The College of William and Mary is one of the nation's premier state-assisted liberal arts universities, William and Mary believes that excellence in teaching is the key to unlocking intellectual and personal possibilities for students. Dedicated to this philosophy and committed to limited enrollment, the College provides high-quality undergraduate, graduate, and professional education that prepares students to make significant contributions to the Commonwealth of Virginia and the nation. In recognition, the media have included William and Mary among the nation's prestigious "Public Ivys," and ranked it first among state institutions in terms of commitment to teaching.

William and Mary currently enrolls 7,500 students, of whom approximately 5,500 are undergraduates. Students come from 50 states and 75 foreign countries; 79 percent of current freshmen graduated in top tenth of their class with the middle 50 percent having total SAT scores ranging from 1240-1400; 28 percent of all students received need-based financial aid, totaling $14 million in 2000-2001.

Instructional faculty in the Faculty of Arts and Sciences and Schools of Education, Marine Science, Business Administration, and Law number 569. William and Mary's overall 12:1 student-faculty is among the lowest of national public universities.

The College of William and Mary, a public university in Williamsburg, Virginia, is the second-oldest institution of higher learning in the United States. Established in 1693 by British royal charter, William and Mary is proud of its role as the Alma Mater of generations of American patriots, leaders and public servants. Now, in its fourth century, it continues this tradition of excellence by combining the best features of an undergraduate college with the opportunities offered by a modern research university. Its moderate size, dedicated faculty, and distinctive history give William and Mary a unique character among public institutions, and create a learning environment that fosters close interaction among students and teachers.

The university's predominantly residential undergraduate program provides a broad liberal education in a stimulating academic environment enhanced by a talented and diverse student body. This nationally acclaimed undergraduate program is integrated with selected graduate and professional programs in five faculties -- Arts and Sciences, Business, Education, Law, and Marine Science. Masters and doctoral programs in the humanities, the sciences, the social sciences, business, education, and law provide a wide variety of intellectual opportunities for students at both graduate and undergraduate levels.

At William and Mary, teaching, research, and public service are linked through programs designed to preserve, transmit, and expand knowledge. Effective teaching imparts knowledge and encourages the intellectual development of both student and teacher. Quality research supports the educational program by introducing students to the challenge and excitement of original discovery, and is a source of the knowledge and understanding needed for a better society. The university recognizes its special responsibility to the citizens of Virginia through public and community service to the Commonwealth as well as to national and international communities. Teaching, research, and public service are all integral parts of the mission of William and Mary.

Goals of the College of William and Mary  

In fulfilling its mission, William and Mary adopts the following specific goals:

·       to attract outstanding students from diverse backgrounds;

·       to develop a diverse faculty which is nationally and internationally recognized for excellence in both teaching and research;

·       to provide a challenging undergraduate program with a liberal arts and sciences curriculum that encourages creativity, independent thought, and intellectual depth, breadth, and curiosity;

·       to offer high quality graduate and professional  programs that prepare students for intellectual, professional, and public leadership;

·        to instill in its students an appreciation for the human condition, a concern for the public well-being, and a life-long commitment to learning; and,

·       to use the scholarship and skills of its faculty and students to further human knowledge and understanding, and to address specific problems confronting the Commonwealth of Virginia, the nation, and the world.

2004-2008 Strategic Plan

As part of the Commonwealth of Virginia’s budget development process, the College of William and Mary has reviewed and realigned its strategic plan in response to guidance provided by the State Council of Higher Education (SCHEV) via its system-wide strategic plan for higher education, Advancing Virginia Through Higher Education (www.schev.edu/Reportstats/SystemwideStrategicPlan12-2003.pdf). In accord with the SCHEV four year planning cycle, the College of William and Mary has updated its strategic plan in the context of the newly articulated SCHEV system-wide goals.

Throughout the various planning exercises, consistent themes have emerged as critical to the College’s future success. The College believes that these will continue to be foremost in its institutional effectiveness discussions and quality improvement plan over the next three years. These themes include:

·       Competitive salaries and teaching/research support allowing the College to attract and retain the best faculty;

·       Competitive scholarships and fellowships to attract the best students;

·       Maintenance of state-of-the-art laboratories and facilities to support teaching and research;

·       A commitment to nationally competitive graduate and professional programs to complement the College’s outstanding undergraduate program;

·       Expanded study-away opportunities;

·       Expanded use of technology in the classroom;

·       The fostering of character, citizenship, and leadership skills in our students;

·       Maintaining a campus whose beauty reflects the quality of the College;

·       Maintaining a competitive athletic program that promotes the student athlete; and,

·       Establishing sufficient financial flexibility to respond to program needs, responsibilities, and opportunities.

