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2014-15 Conference Champs

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Annette Pierce

Annette Pierce

Baker University and Music Theatre Kansas City will present “Children of Eden” at 2:30 p.m. Sunday, July 9, at Rice Auditorium.

Wednesday, 01 July 2015 15:10

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Agreement with Johnson County Community College allows smooth transfer. Learn More

Thursday, 26 December 2013 13:49

In Memoriam

Winter 2013

Wednesday, 26 March 2014 13:39

In Memoriam

Spring 2014

Saturday, 26 April 2014 13:04

Alumni Notes

Spring 2014

Thursday, 26 March 2015 11:19

In Memoriam

Spring 2015

Thursday, 25 June 2015 15:07

GSOE program objectives

Graduate Program Objectives

MSSL | MAEd | MSSE | MST | EdD (PK-12) | EdD (HE)

Master of Science in School Leadership

The MSSL program develops confident and competent leaders who demonstrate the ability to promote success for all students. The MSSL program objectives are closely aligned with the ISLLC and KSDE professional standards for building administrators. Program assessments and/or candidate activities focus on the indicators identified under each program objective.

MSSL Program Objectives

1. An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

  1. Collaboratively develop and implement a shared vision and mission;
  2. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning;
  3. Create and implement plans to achieve goals;
  4. Promote continuous and sustainable improvement;
  5. Monitor and evaluate progress and revise plans; and
  6. Apply leadership beliefs, values, and behaviors into personal leadership positions, policy and practice that impact student learning.

2. An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

  1. Nurture and sustain a culture of collaboration, trust, learning, and high expectations;
  2. Create comprehensive, rigorous, coherent and research-based curricular and co-curricular programs;
  3. Create personalized and motivating learning environments that meet the needs of all students;
  4. Supervise instruction by an effective evaluation process;
  5. Develop assessment and accountability systems to monitor student progress;
  6. Develop the instructional and leadership capacities of staff through results-based professional development opportunities;
  7. Maximize time spent on quality instruction;
  8. Promote the use of the most effective and appropriate technologies to support teaching and learning; and
  9. Monitor and evaluate the impact of the instructional program on learning.

3. An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

    1. Monitor and evaluate the management and operational systems;
    2. Obtain, allocate, align, and efficiently use human, fiscal, and technological resources;
    3. Promote and protect the welfare and safety of students and staff;
    4. Develop the capacity for distributed leadership;
    5. Ensure teacher and organizational time is focused to support quality instruction and student learning; and
    6. Address and effectively administer legal issues, protecting the rights and confidentiality of all persons.
  • 4. An education leader promotes the success of every student by collaborating with families and stakeholders, responding to diverse community interests and needs, and mobilizing community resources.

    1. Collect, analyze, and appropriately apply community data and pertinent information for improvement;
    2. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources;
    3. Build and sustain positive relationships with families and caregivers;
    4. Build and sustain productive relationships with community partners; and
    5. Develop and apply effective communication and group process skills;

    5. An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

    1. Ensure a system of accountability for every student’s academic and social success;
    2. Model principles of self-awareness, reflective practice, transparency, and ethical behavior, treating all persons fairly, equitably, and with dignity;
    3. Safeguard the values of democracy, equity, and diversity; and
    4. Consider and evaluate the potential moral and legal consequences of decision-making.

    6. An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

    1. Advocate for children, families, and caregivers;
    2. Act to influence local, district, state, and national decisions affecting student learning;
    3. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies;
    4. Actively promote and participate in communication with all members of a diverse community; and
    5. Maintain a visible presence in the school community.

    Master of Arts in Education

    The MAEd program develops confident and competent leaders who can demonstrate the following identified objectives. These objectives are adapted from the National Board for Professional Teaching Standards (NBPTS).

    MAEd Program Objectives

    1. Teachers are committed to students and their learning.
    2. Teachers know the subject(s) they teach and how to teach those subjects to students.
    3. Teachers motivate, manage, and monitor student learning.
    4. Teachers think systematically about their practice and learn from experiences.
    5. Teachers are members of learning communities.

