Transcript Keep in Mind - Edinboro University of Pennsylvania

Tuesday, April 19, 2011
Van Houten South
9:30 a.m. – 4:00 p.m.
9:30 – 10:30
Introduction, Overview and Timeline
10:30 – 12:00
Sharing SPA data by program
12:00 – 12:30
Lunch will be provided
12:30 – 1:00
Overview of Standards needs
1:00 – 1:50
Dr. Phillip Ginnetti sharing his experiences as an
NCATE Board of Examiner
1:50 – 2:00
Break
2:00 – 4:00
Review of Conceptual Framework
•Program
assessment and continuous
improvement of our programs
•NCATE is an institution-wide effort.
•NCATE is faculty-driven.
•NCATE Standards are developed by the
profession, not by NCATE.
Consists of:
 Art Education
 Early Childhood & Special Education
 Health & Physical Education
 Middle & Secondary Education
 Music Education
 Professional Studies
 Speech - Language Pathology
Edinboro University’s
Assessment System
Professional
Standards
Edinboro University’s
Mission/Goals
State Licensure
Requirements
Unit
Mission/Goals
CONCEPTUAL FRAMEWORK
PerformanceBased
Assessments
Initial
Certification
Advanced
Certification
Transition 1
Admission
Transition 2
Pre-Candidacy
Major
Assessments
Candidate
Data
Unit/Program
Data
Program Review
Transition 3
Candidacy
Transition 4
Clinical Experience
Transition 5
Graduate
Unit and Program
Improvement Plans
Conceptual Framework:
What are the basic tenets of the conceptual framework and how has the conceptual framework
changed since the previous visit?
Standard One:
What do candidate assessment data tell the unit about candidates’ meeting professional,
state, and institutional standards? For programs NOT nationally/state reviewed, summarize
data from key assessments and discuss these results.
Standard Two:
How does the unit use its assessment system to improve the performance of candidates and
the unit and its programs?
Standard Three:
How does the unit work with school partners to deliver field experiences and clinical practice
to enable candidates to develop the K, S, Ds necessary to help all students learn?
Standard Four:
How do the assessments demonstrate that candidates can demonstrate and apply
proficiencies related to diversity? Do experiences provided for candidates include working
with diverse populations, including higher education and P-12 school faculty, candidates, and
students in P-12 schools?
Standard Five:
How are faculty qualified and model best professional practices in scholarship, service, and
teaching, including the assessment of their own effectiveness as related to candidate
performance? Do they collaborate with colleagues in the disciplines and schools? Does the
unit systematically evaluate faculty performance and facilitate professional development?
Standard Six:
How does the unit provide leadership authority, budget, personnel, facilities, and resources,
including information technology resources, for the preparation of candidates to meet
professional, state, and institutional standards?
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Describe work done to move
towards target
Significant changes related to
improvement of the selected
standard
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Meet the same standards as on-campus
◦ How do distance education programs ensure
 field experiences are well sequenced
 supervised by trained personnel
 Integrated into the program
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The following ten questions have been approved
by the UAB as guides for BOE teams and
institutions in the assessment of distance
learning programs. These questions were
developed to assist teams and units in
determining whether distance learning offerings
meet NCATE standards to the same degree as
other programs offered by the unit through
traditional means.
http://www.ncate.org/documents/boeMaterials/
distlearning.pdf
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What assessments are used to monitor
candidate performance and determine that
proficiencies in standards are being met by
candidates in distance learning programs?
What do the data suggest about the
performance of candidates in distance
learning programs as compared to candidates
in traditional programs?
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What evaluations of the distance learning
programs provide systematic and ongoing
data for use in program improvement?
What changes have occurred as a result of
these evaluations?
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How do distance learning programs in
professional education ensure that field
experiences and clinical practice are well
sequenced, supervised by trained personnel
and monitored by unit faculty, and integrated
into the program?
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How does the unit ensure that the curriculum
provided through distance learning reflect
diversity and prepares candidates to work
with all students?
