Standards 1

1
Standards 1 2 NCATEs Expectations and Evidence

• Donna M. Gollnick
• National Council for Accreditation of Teacher
  Education
• September 2004

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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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Standard 2

• Assessment System and Unit Evaluation

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2. Assessment System and Unit Evaluation
The unit has an assessment system
that collects and analyzes data on applicant
qualifications, candidate and graduate
performance, and unit operations
to evaluate and improve the
unit and its programs.
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Issues in NCATE Reviews

• Relationship of Program Assessment Systems to the
  Unit Assessment System
• Data expected at time of visit on NCATEs
  transition plan.

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• Element 1 The unit has an assessment system
  or a plan for an assessment system that
• Reflects conceptual framework, developed
  collaboratively
• Monitors candidate performance and unit
  operations
• Includes multiple assessments
• Identifies key transition/decision points in
  programs
• Includes fair, accurate, and consistent
  assessments

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Element 2 Data collection, analysis, and
evaluation

• System is maintained, data are collected
  regularly on
• applicant qualifications
• candidate proficiencies
• competence of graduates
• unit operations
• program quality

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Element 2 (continued)

• Data are regularly and systematically
• Compiled
• Summarized
• Analyzed
• Maintained using information technology

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Element 3 Use of data for program improvement

• Changes in the unit are discussed and made based
  on systematic use of data
• Candidate and faculty data are shared with
  candidates and faculty to encourage reflection
  and improvement

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What will BOE teams, program state reviewers
expect to find for reviews visits?
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• Fall 2001 Beyond

• The unit should have available any performance
  assessment data that are currently available.
• Candidates performance on admission assessments.
• Candidates performance on state licensure tests.
• Student teaching internship assessments.
• Follow-up studies of graduates.

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• Fall 2004 Spring 2005

• The units assessment system is being
  implemented, evaluated, and refined.
• Performance assessments are being tested for
  credibility .
• Data on candidate performance from external and
  internal measurements have been compiled and are
  being used to improve programs

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Areas for Improvement

• Lack of Alignment with Conceptual Framework
• Lack of Alignment with SPA or State Standards
• Lack of Involvement with the Professional
  Community
• No Procedure for Ensuring Fairness, Accuracy and
  Consistency

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• Lacks a structure to ensure the systematic
  collection, aggregation, and analysis of data for
  program evaluation and improvement.
• No systematic plan for the formal analysis,
  summary, and use of data.
• Not regularly or systematically compiling,
  summarizing, and analyzing data.
• Not using aggregate and trend data in the units
  decision-making.

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Candidate Knowledge,Skills, and Dispositions
Standard 1
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1. Candidate Knowledge, Skills, and
Dispositions

• 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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Dispositions - A Definition

• The values, commitments, and professional ethics
  that influence behaviors toward students,
  families, colleagues, and communities and affect
  student learning, motivation, and development as
  well as the educators own professional growth.

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Dispositions (continued)

• Dispositions are guided by beliefs and attitudes
  related to values such as caring, fairness,
  honesty, responsibility, and social justice.
• For example, they might include a belief that all
  students can learn, a vision of high and
  challenging standards, or a commitment to a safe
  and supportive learning environment.

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Dispositions for All Candidates
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from INTASC.

• The teacher respects students as individuals with
  differing personal and family backgrounds and
  various skills, talents, and interests.
• The teacher is sensitive to community and
  cultural norms.
• The teacher makes students feel valued for their
  potential as people, and helps them learn to
  value each other.

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Dispositions are

• demonstrated in P-12 classrooms, courses, papers,
  etc.

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Exercise on Dispositions

• At your table, introduce yourselves.
• Share how you are assessing dispositions at your
  institutions.
• How effective are the assessments? What works?
  What would you differently?

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AREAS FOR IMPROVEMENT DISPOSITIONS

• The unit does not clearly delineate dispositions
  expected of candidates.
• The dispositions identified by the individual
  programs are not clearly linked to the conceptual
  framework.
• Not all programs consistently evaluate the
  identified dispositions.

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• Candidate dispositions are not clearly defined,
  resulting in a lack of program data on how
  candidates dispositions are assessed.
• Candidates are not able to articulate the
  dispositions stated in the conceptual framework.
• The units key dispositions are not integrated in
  the units portfolio and field-based assessments.
  
• Assessment of candidate dispositions is
  inconsistent across programs.

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• Not all candidates, unit faculty, and public
  school personnel are familiar with the
  professional dispositions identified in
  institutional standards.
• The definition and assessment of dispositions are
  inconsistent across the unit.
• The unit has not developed clear dispositions
  that candidates are expected to demonstrate.

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1. Candidate Knowledge, Skills, and
Dispositions

• Candidates preparing to work in schools as
  teachers or other professional school personnel
  know and demonstrate the content knowledge,
  skills, and dispositions

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Content Knowledge for Teacher Candidates (Initial
and Continuing Preparation of Teachers)
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Content Knowledge for Other Professional School
Personnel
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State Licensure Requirements in NCATE
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• 80 of candidates must pass the content test
  required by the state to meet Standard 1.
  (aggregated across programs)
• 80 of candidates in a program must pass the
  content test required by the state for a program
  to be nationally recognized by NCATE and SPAs.

