Transcript Slide 1
The NCATE Journey
Kate Steffens St. Cloud State University AACTE/NCATE Orientation - Spring 2008
The Standard of Excellence In Teacher Preparation
Lifting The Fog
AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Goals
Provide an overview of the NCATE process Discuss strategies for integrating accreditation efforts into daily functions Provide a blueprint for organization in preparation for an NCATE visit AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Challenges
Stakes are higher Focus on accountability Increasing competition Increasing demands at the state level Focus on performance-based assessment Regional accreditation agencies AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Challenges
Accreditation requires involvement by the entire university and a solid relationship with school partners - shared vision.
We can no longer assume that we are preparing good professionals, we must provide evidence of that fact.
AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Institutional Context
A Starting Point To Consider Land grant institution, state university, private college Where are you in the NCATE process?
Initial or continuing accreditation visit Probationary visit or focused visit Expectations at last visit New leadership? New faculty?
AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
What Are Your Goals?
Continuing or initial accreditation Web-based visit Involvement of more faculty in process Change the attitude toward accreditation Create a culture of assessment and accountability AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
The Question of “Why”?
Fundamental Question: Why do we want NCATE accreditation?
Why do we do this work?
What do we want out of it?
Importance of “framing our work” in a context that serves all stakeholders.
AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Concept of Self-Study
Engage in ongoing accreditation work Annual goals and objectives related to NCATE Develop institutional procedures that promote ongoing self-study Committee structure Budget priorities Annual reports Focused efforts at the program, department, and unit level Ongoing documentation of your work AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Initial Steps
Know the standards Know the preconditions Know the program review process Use the NCATE website Develop a work plan and timeline with annual goals and objectives AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Where Do We Begin?
NCATE Champion NCATE Coordinator Changing role as the importance of NCATE accreditation has grown Team Approach: Deans, Associate Deans, Assessment Directors, and NCATE Coordinators AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Where Do We Begin?
“The Big Picture” Understanding of National and state activities, NCLB, Title II NCATE Standards Program review process, state partnership AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Where Do We Begin?
Organizational Structure Leadership structure (NCATE Steering Committee, Standards Committees) Identification of roles and responsibilities Identification of support staff AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Where Do We Begin?
Committee Structure NCATE Steering Committee Clinical and Field Experience Committee Assessment Committee Teacher Education Committee Technology and Space Committee Graduate Committee Global Education Committee External Advisory Committees Dean’s Advisory Committees AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Where Do We Begin?
Communication Structure Administration Professional Education faculty Arts and Sciences faculty School partners AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Where Do We Begin?
Work Plan and Timeline Annual goals and objectives Professional development activities Countdown to NCATE AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Share the Vision
Accreditation is the highest priority within the unit Accreditation stands for excellence Accreditation means that our candidates are meeting the highest standards AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Initial Step - Where Are We?
NCATE Scan: comprehensive analysis of each element within a standard Individual standard vs. all standards Conducted at the unit, program, department, or leadership team level Serves as a starting point / work plan AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
For Example:
Standard 1: Candidate Knowledge, Skills and Dispositions Element A: Content Knowledge What is our current status? What evidence do we have that our candidates have content knowledge?
What data can we provide?
AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Putting The Pieces Together
AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
A Strong Infrastructure
The key to a successful NCATE accreditation process is building a strong infrastructure!
AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Build Your Foundation
Conceptual Framework Assessment System Data System AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Conceptual Framework
Critical Questions: “Are we living our conceptual framework?” “Do our candidates completing our programs reflect the conceptual framework?” Need to collect data to answer the critical questions!
AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Conceptual Framework Foundation
Review of the literature to reflect the new standards Alignment of conceptual framework with professional and state standards Alignment of conceptual framework with course outcomes within programs Determine what data are needed related to the conceptual framework AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Assessment / Data Focus
Levels of Assessment / Data
Institutional Level
Unit Level Program Level Candidate Level AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Example
Standard 1: Candidate Knowledge, Skills and Dispositions Content Knowledge Unit Level - Praxis II Data, Clinical Experience Data Program Level - Praxis II Data, Clinical Experience Data, Portfolio Data Candidate Level - Praxis II Data, Clinical Experience Data, Portfolio Data AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Building an Assessment Foundation
Alignment of course outcomes with professional standards Identification of key assessments in courses (connecting outcomes with assessments) Development of transition points within programs AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation Development and/or refinement of scoring criteria/rubrics Collecting / analyzing/ disseminating data (data system) Using data to make changes AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation Goal: Using data to make decisions at all levels: Unit - Example: Praxis Center Program - Example: Follow-up Studies Candidate - Example: Transition Points AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Course Level Analysis
Asked faculty to analyze their course outcomes in terms of alignment with : Conceptual Framework INTASC Principles / NBPTS Standards State Standards / Professional Standards Assessments Outcome: Faculty Discussions/Curricular Changes AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Syllabus - Alignment Matrix
Course Outcomes (Content Standards) Standards of Effective Practice (Minnesota) INTASC Principles Conceptual Framework Assessment
AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Program Level Analysis
Conceptual Framework Professional standards / Program competencies Types of assessments AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Data, Data, Data
Internal Data External Data Institutional Data Unit Data Department Data Program Data Candidate Data AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Internal Data
Internal Data Candidate work samples (i.e., reflections, essays, lesson plans, course exams, portfolios) Performance data (clinical and field experiences) AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation External Data
External Data
Follow-up studies Employers Candidates Cooperating Teachers Title II data / Statewide testing AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Building Your Data Infrastructure
What data are available?
What data are needed but not collected?
What are our goals for data collection?
How do we use our data?
Goal: Comprehensive Data System AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation Data Collection Inventory What? Who? When?
Data Dissemination Plan Who gets what? When?
Use of Data Process How are data used?
AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
The Power of Data
Data provides the answers to accountability questions.
Data is the force behind needed change.
Data should guide decisions and changes within programs and the unit.
AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
The Impact of Accreditation Work
Shift in the context of teaching for faculty Shift in learning for our candidates Move toward a system of providing evidence of what candidates know and are able to do (data based system) Using data to drive decision-making at the candidate, program, and unit level AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
The NCATE Challenge
Present evidence that the institution is meeting each element of the standards at an acceptable level.
Build Your Foundation: Conceptual Framework Assessment System Data System AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Streamlined Process
Goal of the streamlined process Intensive self-study process: Leads to a stronger infrastructure Analysis of your data system Understand your strengths and areas for improvement Future planning and investment AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Remember
The value of accreditation is in the journey toward the visit!
AACTE/NCATE - Spring 2008
The Standard of Excellence In Teacher Preparation
Have a great conference!
Kate Steffens
AACTE/NCATE - Spring 2008