Transcript Advanced Studies in Education and Human Development NCATE Preparation Meeting January 22, 2011 Agenda 8:30-9:00 Introduction by Dean Overview of Day 9:00-12:00 #1 University Values #2 Assessment System #3 Dispositions 12:00-1:30 1:30-3:00 Lunch.

Advanced Studies in Education and Human Development
NCATE Preparation Meeting
January 22, 2011
Agenda
8:30-9:00
Introduction by Dean
Overview of Day
9:00-12:00
#1 University Values
#2 Assessment System
#3 Dispositions
12:00-1:30
1:30-3:00
Lunch – Open time for Program meetings
#4 Quality Assurance
#5 Diversity
#6 Professional Development
Closing Remarks
#1 University Values
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Conceptual Frameworks
– Guiding Principles
• How were they developed? By whom? Stakeholder input? Widely held and
understood? How do they impact teaching and clinical experiences?
Corroborating Evidence?
http://sites.laverne.edu/ceol-accreditation/conceptual-framework/
Under “Faculty Only” web page:
Jing: http://sites.laverne.edu/ceol-accreditation/faculty-only/
#2 Assessment System
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Transition Points: Key Assessments (matrix attached)
Assessments Levels: Candidate – Course – Program (Instructors) – Unit
– How were they developed? By whom? How do we know we are doing this right? How does it inform
our conceptual framework? How do the key assessments ensure that candidates are meeting
standards? What are we doing to maintain thoroughness and consistency?
http://sites.laverne.edu/ceol-accreditation/conceptual-framework/assessment-system/
Under “Faculty Only” web page
Assessment Animation
Really? Assessment Avatars?
Questions 4-7 and 19-20
http://sites.laverne.edu/ceol-accreditation/evidence/
#3 Dispositions
“Nightmares”
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Methods of measurements
Intervention strategies
– How were they developed? By whom? Stakeholder input? Widely held and understood?
How do we know we are doing this right? Are they working?
http://sites.laverne.edu/ceol-accreditation/evidence/dispositions-documents-for-the-asehd-department/
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Intellectual Commitment - Demonstrates formal thinking capacity (thinks critically, collect and analyze data, anticipate multiple
consequences, make sound decisions, and open to alternative viewpoints). Displays excellence in attempting optimal development
and high levels of achievement and performance.
Respectfulness - Appropriately responds to and communicates with others, including hearing feedback and responding
constructively to criticism. Is reflective and willing to wrestle with ideas outside of your own cognitive framework.
Professionalism - Demonstrates awareness of personal and professional style, strengths, and weaknesses. Monitors personal and
professional performance and plans appropriate self-improvement. Has a sense of humor and relates happily with students, faculty,
and others in a flexible non-defensive manner.
Empathy - Demonstrates patience, flexibility, a caring attitude and compassion in working with others. Normally relaxed around
adults and children.
Socio-cultural Competence - Able to give others positive attention and reinforcement. Demonstrates good attending behavior and
is respectful of diversity in values, styles, and cultures.
Responsibility - Takes responsible action when faced with problems and conflicts. Communicates directly and willingly accepts
responsibility for errors or negative impact on others.
Commitment to Professional Development - Enjoys and is committed to learning about, with, and from students, peers and
faculty. Open to new ideas and feedback in order to remain current and committed to the profession. Assumes leadership roles in
improving professional practices.
Ethical Behavior - Maintains the highest level of integrity, honesty, confidentiality, and fairness both personally and professionally at
all times.
#4 Quality Assurance
Ensuring Program Quality Throughout the Unit
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Input from all stakeholders
– Evaluation of quality in each program, across all programs, at all locations, as a unit?
http://sites.laverne.edu/ceol-accreditation/evidence/ensuring-consistent-program-quality/
I was served by
Time to Brag – here’s how we are
great
#5 Diversity
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Candidate experiences with peers, faculty , and P-12 students
Candidates competencies
– Candidate interactions with students in field experiences?
http://sites.laverne.edu/ceol-accreditation/files/2010/09/CEOL-IR-FINAL.pdf (pages 65-87)
Points of Pride Activity
Peers/fellow candidates
Faculty
Candidate
P-12 Students
Candidate Competencies
Candidate Demographics
American Indian or Alaska Native
Asian
Black or African American, non- Hispanic
Hispanic or Latino
White, non-Hispanic
Other
Race/ethnicity unknown
Total
Female
Male
Not Reported
Total
Faculty Demographics
Prof. Ed. Faculty Who
Teach Only in Initial
Teacher Preparation
Programs
n (%)
1 (1.3%)
2 (2.6%)
4 (5.3%)
Candidates in Initial Teacher
Preparation Programs
n (%)
Candidates in Advanced
Preparation Programs
n (%)
All Students in the
Institution
n (%)
11 (1.09%)
26 (2.57%)
42 (4.15%)
326 (32.5%)
402 (39.76%)
121 (11.97%)
83 (8.21%)
1011 (100%)
805 (79.62%)
195 (19.29%)
11 (1.09%)
1011 (100%)
5 (0.54%)
35 (3.75%)
75 (8.04%)
387 (41.48%)
276 (29.58%)
91 (9.76%)
64 (6.86%)
933 (100%)
809 (86.71%)
105 (11.25%)
19 (2.04%)
933 (100%)
56 (0.7%)
683 (9.1%)
665 (8.9%)
2315 (30.9%)
2231 (29.8%)
469 (6.3%)
1066 (14.2%)
7485 (100%)
4669 (62.4%)
2736 (36.6%)
80 (1.1%)
7485 (100%)
Prof. Ed. Faculty Who
Teach Only in Advanced
Programs
n (%)
Prof. Ed. Faculty Who Teach in
Both Initial Teacher Preparation
& Advanced Programs
n (%)
American Indian or Alaska Native
Asian
Black or African American, non1 (1.0%)
Hispanic
Hispanic or Latino
10 (13.2%)
11 (10.6%)
White, non-Hispanic
47 (61.8%)
87 (83.7%)
Other
1 (1.3%)
1 (1.0%)
Race/ ethnicity unknown or no response
11 (14.5%)
4 (3.8%)
Total
76 (100%)
104 (100%)
Female
51 (67.1%)
78 (75.0%)
Male
25 (32.9%)
26 (25.0%)
Total
76 (100%)
104 (100%)
Note - N vales are based on Fall 2009 enrollment
Initial Teacher Preparation Programs: Liberal Studies, Multiple Subject, Single Subject, Special Education,
Special Emphasis
Advanced Preparation Programs: Child Development B.S., Child Development M.S., Child Life, Educational
Counseling, Educational Management, Reading, School Psychology
1 (7.1%)
1 (7.1%)
11 (78.6%)
1 (7.1%)
14 (100%)
11 (78.6%)
3 (21.4%)
14 (100%)
All Faculty in
the Institution
n (%)
2 (0.3%)
26 (4.2%)
25 (4%)
44 (7.1%)
373 (60.4%)
7 (1.1%)
141 (22.8%)
618 (100%)
296 (47.9%)
322 (52.1%)
618 (100%)
#6 Professional Development
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Improving teaching and scholarship
– How does this happen? Are our efforts effective? Are they consistent across the
unit?