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• Precondition 7 requires an institution to meet
  the state pass rate to be eligible for an
  accreditation visit by NCATE.
• All accredited institutions are reviewed annually
  for compliance with the new Precondition 7.
  (using Title II data)

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Percentage of Candidates Passing Praxis in
Academic Year 2003-2004
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National Benchmarks

• Biology Education
• Elementary Education
• English Education
• Mathematics Education
• Social Studies Education

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1. Candidate Knowledge, Skills, and
Dispositions

• 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

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1. Candidate Knowledge, Skills, and
Dispositions

• Candidates preparing to work in schools as
  teachers or other profes-sional school personnel
  know and demonstrate the content, pedagogical,
  and professional knowledge, skills, and
  dispositions necessary to help all students
  learn.

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Candidates

• Assess student learning
• Use of assessments in instruction
• Develop meaningful learning experiences for
  students based on their developmental levels
  prior experience.

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Assessments

• Student work samples
• Case studies analyzing student learning
• Portfolio tasks on student assessments
• Student teaching and internship evaluations
• Etc.

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Required Evidence

• Admissions Data
• Internship assessment data
• Licensure test data
• Follow-up studies

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Performance data must be summarized and sampled

• Time does not allow BOE to view each candidates
  work- present data
• The unit is responsible for making links between
  evidence and standards
• BOE teams are making judgements about the unit
  and its programs, not individual students.

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Which data will make your case?

• Assessments used by faculty in courses.
• Assessments used at transition points.
• Admissions
• Before entry into student teaching
• Student teaching
• Program completion

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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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Proposed New NCATE Program Review Process
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QUESTIONS FOR WHICH PROGRAM REVIEWS SHOULD FIND
ANSWERS

• Have candidates mastered the necessary knowledge
  for the subjects they will teach or the jobs they
  will perform?
• Do candidates understand teaching and learning
  and can they plan their teaching or fulfill other
  professional education responsibilities?
• Can candidates implement their conceptual plan
  with students and colleagues?
• Can candidates apply their knowledge in
  classrooms and schools?
• Do candidates meet state licensure requirements?

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Section IContextual Information

• Submit descriptions of the following
• Relevant state or institutional policies and
  practices affecting the program
• Field and clinical experiences
• Admission criteria, including GPA requirements
• The relationship of the program to the units
  conceptual framework
• The relationship of assessments used in the
  program to the units assessment system

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Section I (continued)

• Attach the following
• The program of study
• Table with number of candidates and completers in
  the program
• Table on faculty expertise and experience in the
  specialty field and in schools

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Section II Assessments Related Data
When Admin- istered
Scoring Guide/ Criteria
Type of Assess- ment
Name of Assessment
Data Table
Assess- ment
Licensure Test
1. 2. 3. 4. 5. 6. 7. 8.
? ? ? ? ? ? ? ?
? ? ? ? ? ? ? ?
? ? ? ? ? ? ? ?
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6-8 Assessments Must Be Submitted

• 6-8 Required Assessments (depending on the SPA)
• 2 Additional Assessments of Your Choice May Be
  Submitted

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Section II Assessments Related Data
When Admin- istered
Scoring Guide/ Criteria
Type of Assess- ment
Name of Assessment
Data Table
Assess- ment
? ? ? ? ? ? ? ?
1. Praxis II-Elem Ed 2. Comprehensive Ex 3.
Lesson Plan Assign 4. Student Tchng Eval 5.
Student Work Sample 6. Case Study 7.
Diversity Project 8. IEP Project
? ? ? ? ? ? ? ?
? ? ? ? ? ? ? ?
? Test ? Exam ? Portfolio ? Eval ? Work
Sample ? Case ? Portfolio ? Portfolio
?Before ST ?End of Prog ?ED 320 ?During
ST ?During ST ?ED 330 ?ED 330 ?SPED 310
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Section II Assessments Related Data
When Admin- istered
Scoring Guide/ Criteria
Type of Assess- ment
Name of Assessment
Data Table
Assess- ment
1. Praxis II-Elem Ed 2. Comprehensive Ex 3.
Lesson Plan Assign 4. Student Tchng Eval 5.
Student Work Sample 6. Case Study 7.
Diversity Project 8. IEP Project
? ? ? ? ? ? ? ? ?
? Test ? Exam ? Portfolio ? Eval ? Work
Sample ? Case ? Portfolio ? Portfolio
?Before ST ?End of Prog ?ED 320 ?During
ST ?During ST ?ED 330 ?ED 330 ?SPED 310
? ? ? ? ? ? ? ? ?
? ? ? ? ? ? ? ? ?
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Examples of Tables for Aggregating Assessment
Data
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Teacher Candidates in Science (45 Candidates)
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Teaching Performance During Internship Final
Evaluation  
 
