Transcript 101 - NCATE

National Council for Accreditation
of Teacher Education
February 2006
Why Accreditation?
 Professional Community
 Commitment to Growing a Professional
Consensus
 College of Education is a Professional
School: Commitment to Prepare
Individuals for Licensure in Field
Measures of Success
• 615 accredited institutions
• Approximately 100
candidates/precandidates
• 50 State Partners
• 33 national professional organizations
• 1,200 + volunteers
Measures of Success
 A majority of states have adopted or
adapted NCATE’s unit standards as
their state standards for teacher
preparation
Measures of Success
 NCATE’s 50 state partners have
adopted NCATE’s national professional
content standards (math, science, etc.)
or have aligned state content standards
with those standards.
Licensing Assessments in a majority
of states are now being aligned with
NCATE’s professional standards.
Measures of Success
 Teachers prepared at NCATE institutions are
well-prepared. These teachers:
-know the subject matter
-demonstrate knowledge of effective teaching
strategies
-can teach students from different backgrounds
-have been supervised by master teachers
-can integrate technology into instruction
NCATE 101
February 2006
The National Council for Accreditation of Teacher Education
The Standard of Excellence
In Teacher Preparation
An accrediting body for
schools, colleges, and
departments of education
recognized by the U.S.
Department of Education and
the Commission on Higher
Education Accreditation
IMPROVEMENT
of teacher performance through quality
teacher preparation
ACCOUNTABILITY
to children, their parents, and the
public at-large for quality teacher
preparation
NCATE’s Constituent Members
State &
Local
Policymakers
Specialized
Professional
Associations
Teacher
Education
Teachers
NCATE GOVERNANCE
Executive Board
provides overall leadership
Unit
Accreditation
Board (UAB)
makes accreditation
decisions, writes
standards, &
oversees Board
of Examiners
State
Partnership
Board (SPB)
Specialty
Area Studies
Board (SASB)
approves
state partnerships
approves
program standards
NCATE Standards
• Developed by
professional community
• Public process
NCATE Standards
 Candidate Performance
 Candidate Knowledge, Skills, & Dispositions
 Assessment System and Unit Evaluation
 Unit Capacity
• Field Experiences and Clinical Practice
• Diversity
• Faculty Qualifications, Performance, and
Development
• Unit Governance and Resources
Components of Standard
• The Standard
• Rubrics
• Supporting Explanation
Standard 1
Candidate Knowledge,
Skills, and Dispositions
The Standard
Candidates preparing to work in schools as
teachers or other professional school personnel
know and demonstrate the content, pedagogical,
and professional knowledge, skills, and
dispositions necessary to help all students learn.
Assessments indicate that candidates meet
professional, state, and institutional standards.
Content Knowledge for Teacher Candidates
(Initial and Continuing Preparation of Teachers)
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 indepth 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.
Supporting Explanation:
The public expects that teachers of their children have sufficient
knowledge of content to help all students meet standards for P–
12 education.
The guiding principle of the teaching profession is that student
learning is the goal of teaching. NCATE’s Standard 1 reinforces
the importance of this goal by requiring that teacher candidates
know their content or subject matter, can teach effectively, and
can help all students learn.
All professional school personnel are expected to carry out their
work in ways that are supportive of student learning.
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
New NCATE
Program Review Process
5 Sections
1. 6-page Context Statement
–
–
–
Course of Study
Number of completers
Brief information about faculty
2. List of assessments, scoring guides, and
data tables being submitted
3. Table aligning assessments to SPA
standards
4. Discussion of assessments and data
–
–
–
Content knowledge
Pedagogical and professional knowledge,
skills and dispositions
Effects on student learning
5. 3 pages delineating how faculty have
used data to improve the program
Data available 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
Other assessment to show SPA standards are met
Alignment of
Program Review with Standard 1
• Content
Rubric elements 1-2
• Professional &
Pedagogical
Knowledge, Skills,
& Dispositions
Rubric elements 3-5
• P-12 Student
Learning
Rubric elements 6-7
The NCATE Process
2-3 years
before visit
Intent to Seek
Accreditation
3 semesters
before visit
Preconditions
1-2 semesters
before visit
Program
Reports Due
60 days before Institutional
Report Due
visit
30-60 days
before visit
Previsit with
Team Chair
Visit Date
The On-site Visit
Board of Examiners Teams
Specialty
& Policy
Teacher
Education
Teachers
Team Report
• NCATE format for the team report
• State addendum (optional)
Within 52 days BOE Report
after visit
Finished
March/April &
October
UAB Meeting
Notification
of
Within 2 weeks
Accreditation
after UAB
Organizing to
Determine Accreditation
Audit Committees
4-5 Members with 6-9
cases
Joint Audit Committees
2 Audit Committees
Consent Agenda
Recommendations for
Denial, Probation, or
Revocation
Full UAB
32 Members
Accreditation Decisions
by NCATE
• Accreditation
• Accreditation with provisions or
conditions
• Accreditation with probation
• Deny or revoke accreditation
First Accreditation Visit
Accreditation
Provisional
Denial
Written
Documentation
Within 12-18 months
Focused
Visit
Accreditation
Accreditation
Revocation
State Partnerships
State Partnerships
Standards
Type of Visit
– State Unit &
Program Stds
– NCATE Unit &
Program Stds
– Combination
– Joint State &
NCATE Visit
• State Program Stds
• NCATE Unit Stds
– Concurrent
State &
NCATE Visit
– NCATE Only
Visit
BOE Team Composition
for Joint Visits
• Voting Members
– 3-8 NCATE Board of Examiners members
– 2-7 or fewer state representatives
• Non-voting Members
– State consultant from the State Agency
– Observers from state affiliates of AFT & NEA
How does your state use the NCATE
program review and accreditation
decisions in determining state approval?
And Remember Why We
Are Doing All of this Work…