    Master of Science in Special Education

    The MSSE program develops confident and competent leaders who demonstrate the ability to promote success for all students. The MSSE program objectives are aligned with the KSDE standards, the CEC standards and the NBPTS core propositions. Program assessments and candidate activities focus on providing evidence that program goals and objectives are met.

    MSSE Program Objectives

    The teacher of students with adaptive learning needs

    1. Demonstrates an understanding of philosophical, historical, and legal foundations of education and special education.
    2. Demonstrates an understanding of learners’ diversity and provides support for students’ cognitive, physical, social, emotional, and career development.
    3. Demonstrates assessment, diagnosis, and evaluation knowledge and skills.
    4. Demonstrates knowledge and skill in planning and implementing effective instruction based upon knowledge of the subject matter, student, community, and curriculum goals.
    5. Promotes learning by providing planned, orderly, supportive environments that encourage participation of individuals with adaptive learning needs.
    6. Demonstrates knowledge and skill in managing behavior, facilitating problem-solving, developing social skills, and promoting self-advocacy of students with adaptive learning needs.
    7. Demonstrates effective communication and collaboration skills and knowledge related to students with adaptive learning needs.
    8. Demonstrates professionalism and ethical knowledge and skills related to students with adaptive learning needs.

    Master of Science in Teaching

    The MST program develops confident and competent leaders who can demonstrate the following identified objectives. These objectives are adapted from the National Board for Professional Teaching Standards (NBPTS).

    MST Program Objectives

    1. Teachers are committed to students and their learning.
    2. Teachers know the subject(s) they teach and how to teach those subjects to students.
    3. Teachers motivate, manage, and monitor student learning.
    4. Teachers think systematically about their practice and learn from experiences.
    5. Teachers are members of learning communities.

    Doctor of Education in Educational Leadership (PK-12)

    The Ed.D. program develops confident and competent leaders who can demonstrate the ability to promote success for all participants. The PK-12 program has been aligned with the Kansas State Department of Education (KSDE) professional standards for district leadership licensure and the 2008 Interstate School Leaders Licensure Consortium (ISLLC) standards. The indicators identified under the following standards drive curriculum, instruction, candidate activities and learning, and program assessments.

    Program Objectives for Ed.D. PK-12

    Standard 1: An education leader at the district level applies knowledge that promotes the success of every student by guiding shared commitment for the development, articulation, implementation, and stewardship of a vision for learning that is supported by all stakeholders.

    The candidate

    1. Understands and can collaboratively develop, articulate, implement, and steward a shared district vision of learning for a school district;
    2. Understands and can collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals;
    3. Understands and can promotes continual and sustainable district improvement; and
    4. Understands and can evaluate district progress and revise district plans supported by district stakeholders.

    Standard 2: An education leader at the district level applies knowledge that promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

    The candidate understands and can

    1. Sustain a district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students;
    2. Create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program;
    3. Develop and supervise the instructional and leadership capacity across the district;
    4. Promote the most effective and appropriate district technologies to support teaching and learning within the district;

    Standard 3: An education leader at the district level applies knowledge that promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

    The candidate understands and can

    1. Monitor and evaluate district management and operational systems;
    2. Efficiently use human, fiscal, and technological resources within the district;
    3. Promote district-level policies and procedures that protect the welfare and safety of students and staff across the district;
    4. Develop district capacity for distributed leadership; and,
    5. Ensure that district time focuses on supporting high-quality school instruction and student learning.

    Standard 4: An education leader at the district level applies knowledge that promotes the success of every student by collaborating with faculty and school, home and community members, responding to diverse stakeholder interests and needs, and mobilizing external resources.

    The candidate understands and can

    1. Collaborate with faculty and school, home and community members by collecting and analyzing information pertinent to the improvement of the district’s educational environment;
    2. Mobilize community resources by promoting understanding, appreciation, and use of the stakeholder’s diverse cultural, social, and intellectual resources throughout the district;
    3. Respond to stakeholder interests and needs by building and sustaining positive district relationships with families and caregivers; and
    4. Respond to community interests and needs by building and sustaining productive district relationships with community partners;

    Standard 5: An education leader at the district level applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

    The candidate understands and can

    1. Act with integrity and fairness to ensure a district system of accountability for every student’s academic and social success;
    2. Model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district and goals for professional growth;
    3. Safeguard the values of democracy, equity, and diversity;
    4. Evaluate the potential moral and legal consequences of decision-making in a district; and
    5. Promote social justice within the district to ensure that individual student needs inform all aspects of schooling.