How does the unit ensure that candidates
interact with diverse faculty and peers?
How does the unit ensure that candidates
work with diverse student populations?
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What are the qualifications of faculty
members who teach via distance delivery that
indicate they are proficient in the methods of
delivery?
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To what extent are the design and delivery of
distance learning programs consistent with
the mission of the institution and the unit,
supported by a conceptual framework and
knowledge base, guided by a long-range
plan, and supported by adequate resources?
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How are distance learning programs,
including programs that are acquired through
contract with an outside vendor or delivered
in a consortium arrangement, controlled,
coordinated, and evaluated by the unit?
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How are distance learning candidates
provided advisement and personal access to
faculty similar to that provided traditional
candidates?
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To what extent is the balance of part-time
and full-time faculty, requirements for
scholarship and service, and evaluation
processes similar for faculty members who
teach via distance learning and for other
faculty members?
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Field experience
Meeting Standard 3 Clinical
Experiences
What is the Clinical component
Programs without a SPA
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NCATE accreditation includes all programs
that prepare professionals to work in P-12
settings.
Exceptions are programs in nursing, physical
therapy, occupational therapy, and social
work.
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Programs at the post-baccalaureate levels for
◦ The continuing education of teachers who have
previously completed initial preparation OR
◦ The preparation of other school professionals for
work in P-12 school settings…including master’s,
specialists, and doctoral degree programs, as well
as non-degree licensure programs.
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Programs for the continuing education of
teachers, including:
◦ Master’s in Curriculum and Instruction
◦ Master’s degrees in elementary education,
secondary education, etc.
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Programs for the preparation of:
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Superintendents
Principals
School counselors
School psychologists
Reading specialists
Educational technology specialists
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Yes, they are included in the NCATE Unit
Review
Yes, they are included in the NCATE Program
Review if NCATE has standards for those
programs
◦ State protocols indicate if programs must be
submitted for national review
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If the programs are accredited by another
accrediting agency recognized by NCATE
(CACREP, ASHA, APA), they need only be included
in the unit review for Standard 6
Institutions should have a letter from the other
accrediting agency and the report submitted to
the other accrediting agency available for BOE
review
See NCATE policy on Relationships with other
Nationally Recognized Accrediting Bodies for
additional information:
http://www.ncate.org/Governance/NCATEPolicies/Accre
ditationPolicies/OtherAccreditationBodies/tabid/333/def
ault.aspx
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AACSB International – The Association to Advance
Collegiate Schools of Business
American Association of Family and Consumer
Sciences (AACS)
American Library Association (ALA)
American Psychological Association (APA)
Council on Academic Accreditation in Audiology and
Speech-Language Pathology
Council for Accreditation of Counseling and Related
Educational Programs (CACREP)
Montessori Accreditation Council for Teacher
Education (MACTE)
National Association of Schools of Art and Design
(NASAD)
National Association of Schools of Dance (NASD)
National Association of Schools of Music (NASM)
National Association of Schools of Theatre (NAST)
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For whom was the program designed?
Where do the majority of program completers
work after they complete the program?
◦ Are they working in the P-12 school setting?
