Transcript Slide 1

NCATE Vocabulary
• Candidates--university/college students
• Students--the children in P-12 classrooms
• Unit--body with the responsibility for
managing or coordinating all programs
offered for the initial (1st license) and
continuing preparation (after 1st license) of
teachers and other school personnel
NCATE Vocabulary
• Faculty--full and part-time university faculty
• School Faculty--teachers in P-12 classrooms
• Clinical Faculty--those supervising candidates in
P-12 classrooms
• Dispositions--professional behaviors
demonstrated as educators interact with others
in support of student learning and development.
• SPAs--Specialized Professional Associations-those organizations responsible for standards
for students and for teachers. Key to the external
review of programs.
NCATE Unit Standards
• Standard 1: Candidate Knowledge, Skills, and
Professional Dispositions
• Standard 2: Assessment System and Unit Evaluation
• Standard 3: Field Experiences and Clinical Practice
• Standard 4: Diversity
• Standard 5: Faculty Qualifications, Performance, and
Development
• Standard 6: Unit Governance and Resources
NCATE Unit Standards
• Standard 1: Candidate Knowledge, Skills, and
Professional Dispositions
• Standard 2: Assessment System and Unit Evaluation
• Standard 3: Field Experiences and Clinical Practice
• Standard 4: Diversity
• Standard 5: Faculty Qualifications, Performance, and
Development
• Standard 6: Unit Governance and Resources
Standard 1: Content Knowledge for Teacher
Candidates
• Candidates preparing to work in schools as
teachers or other professional school personnel
know and demonstrate the content, pedagogical
content knowledge, 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.
Standard 1 Candidate Knowledge, Skills,
and Dispositions
• Element 1a. Content knowledge for
teacher candidates
– know the content that they plan to teach
– can explain important principles and concepts
delineated in professional, state, and
institutional standards.
– 80% or more of the unit’s program completers
pass the content examinations in states that
require examinations for licensure.
NCATE Standard 1: Element 1a
Content Knowledge for Teacher Candidates
Unacceptable
Acceptable
Target
Teacher candidates have
inadequate knowledge of
subject matter that they
plan to teach as shown by
their inability to give
examples of important
principles or concepts
delineated in professional,
state, and institutional
standards. Fewer than 80
percent of the unit’s
program completers pass
the academic content
examinations in states
that require such
examinations for
licensure.
Teacher candidates know
the subject matter that
they plan to teach as
shown by their ability to
explain important
principles and concepts
delineated in professional,
state, and institutional
standards. Eighty percent
or more of the unit’s
program completers pass
the academic content
examinations in states that
require such examinations
for licensure.
Teacher candidates have
in-depth knowledge of the
subject matter that they
plan to teach as described
in professional, state, and
institutional standards.
They demonstrate their
knowledge through
inquiry, critical analysis,
and synthesis of the
subject. All program
completers pass the
academic content area
examinations in states that
require such examinations
for licensure.
How do we know candidates know and
understand the content?
• Assess the content
– State Licensure Test (PRAXIS II Content
not PRAXIS II Principles of Learning and
Teaching [PLT])
– Grades
– Traditional tests (t/f, multiple choice, short
answer, essay, annotated timelines)
– Comprehensive Exams
– Performance Assessment
Performance Assessment
•
Performance Assessment
– measure of assessment based on authentic tasks such as
activities, exercises, or problems that require
students to show what they can do.
• Tasks
– designed to have students demonstrate their understanding by
applying their knowledge to a particular situation.
• Sample
– Given a current political map of Africa showing the
names and locations of countries and a similar map
from 1945-• Traditional assessment: Identify and explain
differences and similarities.
• Performance assessment: Prepare a newspaper
article explaining the changes.
The Definition of Performance Assessment
http://www.ascd.org/portal/site/ascd/menuitem.4427471c9d076deddeb3ffdb62108a
0c/
Examples of Assessment: University of
Kansas Medical School
• Lecture
• Digital
– Lecture Podcasts
– Medical Books
– Journals
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Computerized module tests
Standardized Tests
Problem-based Learning
Case-based Diagnosis
Clinical Skills Labs
– Learn Procedures
– Standardized Patient
• “Actors” tell symptoms, gather history, honing physical exam
skills
• Preceptor
Sample Assessments by Transition
Point
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Admission to the Program
Admission to Student Teaching
Exit from Student Teaching
Exit from the Program
• Recommendation for Licensure
• Follow-up Surveys of Candidates and
Employers
Program Assessments
• The assessment is given to ALL
candidates in the program
– When given a choice of 2-3 course
sections, will all candidates take the
same assessment?
– When different instructors teach the
course, will all candidates take the
same assessment?
Content Assessment: The
Program Template, Section II
Content Assessment
Assessing Content: PRAXIS II
Content Test
Assessing Content: Grades
• Align the standards to the courses.
• Describe the courses for which the grades
will be collected (catalog description)
• Describe what grades mean (catalog
description)
• Set a proficiency rate.
• Tell what happens when a candidate
doesn’t meet proficiency.
Content Grades: Description
and Proficiency (example)
Assessing Content: Grades
Assessing Content: Grades
Elementary Education
Assessing Content: Other
Options
• Comprehensive Assessment
– Description (Collaboratively Developed, Given in
Methods Coursework)*
– Rubric/Scoring Guide (Sample Questions and
Answers per Standard)*
– Data Table by Standard
• Final Exams from Targeted Courses
– Descriptions (Cumulative Exams)* *
– Rubric/Scoring Guide (Sample Questions and
Answers per Exam--Matched to Standard)
– Data Tables (Teacher Education Candidates Only)
Written Comprehensive Essay Exams
Content: Comprehensive Exam
Comprehensive Exams: Data Table
Standard 1: Content Knowledge
• Element 1c. Pedagogical content knowledge for
teachers.