    Standard 6: An education leader at the district level promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

    The candidate understands and can

    1. Advocate for district students, families, and caregivers;
    2. Act to influence local, district, state, and national decisions affecting student learning in a district environment;
    3. Anticipate and assess emerging trends and initiatives in order to adapt district-level leadership strategies.

    Doctor of Education in Leadership in Higher Education

    The Ed.D. program develops confident and competent leaders who can demonstrate the ability to promote success for all participants. The Higher Education program has been aligned with the 12 Council for the Advancement of Standards in Higher Education Standards (CAS). The indicators identified under the following standards drive curriculum, instruction, candidate activities and learning, and program assessments.

    Program Objectives for Ed.D. in Leadership in Higher Education

    Standard 1: Mission. Programs and services must develop, disseminate, implement, and regularly review their missions. The mission must be appropriate for the institution’s student populations and community settings. Mission statements must reference student learning and development.

    The candidate

    1. Understands and supports the broad responsibility of the institution for enhancing the collegiate experience for all students
    2. Possesses appropriate knowledge of relevant theories, literature, and philosophies on which to base informed professional practice
    3. Knows values, historical context, and current issues of one’s profession
    4. Has developed, can articulate, and acts consistently with a sound educational philosophy consistent with the institution’s mission
    5. Knows the developmental effects of college on students

    Standard 2: Program. The formal education of students, consisting of the curriculum and the co-curriculum, must promote student learning and development outcomes that are purposeful, contribute to students’ realization of their potential, and prepare students for satisfying and productive lives. Programs and services must collaborate with colleagues and departments across the institution to promote student learning and development, persistence, and success. Programs and services must assess relevant and desirable student learning and development, provide evidence of impact on outcomes, articulate contributions to or support of student learning and development, articulate contributions to or support of student persistence and success and use evidence gathered through this process to create strategies for improvement of programs and services. Programs and services must be intentionally designed, guided by theories and knowledge of learning and development, integrated into the life of the institution, reflective of developmental and demographic profiles of the student population, responsive to needs of individuals, populations with distinct needs, and relevant constituencies, and be delivered using multiple formats, strategies, and contexts. Where institutions provide distance education, programs and services must assist distance learners to achieve their educational goals by providing access to information about programs and services, to staff members who can address questions and concerns, and to counseling, advising, or other forms of assistance.

    The candidate

    1. Manages and influences campus environments that promote student success
    2. Knows characteristics of students attending institutions of higher education
    3. Knows students who attend the institution, use services, and participants in programs
    4. Encourages student learning through successful experiences as well as failures

    Standard 3: Organization and Leadership. To achieve student and program outcomes, programs and services must be structured purposefully and organized effectively. Programs and services must have clearly stated goals, current and accessible policies and procedures, written performance expectations for employees and functional work flow graphics or organizational charts demonstrating clear channels of authority. Leaders with organizational authority for the programs and services must provide strategic planning, supervision, and management; advance the organization; and maintain integrity through the following functions: strategic planning, supervising, managing, advancing the organization, and maintaining integrity.

    The candidate

    1. Teaches effectively directly or through example
    2. Thinks critically about complex issues
    3. Works collaboratively
    4. Models effective leadership
    5. Counsels, advises, supervises, and leads individuals and groups effectively
    6. Creates and maintains campus relationships characterized by integrity and responsibility
    7. Contributes to campus life and supports activities that promote campus community
    8. Commits to excellence in all work
    9. Intentionally employs self-reflection to improve practice and gain insight
    10. Responds to the duties of one’s role and also to the spirit of one’s responsibilities
    11. Views his or her professional life as an important element of personal identity
    12. Strives to maintain personal wellness and a healthy lifestyle
    13. Maintains position-appropriate appearance
    14. Stays professionally current by reading literature, building skills, attending conferences, enhancing technological literacy, and engaging in other professional development activities
    15. Belongs to and contributes to activities of relevant professional associations
    16. Assumes proper accountability for individual and organizational mistakes

    Standard 4: Human Resources. Programs and services must be staffed adequately by individuals qualified to accomplish mission and goals. Within institutional guidelines, programs and services must establish procedures for staff recruitment and selection, training, performance planning, ad evaluation, set expectations for supervision and performance, assess the performance of employees individually and as a team, provide access to continuing and advanced education and appropriate professional development opportunities to improve the leadership ability, competence, and skills of all employees.