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When there are questions, contact the NCATE
office
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Accreditation/Preparing for the
Visit/Resources Programs included in the
NCATE Review at
◦ http://www.ncate.org/Accreditation/Preparingforth
eVisit/Resources/tabid/291/default.aspx
The New Professional Teacher graduating from
an NCATE-accredited institution:
 is able to handle the demands of a classroom
on day one—not through on-the-job training;
 knows the subject matter and a variety of
ways to teach it to ensure student learning;
 can manage classrooms with students from
widely diverse backgrounds;
 has a broad liberal arts education;
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is able to explain why he or she uses a
particular teaching strategy based on
research and best practice;
reflects on practice and changes what does
not work;
is able to apply effective methods of teaching
students of different backgrounds;
has had a number of diverse clinical
experiences in P–12 schools and studies
under a wide variety of master teachers
during a coherent program of clinical
education;
nurtures the growth and development of each
student in his or her classes
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Advanced level programs in the conceptual
framework
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Mission, goals, philosophy, knowledge base
Proficiencies
Dispositions
Assessment system
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In Standard 1, advanced programs for
teachers are specifically addressed in the first
4 elements
In Standard 1, specific elements are labeled
“Other School Professionals”
◦ Professionals knowledge and skills for other school
professionals, including 80% rule
◦ Student learning for other school professionals
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In Standard 1, some elements are for both
initial and advanced
◦ Dispositions for all candidates
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Advanced level programs can address the
elements of most standards in their national or
state program reviews*
◦ If there are professional/program standards for a given
program, then the program should address those
standards. See NCATE website under Program Review
for list of program standards
◦ Programs for the continuing education of teachers are
encouraged to use the NBPTS propositions
◦ If there are no program standards, the unit may use
non-NCATE standards
*State reviews must examine assessments, scoring
rubrics, and assessment data to be similar to the
national program review process
Acceptable
Candidates in advanced programs
for teachers have an in-depth
knowledge of the content that they
teach.
Target
Candidates in advanced programs
for teachers are recognized
experts in the content that they
teach.
Acceptable
Target
Candidates in advanced programs
for teachers demonstrate an indepth understanding of the
content of their field and of the
theories related to pedagogy and
learning. They are able to select
and use a broad ranges of
instructional strategies and
technologies that promote student
learning and are able to clearly
explain the choices they make in
their practice.
Candidates in advanced programs
for teachers have expertise in
pedagogical content knowledge
and share their expertise through
leadership and mentoring roles in
their schools and communities.
They understand and address
student preconceptions that hinder
learning. They are able to critique
research and theories related to
pedagogy and learning. They are
able to select and develop
instructional strategies and
technologies, based on research
and experience, that help all
students learn.
Acceptable
Target
Candidates in advanced programs for
teachers reflect on their practice and are
able to identity their strengths and areas of
needed improvement. They engage in
professional activities. They have a
thorough understanding of the school,
family, and community contexts in which
they work, and they collaborate with the
professional community to create
meaningful learning experiences for all
students. They are aware of current
research and policies related to schooling,
teaching, learning, and best practices. They
are able to analyze education research and
policies and can explain the implications for
their own practice and for the profession.
Candidates in advanced
programs for teachers
develop expertise in
certain aspects of
professional and
pedagogical knowledge
and contribute to the
dialogue based on their
research and
experiences. They take
on leadership roles in the
professional community
and collaborate with
colleagues to contribute
to school improvement
and renewal.
Acceptable
Target
Candidates in advanced programs
for teachers have a thorough
understanding of the major
concepts and theories related to
assessing student learning and
regularly apply these in their
practice. They analyze student,
classroom, and school
performance data and make datadriven decisions about strategies
for teaching and learning so that
all students learn. They are aware
of and utilize school and
community resources that support
student learning.
Candidates in advanced programs
for teachers have a thorough
understanding of assessment.
They analyze student, classroom,
and school performance data and
make data-driven decisions about
strategies for teaching and
learning so that all students learn.
They collaborate with other
professionals to identify and
design strategies and interventions
that support student learning.
Acceptable
Target
Candidates for other professional
school roles have an adequate
understanding of the knowledge
expected in their fields and
delineated in professional, state,
and institutional standards. They
know their students, families, and
communities; use data and current
research to inform their practices;
use technology in their practices;
and support student learning
through their professional
services. Eighty percent or more
of the unit’s program completers
pass the academic content
examinations in states that require
such examinations for licensure.
Candidates for other professional
school roles have an in-depth
understanding of knowledge in
their fields as delineated in
professional, state, and
institutional standards and
demonstrated through inquiry,
critical analysis, and syntheses.
They collect and analyze data
related to their work, reflect on
their practice, and use research
and technology to support and
improve student learning. All
program completers pass the
academic content examinations in
states that require such
examinations for licensure.
