Transcript Preparing to Meet the Electronic NCSS/NCATE SPA Review Process

NCSS/NCATE SPA Review
Process
New Program Review Process

The report
 Web-based form
 Limited pages by section
 Will be able to access drafts
Questions the Program Review Will
Answer

Does the program have in place assessments that
demonstrate mastery of the NCSS themes.
 Have candidates mastered the necessary knowledge
for the subjects they will teach or the jobs they will
perform?
 Do candidates meet state licensure requirements?
 Do candidates understand teaching and learning and
can they plan their teaching?
 Can candidates apply their knowledge in classrooms
and schools?
 Are candidates effective in promoting student
learning?
How much data do we need?

State licensure test data
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Must have 80% pass rate
For 3 years with latest derived from most recent annual
report, (or own records to provide a more current set of
data)
Assessment data
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After Spring 07
 Three years of data on each set of assessments
Note:
 It is better to have limited data on good assessments than
tons of data on ineffective ones. However, there must be
more than the ‘intention’ to assess
Sections of the Report
I.
II.
III.
IV.
V.
Contextual Information
Assessments and Related Data
Standards Assessment Chart
Evidence for Meeting Standards
Use of Assessment Results to Improve Candidate
and Program Performance
I.
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Contextual Information
Describe any state or institutional policies that may
influence the application of NCSS standards
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Explanations and clarifications, not a page for excuses
Description of required field and clinical experiences
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Describe all experiences in program, duration, criteria for
selection of sites and teachers, and training of teachers and
supervisors
This is crucial for NCSS 3.2
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NCSS expects supervisors to be SS specialists.
Description of criteria for admission, retention, and exit
from the program.

For the program, not the entire department, school, college
unless they are the same
Contextual Information

Description of the relationship of the program to the unit’s
conceptual framework
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Indication of unique program assessments and its relationship to
the unit assessment system
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A narrative describing how the CF is reflected in the program
It should be clear that your program is a part of the unit, not a
separate entity
This should clarify how the key assessments used in the program
are derived from the unit assessment system
Attach the following