• Element 1d. Professional and pedagogical knowledge
and skills for teachers.
• Element 1f. Professional dispositions.
• Element 1g. Student learning for teacher candidates.
Pedagogical Content Knowledge
Lesson Plans
Step 1. Identify the content
standard to be addressed. 
Step 2. Identify the
Assessment (Lesson Plans)
Step 3. Remove “absolutes”
from the rubric.
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Pedagogical Content Knowledge
Lesson Plans
Step 4. Create the criteria for developing, meets, and exceeds the standard
For each part of the standard. 
Pedagogical Content Knowledge
Lesson Plans--Data Table
Professional and Pedagogical Knowledge and
Skills: Observation
Professional and Pedagogical Knowledge and
Skills: Observation Addendum
Professional and Pedagogical
Knowledge and Skills: Portfolios
Artifacts
Questions:
• Resume
• Philosophy of
education
• Plan of study
• Documentation of
meeting standards, 23 artifacts per
standard
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Consistent across all candidates?
Reflective of content standards?
Reflective of INTASC Principles?
Reflective of NBPTS Standards?
How are data reported?
– By artifact?
– By portfolio?
Professional and Pedagogical
Knowledge and Skills: Portfolio Tips
• Consistent across candidates
• Artifacts not graded a second time
– Use the original grade
– Grade the reflection
• Connect each entry to unit’s conceptual framework
• Connect each entry to elements of Standard 1 & 4
of NCATE
• Construct a section on content with required items
– Content-specific rubric
Professional Dispositions
• The behaviors demonstrated as educators interact
with students, families, colleagues and communities,
which are expected of professionals and support
student learning and development. NCATE expects
candidates to demonstrate classroom behaviors that
are consistent with the 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. NCATE expects institutions to
assess professional dispositions based on observable
behavior in educational settings.
Professional Dispositions
Student Learning: Initial
Candidates
• Assess and analyze student learning,
• Make appropriate adjustments to
instruction, and
• Monitor student progress.
• Develop and implement meaningful
learning experiences
– developmental levels
– prior experience.
Student Learning: Analysis of
Student Work
Student Learning: Analysis of
Student Work
Student Learning: Teacher Work
Sample
• Provides seven performance areas that if improved
will significantly increase the ability of teacher
candidates and school practitioners to facilitate
learning of all P-12 students.
– Contextual Factors
– Learning Goals
– Assessment
– Design for Instruction
– Instructional Decision Making
– Analysis of Student Learning
Self-Evaluation and Reflection –
Student Learning: Teacher Work
Sample
• Caution: The TWS is generic (based in INTASC
Principles) in nature, not content specific.
• Solutions
– Add a section VIII that outlines how content might be
used.
– Make the TWS content specific; intertwine the
language of the content standards throughout.
– Integrated unit could be the key for elementary, social
studies, general science licenses
Recap
Accountable to many masters •
Professorial expertise
Institutional standards
Unit conceptual framework
Professional program standards
College or unit accreditation processes
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Recap
Align assessments to program standards, •
unit conceptual framework, NCATE
elements of Standard 1 and the first
element of Standard 4.
Start with the Standard
Start with the Assessment
Recap
Report data for program reports by •
program standards. Also report it by
candidate proficiency (from the conceptual
framework) and the appropriate NCATE
standards/elements.
Start with the Standard
Start with the Assessment
Standard 2 Assessment System
and Unit Evaluation
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Element 2a
– Process to ensure that information is routinely collected on candidate
proficiencies (and unit operations)
– Key Assessments
– Transition Points (4)
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Element 2b. Data Collection, Analysis, and Evaluation
– Provides information on candidate qualifications, proficiencies and
competence
– Internal and external evaluations--collected, compiled, aggregated,
summarized, and analyzed
– Used to focus on candidate performance, program quality, and unit
operations.
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Element 2c. Use of Data for Program Improvement
2a. Assessment System
2a. Assessment System
2b. Data Collection, Analysis,
and Evaluation
• Timeline for collecting data on
– candidate performance
– unit operation
• Process and timeline to collect, summarize, and
analyze data?
– How?
– Who?
– What format are the data summarized and analyzed?
– When and how often?
– What technologies are used?
• How does the unit maintain records of formal
candidate complaints and their resolutions?
2c. Use of Data for Program
Improvement
• What do the data indicate?
• How are data used by candidates and faculty to
improve performance?
• How are data used to discuss or initiate program or
unit changes on a regular basis?
• What data-driven changes have occurred over the
past three years?
• How are assessment data shared with candidates,
faculty, and other stakeholders?
Collection and Analysis of the
Data
• Consider the research process
– Statement of the problem
• Does our program adequately prepare candidates
to be successful in their given field?
– Literature Review
– Methodology
– Analysis of the Data
– Conclusions
Fairness in Assessments
• The assurance that candidates have been
exposed to the knowledge, skills, and
dispositions that are being evaluated in key
assessments and understand what is
expected of them to complete the
assessments.
• Instruction and timing of the assessments
should be clearly stated and shared with
candidates.
• Candidates should be given information on
how the assessments are scored and how
they count toward completion of programs.