Transcript Document
School of Education Unit Meeting September 28, 2012 • Welcome! • Nomsa Geleta, Dean School of Education NCATE Process to this point • C.I. Teams– reports written • Building of Evidence Room • Gap identification Table • Full document on NCATE webpage • NCATE RETREAT SEPTEMBER 2012 • Revisions and filling the gaps 1.3.k Data collected by state and/or national agencies on performance of educator preparation programs and the effectiveness of their graduates in classrooms and schools, including student achievement data, when available 2.3.c Policies, procedures and practices for ensuring that GAP. Suggestions? key assessments of candidate performance and Charge Assessment Committee with evaluations of program quality and unit operations are this issue. fair, accurate, consistent, and free of bias 2.3.f Policies, procedures and practices for managing candidate complaints File of candidate complaints and the unit’s responses and resolutions (This information should be available during the onsite visit) Susan Curtin to put forth suggestions and gain insight from faculty. Susan Curtin to put forth suggestions and gain insight from faculty. Examples of support and evaluation of clinical faculty across programs Support – Ok 4.3.b Curriculum components and experiences that address diversity proficiencies (This might be a matrix that shows diversity components in required courses.) PDE matrices for some programs. Advanced programs? 4.3.i Policies, procedures, and practices that support candidates working with P-12 students from diverse groups All and Advanced? 5.3.c Policies and practices to assure clinical faculty meet unit expectations What do we have? 2.3.g 3.3.d GAP??? Evaluation - GAP Conceptual Framework Work to do: • Review and revise Institutional Report • Review and revise SPA alignments to the Conceptual Framework • Update CF bibliography Where YOU fit in: • Our CF bibliography is still quite dated. • We need you to submit bibliography sources that support each Belief Statement that are less than 3-4 years old. • These are probably already on your syllabi. • You can enter the references on D2L. Let’s look at data! • Please go to NCATE webpage • NCATE RETREAT SEPTEMBER 2012 • Conceptual Framework Data • (or share copies on the table) Just an FYI… Program ARED ECED ELED HPE MLED SEDU SPED ** No CF assigned yet 1st 305 Sped 210 Sped 210 215 Sped 210 Sped 210 210 2nd 314 290 380 306 475 475 486 ** No course given in Spring 2012 3rd 495 380 450 495 491 491 495 ** Not assessed Course 1st 2nd APSY 615 795 ARED ? ? COUN 700 795 ECED 700 750 MLED SEDU 702 775 READ 704 712 SCHA 775 720,789,792,794,799 SEDU 702 774 SPED (I) 710 695 SPED (II) 610 695 Dispositions C.I. Team • Update on process and report • SOE Dispositions Policy • Please refer to copies on the table. Assessment C.I. Team • Program Satisfaction Surveys • Alumni • http://surveys.edinboro.edu/alumniadvancedprograms/alu mniadvancedprograms.htm • http://surveys.edinboro.edu/alumniteacherprep/alumnitea cherprep.htm • Employer • http://surveys.edinboro.edu/employersurvey/employersur vey.htm • http://surveys.edinboro.edu/employerteacherprep/employ erteacherprep.htm • Faculty • Clinical Faculty • Candidate Transition Points 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 Candidacy/GRIP Major Assessments Candidate Data Transition 3 Clinical Experience Transition 4 Graduate Transition 5 First Year Professional Unit/Program Data Program Review Unit and Program Improvement Plans Student Concerns • Standard 2 requires the following: “The unit maintains records of formal candidate complaints and documentation of their resolution.” • The required exhibits: 2.3.f “Policies, procedures, and practices for managing candidate complaints” 2.3.g “File of candidate complaints and the unit’s responses and resolutions (available during onsite visit)” For Example… • The Advisement Checklist • Approval Clinical Experience C.I. Team • Update on report and needs • Moving to Target Target Moving to Target Insufficient Progress Clear, convincing, and sufficient evidence was presented to demonstrate that the Unit is performing at target level in all elements of the standard. Clear, convincing, and sufficient evidence was present to demonstrate that the Unit is performing at target level in some components and/or elements of the standard with plans and timelines for attaining target level in all elements of the standard. Insufficient evidence was provided to demonstrate that the Unit moving toward target level with plans and timelines for attaining target level for the standard. Diversity C.I. Team • Diversity Standard 4: The unit must design experiences that include candidates working with diverse higher education faculty, diverse candidates, and diverse students in P-12 schools. • NCATE definition of diversity: differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. EUP SOE Diversity Proficiencies A. B. C. D. Candidate demonstrates an understanding of our diverse and global society. Candidate shows evidence that he/she has accepted the requirement to build a civil society that focuses on respect and embraces diversity. Candidate demonstrates the ability to lead and monitor all student learners using motivational and management skills. Candidate demonstrates personal creativity, flexibility, and skill in assessing, creating and adapting instruction that provides opportunities for every student to be successful. • Assessment of Diversity Proficiencies MAKSS-T/C to replace the CDAI (undergraduate level) MAKSS (graduate level) Please see full MAKSS – T document on the NCATE webpage Faculty Vitality C.I. Team • A proactive committee aiming to increase the professional development and vitality of Unit faculty. • NCATE Definition: • Opportunities for professional education faculty to develop new knowledge and skills (e.g., Conference attendance, sabbatical leave, summer leave, intra- and interinstitutional visitations, fellowships, and work in P12 schools). Faculty Vitality C.I. Team • Strengths: • Provide a process for promotion, tenure, and sabbatical • On campus professional development opportunities are provided • Conference attendance is allowed and supported • Needs: • To enhance support for conference attendance • To enhance on campus opportunities for Unit faculty Complete Unit Faculty Survey • New Faculty • See NCATE Page • NCATE RETREAT SPETEMBER 2012 • Faculty qualifications survey • Professional Development Opportunities • See D2L Discussion Board • Accreditation Site Let’s take a short break! When you come back, please sit with your fellow program members! Unit Data Discussion: Are we meeting the needs of Standard 3? • Please Log into D2L – Accreditation Site • Evaluation of Data for Standard 3 • Refer to copies on table PDE Update • Do we know when they are coming? • NO! Assuming and acting as if it will be Fall 2014. • System Overview PRS System • Look at Screen Shots on D2L.** • ** Disclaimer: • This is what it looked like in May. I assume it looks similar now! • Also, the comments in the boxes were from me just trying to fill in something! • Not all required information is listed here. (Not by a long shot!) I was just trying to give a “feel” for the system. Visit Updates • Important dates: • November 2012 • February 2013 • October 2013 • Need for Interview Candidates • Talking Points • Please see list on table • Think of how to present to your school partners • Sample Work/Evidence of Student Learning • P-12 Student learning evidence • Candidate Sample work Dr. Kahan Sablo • Student Affairs and Academic Affairs: • Making the Connection THANK YOU! We appreciate you and all that you do!