Our strategic response to the State Council’s system-wide strategic plan recognizes the consistency of these themes with the system-wide goals identified by SCHEV.

By virtually all measures, the College has achieved the broad inspirational goals established in its 1994 and 1999 strategic plans – it is the pre-eminent small public university in the nation and successfully competes in many areas with national universities both public and private. It is widely recognized as offering an exemplary undergraduate liberal arts degree competitive with the best private universities in the nation. Its graduate and professional programs are nationally competitive and annually increasing in stature. The faculty has sustained a steady increase in research over the past decade, such that externally funded research has doubled over this period. However, there remain important opportunities for improvement as the College enhances its educational programs to better serve its students, faculty, and the Commonwealth.

As the premier, small public university in the nation, The College of William and Mary aspires to become one of the truly great universities of the world, competing internationally with the best institutions, public or private, in the excellence of its students, faculty, and educational experience. To further this vision, the College will build on the special nature of a “university college” with select programs of advanced study and professional education that support and indeed enhance the excellence of its undergraduate program.

The School of Education is the recognized organizational unit in the College of William and Mary charged with responsibility for preparing teachers, administrators, supervisors and related school personnel. Within the framework of general College regulations, faculty in the School of Education formulate and implement policies and procedures related to initial certification programs, including instructional goals, requirements, admissions criteria and curricula for these programs. The Associate Dean for Professional Services of the School of Education is the Certification Officer for the College of William and Mary in relation to the Virginia Department of Education.

A Teacher Education Advisory Council (TEAC) advises the faculty and administration of the School of Education in the effective preparation of teachers in direct support of the mission of K-12 schools. TEAC consists of two working groups. The first, a K-12 Committee chaired by the Associate Dean for Professional Services, includes 10 school administrators and teachers and two School of Education faculty. The second working group, co-chaired by the Deans of the School of Education and the Faculty of Arts and Sciences, includes seven faculty from key Arts and Sciences departments, a faculty representative from the School of Marine Science, the Coordinator and one faculty members from the Curriculum and Instruction (C&I) Area. The two TEAC Committees focus on issues related to pre-professional preparation, professional development, and partnerships.

The School of Education has 35 full-time instructional facultyand three full-time administrative faculty. The School enrolls approximately 200 undergraduate students and 200 full-time and 200 part-time graduate students in masters and doctoral programs. Programs in the School of Educationare accredited by the National Council for the Accreditation of Teacher Education (NCATE), the Virginia Department of Education (VDOE), and the Council for Accreditation of Counseling and Related Educational Professions (CACREP). By means of the Interstate Certification Compact, graduates who qualify for certification in Virginia may qualify for certification in 44 other states.

Mission of the School of Education

The mission of the School of Education at the College of William and Mary is the pursuit of excellence in the education of learners across the life-span. The School of Education fulfills this mission through its three-fold commitment to teaching, research, and service:

·       As the recognized organizational unit within the College with responsibility for initial and advanced preparation of professional educators, the School of Education prepares teachers, specialists, and administrators to be leaders in their respective roles committed to reflective practice and to working in partnership with others to improve educational programs.

·       The School of Education engages in scholarship and research addressing critical problems in education to generate and disseminate ideas that inform and advance educational discourse, policy, and practice.

·       Through a variety of outreach activities, the School of Education provides model programs in direct service to children, adolescents, and their families, as well as technical assistance and professional developmental opportunities for educators in K-12, higher education, and agency settings.