    The candidate

    1. Supervises others effectively
    2. Judges the performance of self and others fairly

    Standard 5: Ethics. Programs and services must review relevant professional ethical standards and must adopt or develop and implement appropriate statements of ethical practice. Statements of ethical standards must specify that staff members respect privacy and maintain confidentiality in all communication s and records to the extent that such communications and records are protected under relevant privacy laws.

    The candidate

    1. Is trustworthy and maintains confidentiality
    2. Behaves in ways that reflect integrity, responsibility, honesty, and with accurate representation of self, others, and program
    3. Manages personal life so that overall professional effectiveness is maintained
    4. Espouses and follows a written code of professional ethical standards

    Standard 6: Law, Policy, and Governance. Programs and services must be in compliance with laws, regulations, and policies that relate to their respective responsibilities and that pose legal obligations, limitations, risks, and liabilities for the institution as a whole. Staff members must use reasonable and informed practices to limit the liability exposure of the institution and its officers, employees, and agents. Staff members must neither participate in nor condone any form of harassment or activity that demeans persons or creates and intimidating, hostile, or offensive environment.

    The candidate

    1. Understands relevant legal issues
    2. Abides by laws and institutional policies and works to change policies that are incongruent with personal and professional principles

    Standard 7: Diversity, Equity, and Access. Within the context of each institution’s unique mission and in accordance with institutional policies and all applicable codes and laws, programs and services must create and maintain educational and work environments that are welcoming, accessible, and inclusive to persons of diverse backgrounds, equitable and non-discriminatory, and free from harassment.

    The candidate

    1. Understands and respects similarities and differences of people in the institutional environment
    2. Interacts effectively with a diverse range of students, faculty and staff
    3. Provides fair treatment to all students, faculty and staff, and works to change aspects of the environment that do not promote fair treatment
    4. Values differences among groups of students, faculty, and staff, and between individuals; helps students understand the interdependence among people both locally and globally
    5. Actively and continually pursues insight into the cultural heritage of students, faculty, and staff

    Standard 8: Institutional and External Relations. Programs and services must reach out to relevant individuals, groups, communities, and organizations internal and external to the institution to establish, maintain, and promote understanding and effective relations with those that have a significant interest in or potential effect on the students or other constituents served by the programs and services, and engage diverse individuals, groups, communities, and organizations to enrich the educational environment and experiences of students and other constituents.

    The candidate

    1. Effectively utilizes language through speaking, writing, and other means of communication
    2. Engages disparate audiences effectively
    3. Contributes productively in partnerships and team efforts
    4. Demonstrates loyalty and support of the institution where employed
    5. Effectively creates and maintains networks among colleagues locally, regionally, nationally, and internationally

    Standard 9: Financial Resources. Programs and services must have funding to accomplish the mission and goals. In establishing funding priorities and making significant changes, a comprehensive analysis must be conducted to determine the following elements: unmet needs of the unit, relevant expenditures, external and internal resources, and impact on students and the institution.

    The candidate

    1. Exercises responsible stewardship of resources
    2. Manages fiscal, physical, and human resources responsibly and effectively

    Standard 10: Technology. Programs and services must have adequate technology to support the achievement of their mission and goals. Technology and its use must comply with institutional policies and procedures and be evaluated for compliance with relevant codes and laws.

    The candidate uses technology effectively for educational and institutional purposes

    Standard 11: Facilities and Equipment. Programs and services must have adequate, accessible, and suitable located facilities and equipment to support the mission and goals.

