NCATE STANDARD I REVIEW

 Hyacinth E. Findlay  Carol Dawson  Gwendolyn V. King

NCATE Unit Standard 1:

 Candidates preparing to work in schools as teachers or other school personnel know the content of their fields, demonstrate professional and pedagogical knowledge, skills, and dispositions and apply them so that students learn  Assessments indicate that candidates meet professional, state, and institutional standards.

Elements



CONTENT KNOWLEDGE FOR TEACHER CANDIDATES

(Initial and Continuing Preparation of Teachers)



CONTENT KNOWLEDGE FOR OTHER PROFESSIONAL SCHOOL PERSONNEL



PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER CANDIDATES

(Initial and Continuing Preparation of Teachers)



PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATES

(Initial and Continuing Preparation of Teachers)

Elements



PROFESSIONAL KNOWLEDGE AND SKILLS FOR OTHER SCHOOL PERSONNEL



DISPOSITIONS FOR ALL CANDIDATES



STUDENT LEARNING FOR TEACHER CANDIDATES

(Initial and Continuing Preparation of Teachers)



STUDENT LEARNING FOR OTHER PROFESSIONAL SCHOOL PERSONNEL

Levels of Acceptability

CONTENT KNOWLEDGE FOR TEACHER CANDIDATES

(Initial & Continuing Preparation of Teachers)

 

UNACCEPTABLE

Teacher candidates have inadequate knowledge of subject matter that they plan to teach and are unable to give examples of important principles or concepts delineated in professional, state, and institutional standards Fewer than eighty percent of the unit’s program completers pass the academic content examinations in states that require such examinations for licensure

CONTENT KNOWLEDGE FOR TEACHER CANDIDATES ACCEPTABLE

  Teacher candidates know the subject matter that they plan to teach and can 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

CONTENT KNOWLEDGE FOR TEACHER CANDIDATES TARGET

  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 examinations in states that require such examinations for licensure

CONTENT KNOWLEDGE FOR OTHER PROFESSIONAL SCHOOL PERSONNEL



TARGET

Candidates for other professional school roles have a thorough understanding of the central concepts, tools of inquiry, and structures of their fields as delineated in professional, state, and institutional standards and shown through inquiry, critical analysis, and synthesis  All program completers pass the academic content examinations in states that require such examinations for licensure

CONTENT KNOWLEDGE Evidence/Assessments Needed

 Alabama Prospective Teacher Test (APTT

)

data, where necessary  State certification exam data for program area (Praxis II)   Content Assessment Evidence of alignments with State standards, INTASC, ELCC, Praxis II etc.

Assessments

APTT & Praxis II data

 Provide sub-scores if possible  Provide alignment information is useful  80% of completers must meet or exceed the state pass score

Assessments Another content-based assessment

 Grades (although this can be tricky)  Comprehensive exam  Content-based portfolio assessment  Case studies  Action research

PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER CANDIDATES



TARGET

Teacher candidates reflect a thorough understanding of pedagogical content knowledge delineated in professional, state, and institutional standards.  They have in-depth understanding of the subject matter that they plan to teach, allowing them to provide multiple explanations and instructional strategies so that all students learn.

PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER CANDIDATES TARGET

 They present the content to students in challenging, clear, and compelling ways and integrate technology appropriately

PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER CANDIDATES



Evidence/Assessment

 Evidence that candidates have in-depth understanding of the subject matter they teach  Evidence that candidates integrate technology appropriately

PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATES



TARGET Teacher candidates reflect a standards. They develop thorough understanding of professional and pedagogical knowledge and skills delineated in professional, state, and institutional students meaningful learning experiences to facilitate learning for all



They reflect on their practice learning and make necessary adjustments to enhance student . They know how students learn and how to make ideas accessible to them

PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATES TARGET



They consider school, family, and community contexts in connecting concepts to students’ prior experience and applying the ideas to real world problems

PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATES Evidence/Assessments needed

 Assessment of ability to plan instruction   e.g., unit or lesson plan assignment Evidence of candidates’ ability to set classroom tests Evidence of candidates’ use results of various tests to plan and improve student learning

PROFESSIONAL KNOWLEDGE AND SKILLS FOR OTHER SCHOOL PERSONNEL TARGET

  Candidates for other professional school roles have an in-depth understanding of professional knowledge in their fields as delineated in professional, state, and institutional standards They collect and analyze data related to their work, reflect on their practice, and use research and technology to support and improve student learning

PROFESSIONAL KNOWLEDGE AND SKILLS FOR OTHER SCHOOL PERSONNEL Evidence/Assessments needed

 Evidence of candidates’ ability to use data to improve student learning  Other

DISPOSITIONS FOR ALL CANDIDATES



TARGET

Candidates work with students, families, and communities in ways that reflect the dispositions expected of professional educators as delineated in professional, state, and institutional standards  Candidates recognize when their own dispositions may need to be adjusted and are able to develop plans to do so

DISPOSITIONS FOR ALL CANDIDATES Evidence/Assessments Needed

  Evidence that candidates’ have the dispositions espoused by the Unit as outlined in the Conceptual Framework Assessments of candidates’ dispositions

STUDENT LEARNING FOR TEACHER CANDIDATES TARGET



Teacher candidates accurately assess and analyze student learning , make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students

STUDENT LEARNING FOR TEACHER CANDIDATES Evidence/Assessments Needed

 Student teaching/internship assessment  Assessment of candidates’ ability to plan instruction, e.g., unit or lesson plan assignment  Assessment of candidates’ impact on student learning or providing a supporting learning environment

STUDENT LEARNING FOR TEACHER CANDIDATES Evidence/Assessments Needed

 Teacher work sample or other classroom based project  Professional Education Personnel Evaluation (PEPE)  Employer or other external surveys (ELCC)

STUDENT LEARNING FOR OTHER PROFESSIONAL SCHOOL PERSONNEL TARGET

 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

STUDENT LEARNING FOR OTHER PROFESSIONAL SCHOOL PERSONNEL Evidence/Assessments Needed

 Candidates’ practicum/internship assessment   Assessment of candidates’ impact on student learning or providing a supporting learning environment Assessment of candidates’ ability to fulfill specified professional roles (advanced programs) e.g., needs assessment project

STUDENT LEARNING FOR OTHER PROFESSIONAL SCHOOL PERSONNEL Assessment of candidate impact on student learning

 Professional Education Personnel Evaluation (PEPE)  Employer or other external surveys (ELCC)  Other

Important Questions

Do we have the following?

 SDE analysis forms which demonstrate syllabi alignment with SDE objectives  Matrices from Department Chairs, which demonstrate program alignment with NCATE and INTASC and NBPTS standards  Matrices which align conceptual framework with state and national standards

Important Questions

Candidates’ work which demonstrate   Examples of Inquiry – investigate, examine, analyze, survey, probe, ask questions, course related assignments Examples of Critical Analysis – research papers, research based units, reflective journals found in Methods courses  Examples of Synthesis – candidate’s portfolio, lesson and unit plan, student teaching evaluation

Important Questions

   Do we have

evidence

of

multiple performance-based assessments

from 2004-the present?

From whom or where do we get these data?

Are assessments presented as aggregated data and disaggregated data, where appropriate?

Important Questions

 Have the data been analyzed?

 What decisions for program improvement have been made as a result of analyzing the data ?