Transcript The NCATE Task Force on Program Review—first meeting

NCATE STANDARD I
STATUS REPORT
 Hyacinth
E. Findlay
 March 1, 2007
NCATE Unit Standard 1:
Candidates
 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
Elements

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
Mock Team’s Suggestions
Element #1
CONTENT KNOWLEDGE FOR TEACHER
CANDIDATES
(Initial & Continuing Preparation of Teachers)

Provide data in chart and table form on
candidate test scores and other evidence of their
knowledge of the subject matter to be taught.

Provide alignment matrices with professional,
state, and institutional standards and linked to
the conceptual framework.
Mock Team’s Suggestions
Element #1
CONTENT KNOWLEDGE FOR TEACHER CANDIDATES
(Initial & Continuing Preparation of Teachers)

Provide charts that demonstrate connections
among CF elements and
assessments/expectations of candidate
knowledge, skills, and a concise set of
dispositions that are evaluated as candidates
develop professionally

Report on initial and advanced programs
separately.
CONTENT KNOWLEDGE FOR TEACHER
CANDIDATES
Data to be presented –
Fall 2005 through Spring 2007
Available- Alabama Prospective Teacher Test (APTT)
 Content Assessment – grades (GPA’s)
 Praxis II scores (by sub category, where
available)
CONTENT KNOWLEDGE FOR TEACHER
CANDIDATES
NEEDED
 Students’ Grades in EDU 100, EDU 300,
EDU 500 for 05-06 and 06-07
 Portfolio
assessments for 05-06 and 06-07
 Interview
assessments (speaking, writing,
dispositions) for 05-06 and 06-07
CONTENT KNOWLEDGE FOR TEACHER
CANDIDATES
NEEDED

Applicants’ overall GPAs for 05-06 and 06-07

Applicants’ dispositions assessment for 05-06
and 06-07

Alignment matrices
CONTENT KNOWLEDGE FOR OTHER
PROFESSIONAL SCHOOL
PERSONNEL

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 for OPSP
Mock Team’s Suggestions
 Demonstrate
that other school personnel
can explain concepts in professional,
state, and institutional standards.
 Use tables and charts to provide evidence
that other school personnel candidates
pass state licensure exams.
 Remember to report on advanced
programs separately from initial programs
and with equal thoroughness.
Content Knowledge for OPSP
Data needed for 05-06; 06-07
Available

Praxis II data for each program area for since
April 06
 80% PASS RATE ??
 Comprehensive examination results for Fall
05 through Spring 07
Content Knowledge for OPSP
 Data
needed for 05-06; 06-07
Still NEEDED
 Applicants’
overall GPAs for 05-06; 06-07
 Content-based
portfolio assessment
PEDAGOGICAL CONTENT KNOWLEDGE
FOR TEACHER CANDIDATES
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.
They present the content to students in challenging,
clear, and compelling ways and integrate technology
appropriately.
Pedagogical Content Knowledge
(Mock Team’s Suggestions)
Needed

Evidence by program, initial and advanced, of
candidates’ knowledge of instructional strategies
in their specialty area.
 Evidence by program, initial and advanced, that
candidates can present content knowledge in
clear and meaningful ways.
 Evidence by program, initial and advanced, of
candidates’ integration of technology within
instruction
PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND
SKILLS FOR TEACHER CANDIDATES

Teacher candidates reflect a thorough
understanding of professional and
pedagogical knowledge and skills
delineated in professional, state, and
institutional standards.

