholarship Competition (1/24/09); Admissions Department Scholarship Reception (3/15/09);   Admissions Department Luncheon for Prospective Students and Parents (3/23/09); Admissions Department Visit Day (4/25/09); Education Department Visit Day (6/25/09);   Called Prospective Students at the Request of the Admissions Department (Spring, 2009);   Interviewed 4 Prospective Honors Students (Spring, 2009); Prospective Student Attended My Class (4/6/09); Met with a Prospective Student and Her  Parents over the summer (7/28/09)

· 2009-2010:  Admissions Department Scholarship Competition (1/16/10); Admissions Department Scholarship Reception (3/14/10); Met individually with our prospective students and their families during the year; Interviewed 7  Prospective Honors Students (Spring, 2010);  Admissions Department Summer Visit Day (7/27/10)

· 2010-2011:  Personally invited by the Admissions Department to lead a recruiting event for transfer students interested in the Education major….the event never occurred due to lack of numbers, but I was one of four faculty members to be invited to the event and the only non-tenured faculty member invited;  Interviewed 7  Prospective Honors Students (Spring, 2011);  Welcomed several prospective students into my spring 2011 class and spoke with them individually; Admissions Department Scholarship Competition (1/15/11);

· 2011-2012:  Admissions Fair (10/31/11) ;Welcomed a women’s lacrosse recruit to an NSP kindergarten teaching session,  met with her individually afterward (Fall 2011);  Met with a second women’s lacrosse recruit and her parents in my office (Fall 2011); Admissions Scholarship Competition (1/14/12); Interviewed 10 prospective Honors students (Spring 2012);   Shared information about the Education Department at Summer Visit Day (7/18/12)

· 2012-2013:  Admissions Department Scholarship Competition (1/26/13); Conducted 5 Honors Program interviews (Spring 2013); Met individually with several prospective students and parents during the spring of 2013 and the summer of 2013; Shared information about the Education Department at Summer Visit Day (7/30/13)

• Candidate has served as a first-year advisor at least one academic year (not year one or year of pre-tenure leave).

· I have served as a first-year advisor each year since my second year on campus.  This INCLUDES the year I was on pre-tenure leave (2010-2011).  During the winter term of that year when I was on leave, I still held regular meetings with my advisees (including a whole-group “social meeting” and required individual advising meetings) , held meetings with individual advisees on request, and communicated with advisees via email.  Evidence suggests that my first-year advisees appreciate the work I devote to them.

· Assist the Advising Department over the summer, specifically:   Transfer Student Summer Connection (6/7/12); Summer Connection for Incoming First Year Students (July 9-12, 2012);  Transfer Student Summer Connection (6/4/13); Summer Connection for Incoming First Year Students (July 8-10, 2013)

 

Service:  Community

The Education Department provides no specific performance indicators related to Community Service, but the fact that “Service: Community” is listed  on the  Tenure Expectations document shows that my departmental colleagues value the work that individuals devote to their communities outside of college-related work.   I concur that participation in community service endeavors is a powerful mark of character, and am pleased that this is included as an important (if non-specific) expectation for association in the department.

My community  service endeavors are organized primarily within the context of my church (St. Pius X Catholic Church in Rock Island) and my children’s school (Jordan Catholic School in Rock Island).  Activities include:

· St. Pius Parish Council member 2010-2012; Secretary of the Council 2011-2012

· St. Pius Faith in Action Committee member since 2010; Chair of the Committee from 2010-2012

· Coached Jordan Girls’ Softball in Moline Dad’s League each year since 2009.  Coached both the kindergarten and the 4th grade team in 2013

· Serve on the Jordan School Grant-Writing Committee

· Parent leader of the recent Jordan School Capital Campaign that successfully raised over $1.9 million in order to build an extension to the school campus

 

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Tenure Expectations (2013)

Mike Egan

Assistant Professor

Education Department