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Web Seminar for Institutions with Visits in Fall 2008

Donna M. Gollnick Senior Vice President April 5, 2007

NCATE Web Conference – Fall 2008 Visits 1:45 – 2:00 2:00 – 2:05 2:05 – 2:10 2:10 – 2:25 2:25 – 2:40 2:40 – 3:00 3:00 – 3:15 Audio Checks Introductions and Review of Elluminate Software Objectives of the Web Seminar The Revised Standards The National Program Review Process Streamlining the Continuing Accreditation Process Planning for the Visit - Timeline for Appointing the BOE Team - 3rd Party Testimony - NCATE’s Website BOE Updates

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NCATE staff on the webconference

 Donna M. Gollnick, Senior Vice President  Patty Garvin, Accreditation Associate  Julien Goichot, Webmaster  Marsha Russell, Database Manager  Khadija Jordan, Assistant to Donna


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Welcome to everyone!

Objectives of the Web Seminar

1. To become familiar with NCATE’s revised unit standards.

2. To understand the program review process.

3. To introduce a streamlined process for continuing visits.

4. To review next steps in preparing for the NCATE visit.

Revision of NCATE 2001 Standards

Adapted from a presentation by UAB Members Ana Maria Schuhmann & Barbara Chesler Buckner, Coastal Carolina University

Purpose of Revision

 Simplify,  Clarify,  Remove ambiguity,  Promote consistency, and  “Tweak” the current standards.


Surveyed Deans, NCATE Coordinators, Heads of Units, Dept. Chairs, BOE Members, States, & all NCATE Boards.

Drafted First Revision based on outcome of the surveys.

Held hearings at 2006 & 2007 AACTE and ATE meetings.

Called for Written Comments, Spring and Summer 2006.

Drafted Second Revision in October 2006  Called for Written Comments, Winter 2007


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April 2007 May 2007

 

2007-2008 Visits Fall 2008 Visits

    UAB reviews comments, makes changes as needed, & adopts standards Executive Board ratifies revised standards Standards optional Standards required

Conceptual Framework

 Eliminated Evidence of the Conceptual Framework (pg. 13) and consolidated the information in the Structural Elements (pg. 12).


vision and mission of the institution and unit; 2. philosophy, purposes, goals, and institutional standards of the unit; 3.

knowledge bases, including theories, research, the wisdom of practice, and educational policies that drive the work of the unit; 4. candidate proficiencies related to expected knowledge, skills, and professional dispositions, including proficiencies associated with diversity and technology, that are aligned with the expectations in professional, state, and institutional standards; and a 5.

summarized description of the unit’s assessment system  Made the Conceptual Framework more pronounced in the Standards.

– Standards 1, 3, and 5.


 Standards are based on significant emergent research.

 Meeting the Target Level is inclusive of what is expected at the Acceptable Level.

NCATE Standards

1. Candidate Knowledge, Skills, & Dispositions 2.

Assessment System and Unit Evaluation 3. Field Experiences and Clinical Practice 4.

Diversity 5. Faculty Qualifications, Performance, and Development 6.

Unit Governance and Resources

Standard I

 Added clearer expectations to the acceptable and target levels for advanced level programs.

 Clarified distinction between Initial Teacher Preparation and Advanced Programs.

 Added the disposition of “fairness and the belief that all students can learn,” to the disposition element.

 Changed “Other School Personnel” to “Other School Professionals”  Eliminated “Content for Other School Professionals”

Standard II

 Adjusted the statements in the Supporting Explanation of Standard 2 to be clearer about the connection between the unit and program review. 

Element 2b. Data Collection, Analysis, and Evaluation

– Acceptable: The unit can disaggregate candidate assessment data when candidates are in alternate route, off-campus, and distance learning programs.

Standard II, continued

2c: Use of Data for Program Improvement

– Acceptable: Faculty have access to candidate assessment data and/or data systems.

Standard III

Element 3b: Design, Implementation, and Evaluation of Field Experiences and Clinical Practice:

– Acceptable: Candidates in on teaching and learning. 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 context of theories 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.

Standard III: Supporting Explanation

Licensed teachers who are continuing their education in advanced programs

are expected to complete structured field experiences in settings that 1) deepen their understanding of the K,S, and professional dispositions that foster student learning and 2) broaden their ability to apply those K, S, and professional dispositions so that they are able to help all students learn.

 These structured field experiences can take place in multiple settings such as neighboring schools or school districts, day care centers and after school programs, alternate youth centers, and in the schools and classrooms in which candidates work.

Standard IV

 Made it more performance/outcomes based by adding to the standard: – 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.

Elements 4b, 4c, & 4d

– Clarified that diversity for faculty, peers, P 12 students needs to be at least two ethnic/racial groups as reported in the US Census.

Elements 4b and 4d, added

– Expectations that both faculty and candidates can work with English Language Learners.

Standard IV Supporting Explanations

 Teachers in advanced programs expected to complete field experience in educational settings with diverse populations.