They develop meaningful learning
experiences to facilitate learning for all
students.
PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND
SKILLS FOR TEACHER CANDIDATES

They reflect on their practice and make
necessary adjustments to enhance
student learning.
 They know how students learn and how to
make ideas accessible to them.
 They consider school, family, and
community contexts in connecting
concepts to students’ prior experience
and applying the ideas to real-world
problems.
Mock Team Suggestions

Provide the evidence, by program, the unit uses
to determine that candidates apply professional
and pedagogical knowledge.
 Provide evidence, by program, that candidates
consider school, family, and community
contexts.
 Provide evidence, by program, that candidates
consider prior experiences of students in
planning and implementing instruction and
assessment.
PROFESSIONAL AND PEDAGOGICAL
KNOWLEDGE AND SKILLS FOR TEACHER
CANDIDATES
Evidence Needed (By program)
 Assessment
of ability to plan instruction
e.g., unit or lesson plan assignment
 Evidence
of candidates’ ability to set
classroom tests
PROFESSIONAL AND PEDAGOGICAL
KNOWLEDGE AND SKILLS FOR TEACHER
CANDIDATES
Evidence Needed (By program)
 Evidence
that candidates’ use results of
various tests to plan and improve student
learning
Professional and Pedagogical
Content Knowledge
Evidence Needed (By program)
 PEPE scores, by program
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 OPSP
Evidence Needed
 Candidates’ ability to use data to improve
student learning
 Candidates’ professional knowledge and
understanding of other school personnel
by program
PROFESSIONAL KNOWLEDGE AND SKILLS FOR OPSP
Evidence Needed
 Candidates know students, families, and
communities
 Candidates use research to improve their
practice.
 Candidates use of technology to improve
their and others’ practice.
Professional Knowledge and Skills of OPSP
 Candidates’ practicum/internship
assessment by program (Available)
 PEPE results showing assessment of
candidates’ impact on student learning or
providing a supporting learning
environment -- includes ability to use
technology
 Employer Evaluations
 Graduate and other external surveys
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
Needed


Agreement on Dispositions
Evidence that candidates’ have the dispositions
espoused by the Unit as outlined in the
Conceptual Framework
 Report on how and when candidates are
introduced to and become familiar with expected
dispositions.
 Assessments of candidates’ dispositions at
various transition points
Dispositions
Reflective Practitioner



Believe that all children can learn at high
levels and persist in helping all children
achieve success
Are committed to reflection on teaching
practices in the pursuit of excellence
Are committed to use ongoing
assessment to identify students’
strengths and weaknesses
Dispositions
Change Agent




Take pride in their work environment
Be voices for educational and social
justice
Meet ethical standards of practice
Value human diversity and help students
learn to value one another
Dispositions
Lifelong Learner



Join and participate in professional and
educational organizations
Keep abreast of new ideas in the field.
Value the use of educational technology
in the teaching/learning process
STUDENT LEARNING FOR TEACHER
CANDIDATES
Teacher candidates
 accurately assess and analyze student
learning
 make
appropriate adjustments to
instruction
 monitor
student learning
 have a positive effect on learning for all
students.
STUDENT LEARNING FOR TEACHER
CANDIDATES
Evidence 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 Needed


Candidate/Teacher work samples or other
classroom-based project
PEPE results
 Cooperating teachers’ assessment of
candidates’ impact
 Administrator assessment of candidates’ impact
 University internship personnel assessment of
candidates’ impact
STUDENT LEARNING FOR TEACHER
CANDIDATES
Evidence Needed
 Other
external surveys
 Parent assessments of candidates’ impact
STUDENT LEARNING FOR OTHER PROFESSIONAL
SCHOOL PERSONNEL

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 OPSP
Evidence Needed
 Candidates’ practicum/internship
assessment by program
 Assessment
of candidates’ impact on
student learning or providing a
supporting learning environment
STUDENT LEARNING FOR OPSP
Assessment of candidate impact on
student learning
 PEPE
 Administrator
assessments
 University internship personnel
 Employer
 Other
external surveys
Important Question
 What
decisions for program
improvement have been made as a
result of analyzing the data?
Important Questions
Do we have the following?
 Matrices which demonstrate program
alignment with NCATE and INTASC and
NBPTS standards
 Matrices which align conceptual
framework with state and national
standards
 Rubrics
for grading assignments
Artifacts Needed for Exhibits
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
Artifacts Needed for Exhibits
Candidates’ work which demonstrate

Examples of Synthesis – candidate
portfolio, lesson and unit plan, student
teaching evaluation