A program of study that outlines required courses
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Titles and brief catalog descriptions, be sure there is coverage of all 10 themes
and applicable content standards
Remember to avoid the trap of ‘uncommon course titles”
Chart with number of candidates and completers over past three
years
(Title II Data)
Chart on program faculty expertise and experience
Summary of Content Expectations
of NCSS by Standard
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1.1 Culture and Cultural Diversity. This standard expects candidates
to understand the basic scholarly concepts of anthropology.
1.2 Time, Continuity, and Change. This standard expects
candidates to be familiar with the history of the United States,
western civilization, and non-western society.
1.3 People, Places, and Environments. This standard expects
candidates to understand the basic scholarly concepts of
geography.
1.4 Individual Development and Identity. This standard expects
candidates to understand the basic scholarly concepts of
psychology.
1.5 Individuals, Groups, and Institutions. This standard expects
candidates to understand the basic scholarly concepts of sociology.
Standards Expectations Continued
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1.6 Power, Authority, and Governance. This standard expects
candidates to understand the basic scholarly concepts of political
science.
1.7 Production, Distribution, and Consumption. This standard expects
candidates to understand the basic concepts of micro- and macroeconomics.
1.8 Science, Technology, and Society. This standard expects
candidates to understand the manner by which science and technology
have enhanced or threatened the development of human society. In
general, educational technology application courses alone do not meet
the expectations of this standard.
1.9 Global Connections. This standard expects candidates to
understand that our planet has been exposed to an ever-increasing
human interdependence in a world made smaller by improvements in
communication, transportation, and trade.
1.10 Civic Ideals and Practices. This standard expects candidates to
understand the basic concepts of citizenship in a democratic society.
Specialized Standards
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2.1 through 2.5. These standards expect the candidates receiving
licensure in a specific social science discipline to understand the
basic scholarly concepts of that discipline.
3.1 Course(s) on Teaching Social Studies. This standard expects
that the social studies methods courses(s) will deal specifically with
the nature of the social studies and with ideas, strategies, and
techniques for teaching social studies at the appropriate licensure
level. The NCSS frowns upon a generic methods course where
social studies instruction is only a minor aspect of the emphases.
3.2 Qualified Social Studies Faculty. This standard expects that
faculty in the social studies education components of the program
are recognized as exemplary teachers and as scholars in history or
the social sciences and/or social studies education. The credentials
of faculty members are to be described in Attachment B.
II. Assessments and Related
Data
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In Chart form
For each assessment, indicate name, type, and
administration point on chart
The Required Assessments
State or Professional Exam Data
1.
•
80% must pass as a prerequisite for program recognition. Subscores as well
as totals
Assessment of Content Knowledge in the Social Studies
2.
•
Comp exams, research reports, portfolios, course grades, test grades/unit
assessments (Attachment) Be careful about course grades!
Assessment that demonstrates candidates can effectively plan
classroom-based instruction
3.
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Practicum evaluations, lesson/unit planning
Assessment that demonstrates candidates knowledge, skills, and
dispositions are applied effectively in clinical practice
4.
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Must be connected to the NCSS standards, not merely ‘generic’
Assessment that demonstrates candidate effects on P-12 student
learning
5.
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Teacher work samples, portfolio tasks, case studies, Poster Sessions , etc
Assessment that demonstrates candidates are proficient in content
knowledge, professional and pedagogical knowledge, skills, and
dispositions and/or student learning
6.
•
Fill in any standards that might not have been covered with 1 - 5.
III. Standards Assessment Chart
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For each NCSS Standard, identify the assessments that address
each standard
One assessment may apply to multiple standards and some
standards will be addressed by more than one assessment
All programs must do 1.1 -- 1.10 and 3.1
2.1 -- 2.5 are only done by applicable major field programs
In the next section you will describe the assessments in greater
detail
NCSS ST ANDARD
1.1 Culture and Cultural Diversity. Social studies teachers should
possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of culture
and cultural diversity.
AP PLI CA B LEASSESSM ENTS
F ROM SEC TI ON I I
_#1 _#2 _#3 _#4
_#5 _#6 _#7 _#8
IV. Evidence for Meeting Standards
For each of the 6-8 assessments, provide:
1. 2-page narrative including:
A brief description of the assessment and its use in the program
The alignment with NCSS standards it addresses;
a)
b)
•
c)
d)
2.
3.
Why does this assessment fulfill the theme(s) identified
A brief summary of the data findings
An interpretation of how findings provide evidence of meeting
standards.
Make the information easy to follow and userfriendly
Assessment Instrument, Scoring Guide, and Data
Tables
IV continued
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For state licensing tests or professional exams
submit the following
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The names of all licensure tests or professional
examinations required by the state for content and
pedagogical or professional knowledge.
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For example, Praxis II Social Studies: Content Knowledge.
Description of the correlation between licensure test data
and applicable NCSS standards.
Praxis subscores are provided for History (1.2), Geography
(1.3), Civics/Gov’t (1.6 & 1.10), Econ. (1.7) & Behavioral
Sciences (1.1,1.4, & 1.5). Please note: quartile scores are
not appropriate evidence
Aggregated pass rates for each year over the past 3 years,
including the most recent academic year. Data must be
presented on all candidates
V. Use of Assessment Results
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Evidence must be presented in this section that
assessment results have been analyzed and have
been or will be used to improve candidate
performance and strengthen the program
Describe findings based on aggregated data, and
discuss how findings have been or will be applied to
program improvement.
Organize discussion around
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Content knowledge;
Professional knowledge, skills, and dispositions,
and
Impact on student learning.
Review calendar
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Fall cycle – program reports due September 15
Spring cycle – program reports due February 1
It is recommended you submit 1 year in advance.
Example: XYZ College plans to submit program
reports one semester before its Spring 2009 visit;
thus, reports are due by 2/1/08.
Program review decisions
Reviewers will make one of the following decisions
based on your program report:

The program is nationally recognized.
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The program is nationally recognized with conditions.
(18 months)
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The program is nationally recognized with areas in
need of improvement
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The program is not nationally recognized; a new
program report may be submitted.
How will my program be
reviewed?
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Each program report will be reviewed by a 3-person
team including a lead reviewer
The lead reviewer will compile the final team report
and send to NCATE
NCSS Audit Committee will review reports for
consistency and make final decision if review team
was undecided
Guidelines for Program reviewers are available for
you to review.
NCATE Paper on Impact on
Student Learning
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Available on the website
Suggests the candidate:
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Undertakes a diagnosis (a pre-test) of P-12 student
learning in some area he or she will teach;
Plans an appropriate sequence of instruction to advance P12 student learning, and teaches in ways that engage P-12
students who bring differing background knowledge and
learning needs;
Conducts some concluding assessment (or post-test);
documents the student learning that occurred, or did not;
Reflects on changes in teaching that might have improved
the results.
Sample Chart Courses/Segments
Applicable
Standard
Course,
Segment
A
B
C
D
F
N
Tot
Mn
Md
Mo
R
Acceptable
Other
Sample Chart for Clinical practice
1.1
2
Fall 2005
Mean (n=10)
Spring 2006 1
Mean (n=12)
1.2
5
1.3
4
1.4
0
4
3
0
1.5
1.6
4,22
4.32
Praxis Subscores for NCSS
Themes
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Behavioral Sciences -- 1.1, 1.4, 1.5
US History -- 1.2
World History -- 1.2
Geography -- 1.3
Civics/Government -- 1.6 , 1.10
Economics -- 1.7
NCSS considers these sub-tests to be aligned with
the enumerated standards.