Common Assumptions and Values

Teaching and scholarship are central activities in the School of Education, and each individual in the School is valued for her or his unique contributions to these activities. The School is a community whose culture allows faculty to develop scholarly interests which reflect dedication to the development of new knowledge through their interests in teaching, research, and leadership. Faculty are committed to excellence in teaching, to serving as role models of exemplary instructional practice, and to experimenting with new instructional forms and structures. Within the mission of the School of Education, courses and academic degree programs are reflective of the theory, research, and national movements within a field. Faculty value the tradition and concept of shared governance, they are cognizant of the importance of clear and effective communication, and they are sensitive to their responsibilities for the quality and integrity of the university and its programs. Finally, the faculty and School serve as a primary link between The College of William and Mary and elementary and secondary schools, institutions of higher education, and human service agencies in the region. This link requires an individual and collective commitment among School of Education faculty to prepare personnel; to provide expert knowledge and service through consultation, institutes, conferences, and programs; and to provide direct services to children and adults.

The College of William and Mary and the School of Education is committed to equality of educational opportunity and does not discriminate against students or employees based on race, color, national origin, religion, sexual orientation, age or handicap. The College believes that "future U.S. economic competitiveness depends upon our ability to fully tap the human resources, the intellect and the creativity of all segments of our population."

Recent Restructuring

The Conceptual Framework of the School of Education was developed over a multiyear period of College and School restructuring. This restructuring process began in 1993 when The College of William and Mary engaged in a comprehensive strategic planning process that resulted in the document Into the Fourth Century: A Plan for the Future of the College of William and Mary (http://www.wm.edu/administration/provost/stplan/into.php). While the plan included some specific recommendations for the School of Education, it charged the Faculty of the School of Education to continue the restructuring process at the school level. School of Education faculty began the restructuring process in 1994 and by August 1996 approved a plan entitled Focus for the Future.  In the plan, the School of Education refined its mission, set forth its common assumptions and values, distinguished its purpose, and renewed its commitment to diversity and equality. The School organized the restructuring recommendations in terms of 13 goals and 50 strategies that would guide decision-making.

Responding to the College’s restructuring plan, Focus for the Future consolidated and focused both degree offerings and the governance structure. Subsequently, the School of Education (a) consolidated doctoral programs in educational administration and higher education into a single, unified degree as an Ed.D./Ph.D. in educational policy, planning, and leadership; (b) created the Ph.D. option for the School’s other doctoral degree program in counselor education; (c) merged graduate teacher education programs in elementary, secondary, reading, gifted, and special education into a unified M.A.Ed. degree in curriculum and instruction; and (d) reorganized the School of Education by merging nine existing programs into three new areas: Curriculum and Instruction; Educational Policy, Planning, and Leadership; and School Psychology and Counselor Education.

The new curriculum devised during the consolidation efforts was at an initial stage of implementation when NCATE and VDOE conducted a joint visit in 1998. Formal adoption of a new curriculum plan in Curriculum and Instruction occurred in the spring of 1997. The curriculum sequences and courses received final approval in the fall of 1998 and were fully implemented during the 1999-2000 academic year.

Following this prolonged period of restructuring, the School of Education has recently entered a phase of monitoring and evaluation of the newly established curricula and governance structure. During the transition from the old program in Elementary Education to the new, for example, communication about the changes was viewed as a problem by students (identified through surveys collected during their last semester).  Faculty rallied to address communication issues during the 2000-2001 academic year.  In the fall of 2001, Elementary faculty members turned their attention to refinement of course content and completed an internally designed assessment instrument. Each faculty member indicated the extent to which their courses addressed 20 identified strands that the faculty identified as important components of a teacher preparation program, discussed during and after reform efforts.  Faculty members continue to use these data to refine and align program objectives with NCATE and ACEI standards.

The School of Education Faculty, through its Executive Committee, also began a review of the current three-area structure. Special committees have been formed to examine (a) the Mission, Common Assumptions and Values, and the Conceptual Framework; (b) student and program assessment practices; and (c) incorporation of technology in the university and the field. These committees continue to offer suggestions for modifications even as we prepare for the next visit of NCATE and the VDOE in the fall of 2003.

Current Programs

The School of Education prepares students at the initial and advanced levels in 26 areas. The following table provides a listing of the programs, degree level(s), certification level(s), NCATE specialty organization or other accrediting body reviewing each program, and the status of the program reviews.

Table.  School of Education K-12 Programs and Review Status

* The School of Education and the Department of Kinesiology have decided to suspend admission to the program leading to licensure in Health & Physical Education for four years. This decision comes as a result of changes brought about by the budget cuts that the College experienced in the 2002-2003 academic year and the restructuring that is occurring in the Department of Kinesiology.