Transcript NCATE Standards NCATE Standards  Candidate Performance  Candidate Knowledge, Skills, & Dispositions  Assessment System and Unit Evaluation  Unit Capacity • Field Experiences.

NCATE Standards
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NCATE Standards
 Candidate Performance
 Candidate Knowledge, Skills, & Dispositions
 Assessment System and Unit Evaluation
 Unit Capacity
• Field Experiences and Clinical Practice
• Diversity
• Faculty Qualifications, Performance, and
Development
• Unit Governance and Resources
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Components of Standard
• The Standard
• Rubrics
• Supporting Explanation
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Standard 1
Candidate
Knowledge,
Skills, and
Dispositions
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The Standard
Candidates preparing to work in schools as
teachers or other professional school
personnel know and demonstrate the
content, pedagogical, and professional
knowledge, skills, and dispositions
necessary to help all students learn.
Assessments indicate that candidates
meet professional, state, and
institutional standards.
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Content Knowledge for Teacher Candidates
(Initial and Continuing Preparation of Teachers)
Unacceptable
Acceptable
Target
Teacher candidates have
inadequate knowledge of
subject matter that they
plan to teach as shown
by their inability to give
examples of important
principles or concepts
delineated in
professional, state, and
institutional standards.
Fewer than 80 percent
of the unit’s program
completers pass the
academic content
examinations in states
that require such
examinations for
licensure.
Teacher candidates
know the subject matter
that they plan to teach
as shown by their
ability to explain
important principles
and concepts
delineated in
professional, state, and
institutional standards.
Eighty percent or more
of the unit’s program
completers pass the
academic content
examinations in states
that require such
examinations for
licensure.
Teacher candidates have
in-depth knowledge of the
subject matter that they
plan to teach as
described in professional,
state, and institutional
standards. They
demonstrate their
knowledge through
inquiry, critical analysis,
and synthesis of the
subject. All program
completers pass the
academic content area
examinations in states
that require such
examinations for
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licensure.
Dispositions for All Candidates
Unacceptable
Acceptable
Target
Candidates are not
familiar with
professional
dispositions delineated
in professional, state,
and institutional
standards. They do not
model these
dispositions in their
work with students,
families, and
communities.
Candidates are familiar
with the dispositions
expected of
professionals. Their
work with students,
families, and
communities reflects
the dispositions
delineated in
professional, state, and
institutional standards.
Candidates’ work with
students, families, and
communities reflects
the dispositions
expected of
professional educators
as delineated in
standards. Candidates
recognize when their
own dispositions may
need to be adjusted
and are able to
develop plans to do so.
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Supporting Explanation:
• The public expects that teachers of their children have
sufficient knowledge of content to help all students meet
standards for P–12 education. The guiding principle of
the teaching profession is that student learning is the
goal of teaching. NCATE’s Standard 1 reinforces the
importance of this goal by requiring that teacher
candidates know their content or subject matter, can
teach effectively, and can help all students learn. All
professional school personnel are expected to carry out
their work in ways that are supportive of student
learning.
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Program Reviews as Evidence
of Meeting Standard 1
National
Reviews by
SPAs
(Specialized
Professional
Associations)
State Reviews
by the State
Agency
Responsible
for Program
Approval
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New NCATE Program
Review Process
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5 Sections
1. 6-page Context Statement
–
–
–
Course of Study
Number of completers
Brief information about faculty
2. List of assessments, scoring guides, and
data tables being submitted
3. Table aligning assessments to SPA
standards
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4. Discussion of assessments and data
–
–
–
Content knowledge
Pedagogical and professional knowledge, skills
and dispositions
Effects on student learning
5. 3 pages delineating how faculty have used
data to improve the program
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Data available from national (&
sometimes state) program reviews
1.
2.
3.
4.
5.
6.
State licensure exam for program area (if
available—otherwise another content based
assessment)
Content Assessment
Assessment of Planning (e.g., unit plan)
Student teaching/internship assessment
Assessment of candidate impact on student
learning or providing a supporting learning
environment
Other assessment to show SPA standards are
met
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How much data are needed?
• Beginning fall 2008, three years of data for
both
• Spring 2011 On Site Visit
– Data for three years
• 2006-2007
• 2007-2008
• 2008-2009
– SPA Reports due Feb 2009 for visit during
Spring 2011.
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And Remember Why We
Are Doing All of this Work…
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