Acceptable
Target
Candidates for other professional
school roles are able to create
positive environments for student
learning. They understand and
build upon the developmental
levels of students with whom they
work; the diversity of students,
families, and communities; and the
policy contexts within which they
work.
Candidates for other professional
school roles critique and are able
to reflect on their work within the
context of student learning. They
establish educational
environments that support student
learning, collect and analyze data
related to student learning, and
apply strategies for improving
student learning within their own
jobs and schools.
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In Standard 2, advanced programs should be a part of
the unit assessment system.
Like initial teacher preparation programs, advanced
programs should have:
Links to the conceptual framework (candidate proficiencies)
Transition points
Identified assessment measures
Proof that assessment measures are accurate, consistent,
fair, etc.
◦ Studies of graduates (often means surveys of graduates and
employers)
◦ A system for the collecting, summarizing, and analyzing
data
◦ Regular use of the data collected and examples of change
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Advanced programs are expected to have a
clinical component
◦ Advanced programs for the continuing education of
teachers are expected to have a field component
◦ Most field experiences in programs for the
continuing education of teachers can occur in the
teacher’s own classroom
◦ Programs for the continuing education of teachers
are expected to provide opportunities for
candidates to participate in field experiences with
students from diverse groups
Acceptable
Target
Candidates in advanced programs for
teachers participate in field experiences
that require them to apply course work
in classroom settings, analyze P-12
student learning, and reflect on their
practice in the context of theories on
teaching and learning. Candidates in
programs for other school professionals
participate in field experiences and
clinical practice that require them to
engage in structured activities related
to the roles for which they are
preparing. These activities involve the
analysis of data, the use of technology
and current research, and the
application of knowledge related to
students, families, and communities.
Candidates in advanced programs
for teachers participate in field
experiences that require them to
critique and synthesize educational
theory related to classroom practice
based on their own applied
research. Candidates in programs
for other school professional
participate in filed experiences and
clinical practice that require them
to design, implement, and evaluate
projects related to the roles for
which they are preparing. These
projects are theoretically based,
involve the use of research and
technology, and have real-world
application in the candidates’ field
placement setting.
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Advanced programs should assess the unit’s
proficiencies related to diversity and should
be able to identify where in their curricula
they are addressed.
◦ If the programs have additional or slightly different
proficiencies, this should be clearly stated in the
conceptual framework.
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All of the elements on diverse candidates,
faculty, and P-12 students apply to advanced
level programs.
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Advanced level programs should meet these
standards just as initial level programs do.
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Help faculty understand accreditation as a
means of accountability and improvement.
Help faculty clearly understand what is and
what is not being asked of them.
Help faculty members understand the
standards and where advanced programs fit
into the standards.
Seek input from top administrators.
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CEC (Sped)
ELCC - Building (Ed Leadership)
ELCC - District (Ed Leadership)
IRA (Reading)
NAEYC (Early Childhood)
NASP (School Psych)
NASPE (HPE)
NCSS (Social Studies)
NCTE (English)
NCTM (Math)
NSTA (Science)
Dr. Donna Murphy
Dr. Andrew Pushchak
Dr. Andrew Pushchak
Dr. Denise Finazzo-Gaines
Dr. Sandi Waite-Stupiansky
Dr. Joel Erion
Prof. Mary McDade
Dr. Charles Cross
Dr. Jo Ann Holtz
Dr. Dennis Buckwalter
Dr. Gwen Price
Conceptual Framework
 Standard 1 Dispositions
 Standard 2 Assessment
 Standard 3
Clinical Experiences
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Standard 4 Diversity
Standard 5 Faculty
Qualifications
Standard 6 Governance
Professional
Development Schools
Dr. Rosemary Omniewski
Dr. John Ziegler
Dr. Lisa Brightman
Dr.
Dr.
Dr.
Dr.
Kathleen Benson (Ug)
Barb Miller (Gr)
Susan Curtin
Heather Kenny
Dr. Laura Miller
Dr. Scott Baldwin
Dr. Virginia McGinnis
http://www.edinboro.edu/departments/education/ncateretreat-april-2011.dot