    The candidate works to create campus and related educational environments that are safe and secure

    Standard 12: Assessment and Evaluation. Programs and services must have a clearly articulated assessment plan to document achievement of stated goals and learning outcomes, demonstrate accountability, provide evidence of improvement, and describe resulting changes in programs and services. Assessments must include direct and indirect evaluation and use qualitative and quantitative methodologies and existing evidence, as appropriate, to determine whether and to what degree the stated mission, goals, and intended outcomes are being met as effectively and efficiently as possible.

    The candidate

    1. Engages in evaluation and assessment to determine outcomes and identify areas for improvement
    2. Bases decisions on appropriate data
    Thursday, 25 June 2015 14:52

    Program objectives USOE

    Undergraduate Program Objectives

    Using the mission statement, essential characteristics (personal and professional skills and dispositions), and knowledge bases supported by research and best practices, department members identified 15 program objectives that undergraduate candidates are expected to be able to demonstrate in the process of becoming confident and competent educational leaders.

    The first 10 program objectives mirror the INTASC standards. The first 13 are closely related to the Kansas Professional Education Standards adopted by the Kansas State Board of Education September 2001, with revisions aligned with the writings of Charlotte Danielson. Program objectives 14 and 15 are unique to Baker University's undergraduate teacher education program.

    1. Making Content Meaningful
      Our graduates will demonstrate the ability to use the central concepts, tools of inquiry, and structures of the discipline as s/he teaches, creating learning opportunities, including integrated learning experiences that make these aspects of subject matter meaningful for all students.
    2. Human Development and Learning
      Our graduates will demonstrate the ability to engage students in learning through the use of multiple and effective instructional strategies appropriate to students' developmental levels and knowledge of content.
    3. Diverse Learners
      Our graduates will demonstrate the ability to use information about students' interests, abilities, skills, backgrounds, and peer relationships to make knowledge accessible to all students, including students with exceptionalities and diverse learners.
    4. Instructional Strategies
      Our graduates will demonstrate the ability to use a variety of appropriate instructional strategies to encourage the students’ development of critical thinking, problem solving, and reading.
    5. Motivation and Classroom Management
      Our graduates will demonstrate an understanding of individual and group motivation and student behavior that fosters positive and safe learning environments and encourages positive social interaction, active engagement in learning, and self motivation.
    6. Communication
      Our graduates will demonstrate the ability to use his/her knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
    7. Instructional Planning
      Our graduates will demonstrate the ability to design and plan instruction based on knowledge of content and pedagogy, knowledge of students, knowledge of resources, and knowledge of learning goals.
    8. Assessment of Student Learning
      Our graduates will demonstrate the ability to use multiple types of both formal and informal assessment strategies to evaluate and ensure the continual development for all learners.
    9. Reflection and Professional Development
      Our graduates will demonstrate the professional skills, responsibilities, attitudes and ethical values of a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and professionals in the learning community), actively seeking out opportunities to grow professionally, change as necessary, and participate in the school improvement process.
    10. Collaboration
      Our graduates will demonstrate the ability to establish collegial relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.
    11. Integrating Content
      Our graduates will demonstrate the ability to integrate across and within content fields to enrich the curriculum, develop reading and thinking skills, and facilitate all students’ abilities to understand relationships between subject areas.
    12. Instructional Technology
      Our graduates will demonstrate the ability to use skills in technology to gather and analyze information, enhance instructional practices, facilitate professional productivity, assist with educational change, and help all students use instructional technology effectively.
    13. Foundations of Education
      Our graduates will demonstrate the ability to be reflective practitioners who use knowledge of historical, philosophical, and social foundations of education to guide educational practices.
    14. Law and Policies
      Our graduates will demonstrate an understanding of school law, educational policies, local, state and national educational structures, professional licensing procedures, and professional organizations.
    15. Conceptual Framework
      Our graduates will demonstrate an understanding of the SOE Conceptual Framework which is defined as the Mission, Vision, Beliefs, Commitments, Program Objectives, Essential Characteristics (Personal and Professional Skills and Dispositions), and Evaluation Process.
    Tuesday, 23 June 2015 10:37

    orientation & enrollment slide

    Orientation Leaders look forward to showing you the ropes during Summer Orientation & Enrollment. Learn More

    Tuesday, 23 June 2015 10:31

    Visit day slide

    Transfer Visit Days July 8 & 22 | Summer Visit Day July 17

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