Standard V

 Collapsed two elements, service and collaboration into one: Service.

Element 5c: Modeling Best Professional Practices in Scholarship

– Faculty scholarly work is driven by the mission of their unit and institution.

Standard V Supporting Explanation

 “All scholarly inquiry includes submission of one’s work for professional review and evaluation by peers outside one’s own institution.”

Standard VI

Element 6c: Personnel

– Added class size to work load policies.


 Clarified – Advanced Programs – Distance Learning Programs – Unit – Professional Dispositions  Added fairness

Professional Dispositions

 The professional behaviors educators are expected to demonstrate in their interactions with students, families, colleagues, and communities. Such behaviors support student learning and development and are consistent with ideas of fairness and the belief that all students can learn. Based on their mission, professional education units may determine additional professional dispositions they want candidates to develop. Institutions assess professional dispositions based on observable behavior in educational settings.


 The commitment demonstrated in striving to meet the educational needs of all students in a caring, non discriminatory, and equitable manner.

Program Reviews as Evidence of Meeting Standard 1

National Reviews by SPAs (Specialized Professional Associations) State Reviews by the State Agency Responsible for Program Approval

Data from national (sometimes state) program reviews






State licensure exam for program area (if available—otherwise another content based assessment) Content Assessment Assessment of Planning (e.g., unit plan) Student teaching/internship assessment Assessment of candidate impact on student learning or providing a supporting learning environment

Alignment of Program Review with Standard 1

Content Rubric elements 1-2 Rubric elements 3-5 Professional & Pedagogical Knowledge, Skills, & Dispositions P-12 Student Learning Rubric elements 7-8

Timeline for Program Submissions

 Summer 2007  August 2007  September 15, 2007  Web Seminars on Submitting Programs via NCATE’s PRS  PRS open  Programs must be submitted via PRS to NCATE

Streamlining the Visit for Continuing Accreditation

 Unit Accreditation Board will consider proposals for streamlining the process for continuing accreditation visits at its April 2007 meeting.

 NCATE community will have opportunity to review proposals & make recommendations in Summer 07  Institutions with spring 2008 visits can pilot test the new system

The IR Proposal

– A briefer IR, which will be submitted via NCATE’s website, could focus on previous AFIs and changes since the last visit and be filled with data determined by NCATE.

– Data prepared for national program reviews would not have to be repeated in Standard 1.

Length of Visit & Exhibits

o Teams would access electronic exhibits before arriving for the on site visit, reducing the length of the visit by 1-2 days.

o The number of exhibits available to teams would be specific and limited in number.

BOE Report

o reduced to approximately 10 pp. o provide feedback on whether the unit is at the target level o could be pilot tested in fall 2007 visits.

AACTE/NCATE Annual Report

o The AACTE/NCATE annual report could be revised to collect data that would be helpful to teams in making performance-based judgments.

Planning for the Visit: Timelines

  Spring 2008 April 2008  June/July 2008   60 days before visit Before previsit  1-2 months before visit        3 rd Party Testimony Appointment of Team Chair Appointment of Team Members Dissemination of IR Organization of Exhibit Room Previsit The Visit

The Institutional Report

 Overview of the institution – Include table summarizing programs  Summary of conceptual framework  Description of how each of 6 standards are being met – Response to each element – Include tables as appropriate – Include links to key exhibits

Where do you find the tables?

Tables in the IR: Overview

Table 1: Program Review Status

Table 2: Academic Rank of Professional Education Faculty

Tables in the IR: Std. 1

Table 3: Unit Pass Rate on Content Tests for Initial Teacher Preparation

Table 4: Unit Pass Rates on Content Tests for Other School Personnel


Data from follow-up studiesData from assessments of dispositionsData related to conceptual framework’s


Tables in the IR: Stds. 2 & 3

Table 5: Unit Assessment System: Transition Point Assessments

Others for Std. 2:

Transition PointsChanges/Improvements made as result of

data findings

Table 6: Field Experiences and Clinical Practice by Program

Tables in the IR: Std. 4

Table 7: Faculty Demographics

Table 8: Candidate Demographics

Table 9: Demographics on Clinical Sites for Initial and Advanced Programs

Guidelines for how much data are needed for the on-site visit?

Program Reports Submitted

Thru Spring 2008 Fall 2008 Spring 2009 Fall 2009 Spring 2010 Fall 2010 & afterwards

Amount of Data Required Continuing

1 year

First Visit

1 year 2 years 2 years 2 years 3 years 3 years 2 years 2 years 2 years 3 years 2 years

Use the website:

       Standards Handbook for Accreditation Visits Tables for the IR BOE Updates BOE Team Resources Guidelines for Preparing Rejoinders And much more

A Brief Survey

   1.



A = Extremely B = Somewhat C = Not at all Overall, how helpful was this webconference?

How ready are you for your visit?

Would another webconference before your visit be helpful?

Stay in touch

 Call or email NCATE staff at anytime before, during, and after the visit.