Transcript The Effects of Topic Choice and Prompts on Student Writing

National Accreditation &
Program Effectiveness
Unit Meeting
April 16, 2015
Update on Council for
the Accreditation of Educator
Preparation (CAEP) Update
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An evidence-based approach that is less focused on
inputs and process; more focused on outcomes.
Data must be valid and reliable with a high level of
interrater reliability that informs us and is useful.
Emphasis is on continuous improvement, not
compliance.
Seeking to align accreditation with state data
collection and reporting to promote collaboration and
best practices.
CAEP Update Continued
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Program outcomes must address the
following:
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Effectiveness of program completers in the
classroom
Alignment to workforce needs and learning needs
of P-12 students
Perceptions of candidates and P-12 students.
State Partnership Status
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CAEP State Selected Program Review
Options
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State Review
Feedback Option
SPA Review
Massachusetts has not signed an agreement
yet.
3 Pathways to Accreditation
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Inquiry Brief Pathway
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Selective Improvement Pathway*
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Transformation Initiative Pathway
Standard 1 – Content and
Pedagogical Knowledge
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Deep understanding of the critical concepts
and principles of the discipline needed as
well as the ability to use discipline-specific
practices flexibly to advance the learning of
all students toward attainment of collegeand career- readiness standards.
Candidates demonstrate an understanding of
InTASC (Interstate Teacher Assessment and
Support Consortium) standards.
Standard 1 – Content and
Pedagogical Knowledge (cont.)
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Provider responsibilities include the
following:
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Completers use research and evidence to
understand teaching and to measure P-12
students’ progress
Completers apply content and pedagogical
knowledge to standards
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PSTs & SMKs
Curriculum Frameworks (CCSS)
Technology
Standard 2 – Clinical Partnerships
and Practice
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Provider ensures that effective partnerships
and high quality clinical practice are central
to preparation.
Co-construction of experiences that include
school/provider agreements, clinical educator
selection, and clinical experiences that link
theory and practice.
Technology and diversity are imbedded into
the standard.
Standard 3 – Candidate Quality,
Recruitment, and Selectivity
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Deliberate and purposeful recruitment and
selection process
Monitor and track quality of each candidate
through 4 phases
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Recruitment
Admission
Course Performance
Field Experiences
Standard 4 – Program Impact
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Impact of its completers on P-12 student
learning
Evidence of teacher effectiveness
Employer satisfaction
Satisfaction of completers
Need evidence for every indicator of this
standard.
Standard 5 – Provider Assurance
and Continuous Improvement
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Includes valid data from multiple measures to
monitor the following:
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Candidate preservice progress
Completer inservice impact
Unit operational effectiveness
Big focus is on completer impact on P-12
student growth data.
Standard 5 – Provider
Assurance and Continuous
Improvement (cont.)
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Measures must be as follows:
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Relevant
Verifiable
Representative
Cumulative
Actionable
Valid
Consistent
Stakeholders need to be involved in the
planning, prioritizing, and evaluation process.
Committee Reports
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Field Partnerships and Practices Committee
– Shari
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Program Quality and Impact – Kathleen
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Diversity – Felicia
Pilot Inspection
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Valuable information applicable across all
programs
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Reviewed program documents
Examined student files
Studied course syllabi
Observed Education classes and practicum
students in the field to verify evidence
Strengths
Areas needing improvement
ESE Alignment Working Group
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Working with National Institute for Excellence
in Teaching (NIET) to assist organization’s
PST implementation
4 Meetings
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Overall Status, Goals, and Milestones
Instruction
Field-Based Experiences
Stakeholder Engagement
PST Implementation Plan due July 31, 2015
Annette, Ann/Jason, and Denise
Unit Retreat Plans
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May 21, 2015; 8:30 – 12:30
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Examine our Unit rubrics
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Work on PST matrices by program