Transcript Standards Chairs Template

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Description
The unit has a conceptual framework that
defines how our programs prepare candidates
to be well-rounded educators. Every course
in the unit addresses particular belief
statements in the conceptual framework. The
conceptual framework was designed and
developed by faculty inside and outside the
unit.
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Current resources
Data collected each semester from candidates reflecting on each course
(undergraduate and graduate) and it’s alignment with the conceptual
framework
Bibliography of references from course syllabi that support the conceptual
framework’s vision statement and belief statements
Spa reports
Needs:
All professors in all courses (undergraduate and graduate) require conceptual
framework reflections from their students every semester.
Once they are submitted, each professor uses the rubric to assess their
reflections. If this is not done, we don’t get the data.
Updated bibliographical references to support the vision statement and the
belief statements from multiple professors across the unit
Questions
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Description
Candidates preparing to work in schools as
teachers or other school professionals know
and demonstrate the content knowledge,
pedagogical content knowledge and skills,
pedagogical and professional knowledge and
skills, and professional dispositions
necessary to help all students learn.
Assessments indicate that candidates meet
professional, state, and institutional
standards.
Exhibits
-Key Assessments, scoring guides used for
assessing learning against standards and
proficiencies identified in the Conceptual
Framework
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-Data and summaries of results on key
assessments including proficiencies identified in
the Conceptual Framework
- Key Assessments, scoring guides used for
assessing professional dispositions, including
fairness and the belief that all students can learn
- Data and summaries of results on key assessments of candidates’
professional dispositions (disaggregated by program, off-campus,
distance learning, etc.)
-Examples of candidates’ assessment and analysis of P-12 student learning
-Samples of candidates’ work (portfolios at different proficiency levels
across the unit)
-Follow-up studies of graduates and summaries of results
-Employer feedback on graduates and summaries of results
-Data collected by state and/or national agencies of educator preparation
program and the effectiveness of their graduates in classrooms and
schools, including student achievement data
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Description
◦ The unit has an assessment system that collects an
analyzes data on application qualifications,
candidate and graduate performance, and unit
operations to evaluate and improve the
performance of candidates, the unit, and its
programs
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Current Resources
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Needs
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Questions
◦ LiveText data from program and unit assessments
◦ Program data analysis submitted to SPAs
◦ Any examples of program changes in response to data gathered from the
assessment (completed today)
◦ Graduate assessments for those programs who do not submit to a NCATE
SPA
◦ Policies, procedures, and practices for managing candidate complaints
◦ File of candidate complaints and unit responses and resolutions
◦ Policies, procedures, practices ensuring that key assessments are valid,
fair, accurate, consistent, free of bias
◦ Examples of significant changes made to courses, programs, and the unit
in response to data gathered from the assessment system
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Description
- The unit and its school partners design, and
evaluate field experiences and clinical
practice so that teacher candidates and other
school professionals develop and
demonstrate the knowledge, skills, and
professional dispositions necessary to help all
students learn.
Current Resources
SPA Principal Author
Needs
Program requirements for field experiences and
clinical practice
Requirement for degree/non-degree program s of
each levels (bachelor’s, pest-baccalaureate, or
master’s
Indicate the number and nature of required field
experience or clinical practice and the total
number of required hours in each
Questions
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The unit designs, implements, and evaluates
curriculum and provides experiences for
candidates to acquire and demonstrate the
knowledge, skills, and professional dispositions
necessary to help all students learn.
Assessments indicate that candidates can
demonstrate and apply proficiencies related to
diversity. Experiences provided for candidates
include working with diverse populations,
including higher education and P–12 school
faculty, candidates, and students in P–12 schools
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Description of how each department and
program includes curriculum components
and experiences that address diversity
proficiencies (September 16, 2011)
Assessment instruments, scoring guides, and
data related to candidates meeting diversity
proficiencies, including impact on student
learning (TCPP?) (September 16, 2011)
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Description of how each department and
program includes curriculum components
and experiences that address diversity
proficiencies
Assessment instruments, scoring guides, and
data related to candidates meeting diversity
proficiencies, including impact on student
learning (TCPP?)
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Description
◦ Faculty are qualified and model best professional
practices in scholarship, service, and teaching,
including the assessment of their own 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.
Exhibits
• Qualifications of professional education faculty
• Degree, scholarship, leadership, service, P-12 experience
• Qualifications of clinical faculty
• P-12 professionals involved with field, student teaching, and clinical
practice
• Policies and practices to assure clinical faculty meet unit
expectations
• Policies, expectations, and samples of faculty scholarly activities
• Faculty service and collaborative activities in schools and with
the professional community
• Policies, procedures, and practices for faculty evaluation
• Including promotion and tenure
• Policies, procedures, and practices for professional development
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Needs from EUP unit faculty
◦ Current c.v. from professional education faculty
◦ Samples of faculty scholarly activities
◦ Samples of faculty service activities and collaborative efforts with P-12
schools
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Description
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.