http://sites.laverne.edu/ceol-accreditation/files/2010/09/CEOL-IR-FINAL.pdf (pages 88 - 102)
Don’t Be shy!
Think – Pair – Share - Square
Glossary
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Assessment—an evaluated activity or task used to determine the extent to which learning proficiencies, outcomes or standards have been
,mastered by candidates; happens at the candidate, class, and instructor levels
BR-Biennial Report—a report submitted to the CCTC required every other year of each program that offers a credential; in our college,
each program completes one of these as part of the program review process
Assessment System—a set of evaluation measures that provides information for use in monitoring candidate performance and managing
and improving unit operations and programs for the preparation of professional educators; the CEOL system includes four transition points
(admissions, preparation for clinical experience, clinical experience and completion of program) and five key assessments (knowledge,
planning, assessment, diversity and technology)
Candidate—individuals enrolled in a program that prepares school professionals; this is distinguished from students defined below
Candidate proficiencies—these are the expectations for our candidates based on the program content standards
Clinical Experience—fieldwork experience done in an actual setting (e.g. public school) rather than in a university classroom
Conceptual Framework—a written statement which proclaims the beliefs and driving purpose of the College. Ours is located on our
Accreditation and Accountability webpage (http://sites.laverne.edu/ceol-accreditation/); these CF’s are also captured by the Guiding
Principles symbol found on the page that is linked above
Dispositions—modes of attitude and/or behaviors demonstrated by candidates; the CEOL list of dispositions include intellectual
commitment, professionalism, respectfulness, social-cultural competence, empathy, commitment to professional development,
responsibility and ethical behavior
Evaluation—similar to assessment except at the program, college, university levels
Guiding Principles—these are outlined in the Conceptual Framework: caring, diversity, excellence and leadership
Institution—a university
Internship—guided, on-the-job training completed in an actual setting
IR-Institutional Report—a report that provides the institutional and unit contexts, a description of the unit’s conceptual framework, and
evidence that the unit is meeting the NCATE unit standards.
Key Assessments—assessments identified by program chairs and faculty as key to a student’s ability to move ahead in the program, and
key to providing feedback to the faculty about the quality of learning; the five categories addressed in our key assessments are knowledge,
planning, assessment, diversity and technology
Glossary
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Lead Course Faculty—an instructor that is in charge of a particular course within a program, whether taught on or off campus
Master Teacher—the supervising teacher in a fieldwork experience
Off-Campus—classes offered in locations or centers other than the main campus. These are administered by RCA.
Off-site— classes offered in locations or centers other than the main campus or any of our RCA campus sites; these locations would include
community colleges, district schools, etc.
Partners—schools, businesses or community members that join with the College in partnership; these provide locations for our candidates to
complete their clinical experience portions of the program
Program Types—
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Initial – teacher education credentials, special education level 1, child development BS
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Advanced Teacher Education – special emphasis, special education level 2, reading
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Other School Professionals – education management, school psychology, educational counseling
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Other Unit Program – child development MS, child life, liberal studies, organizational leadership
RCA-Regional Campus Administration—the administrative unit in charge of managing the off-campus classes
Shadowing—a process whereby a faculty member (full-time or adjunct) observes an entire course before teaching it to insure consistency in the
courses/program; this is required by all instructors prior to teaching a course for the first time
Stakeholders—anyone who has a share in the success of the program
Standards—written expectations for meeting a specified level of performance
Students—children and youth attending P-12 schools as distinguished from teacher candidates
Syllabus vs. Template— A syllabus is the outline for a course of study including specific information for each class; a template is a generic
formatted document that can be reused
Transition Points—particular time frames throughout the programs in which candidates’ status is assessed and they are deemed acceptable (or
not) to move forward; includes the following points in a students progression through the program: admissions, preparation for clinical experience,
clinical experiences, program completion
Unit—CEOL in its entirety
Various Fieldwork Supervisor Positions—experienced practitioners hired by the University to observe and evaluation candidates during their
fieldwork or internships
Program Assessment Documents—this is a report completed for the CCTC by each credential-based program on a seven-year cycle