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Effectiveness of the Program for the Initial
Preparation of Teachers in Developing Candidate
Knowledge, Skills, and Dispositions Scale 1
strongly disagree 2 moderately disagree 3
disagree 4 agree 5 moderately agree
6strongly agree
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Section III Alignment of SPA Standards
Assessments
ALIGNMENT with UNIT STANDARD 1
SPECIALTY STANDARD
RELATED ASSESSMENTS
? Content ? Professional Pedagogical KSD ?
Student Learning
Standard 1 Standard 2
?1 ?2 ?3 ?4 ?5 ?6 ?7 ?8
? Content ? Professional Pedagogical KSD ?
Student Learning
?1 ?2 ?3 ?4 ?5 ?6 ?7 ?8
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SECTION IV Organization of Proficiency Areas

• 1. Content knowledge
• 2. Pedagogical and professional knowledge,
  skills and dispositions
• 3. Effects on student learning

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Section IV Write the following in 2 pages or less

• Indicate the assessment(s) from Section II that
  provides information about the area and describe
  how it addresses the applicable program
  standards.
• 2. Summarize the data presented in the table(s)
  related to the assessment submitted in Section II
  and interpret the results in terms of the
  standards.

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1 (Required)-CONTENT KNOWLEDGE

• Data from licensure tests or professional
  exam-inations of content knowledge.

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2 (Required)-CONTENT KNOWLEDGE

• Assessment of content knowledge in the
  discipline to be taught, teaching field, or other
  education professional field.

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3 (Required)-PEDAGOGICAL PROFESSIONAL
KNOWLEDGE, SKILLS, AND DISPOSITIONS

• Assessment that demonstrates candidates can
  effectively plan classroom-based instruction, or
  fulfill professional responsi-bilities in other
  pro-fessional education roles.

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4 (Required)- PEDAGOGICAL PROFESSIONAL
KNOWLEDGE, SKILLS, AND DISPOSITIONS

• Assessment that demonstrates candidates'
  knowledge, skills, and dispositions are applied
  effectively in clinical practice.

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5 (Required)-EFFECTS ON STUDENT LEARNING

• Assessment that demonstrates candidate
  effects on student learning, or on providing
  supportive learning environments for student
  learning.

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6 (Required)

• Assessment that demonstrates candidates meet
  standards.
• Examples of assessments include evaluations of
  field experiences, case studies, portfolio tasks,
  licensure tests not reported in 1, and follow-up
  studies.

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7 (May be Optional)

• Assessment that demonstrates candidates meet
  standards.
• Examples of assessments include evaluations of
  field experiences, case studies, portfolio tasks,
  licensure tests not reported in 1, and follow-up
  studies.

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8 (May be Optional)

• Assessment that demonstrates candidates meet
  standards.
• Examples of assessments include evaluations of
  field experiences, case studies, portfolio tasks,
  licensure tests not reported in 1, and follow-up
  studies.

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Examples of SPA-specific Assessments
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Science Assessment

• An assessment that demonstrates candidate
  knowledge of safety in the classroom, laboratory,
  preparation and storage areas and field (9b) of
  legal liability (9b) and of the use and care of
  living things (9c). This could include a score on
  a composite test covering these areas portfolio
  data or performance in a seminar specifically
  covering these topics.

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Science Assessment

• An assessment that demonstrates that
  candidates can design, conduct, and present
  research in their disciplines, and use
  mathematics to process and explain data. This
  could include science projects, theses, research
  course or seminar grades, a rigorous test on
  research design, occupational experience in
  research, or similar confirmed experiences in the
  design of research (Standard 1c, 1d).

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Section VUse of Assessment Results

• Evidence must be presented in this section
  that assessment results have been analyzed and
  have been or will be used to improve candidate
  performance and strengthen the program.

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Alignment of Program Review with Standard 1

• Content

• Rubric elements 1-2

Professional Pedagogical Knowledge, Skills,
Dispositions
Rubric elements 3-5
P-12 Student Learning
Rubric elements 6-7
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Features of Program Report

• Limited to 35 pages of text plus specific
  attachments for each of the 6-8 assessments
• Consistent categories of evidence across programs
• Common report formats from institutions SPAs
• Will not include samples of candidate work

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• Web-based program report and SPA report

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The NCATE Report on National Recognition

• Part A Recognition Decision
• A.1 SPA Decision
• A.2 Test Results
• A.3 Summary of Strengths
• Part B Status of Meeting the SPA Standards

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The NCATE Report on National Recognition (cont.)

• Part C Evaluation of Program Report Evidence
• C.1 Content Knowledge
• C.2 Pedagogical Professional
• Knowledge, Skills,
• Dispositions
• C.3 Effects on Student Learning
• Part D Evaluation of the Use of Assessment Data

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The NCATE Report on National Recognition (cont.)

• Part E Areas for Improvement
• Part F Additional Comments
• E.1 Comments on Context, etc.
• E.2 Concerns for Possible Follow-
• up by the BOE Team
• Part G Directions for Preparing a Rejoinder

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Use of National Recognition/ State Approval by
BOE Teams

• An area for improvement will be cited for each
  program that is not nationally recognized or does
  not have full state approval.
• UAB may remove AFI if program has been recognized
  after the BOE visit, but before the UAB meeting.

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Management by NCATE
Institutions submit electronic program reports
approximately six months before the visit. (One
year for new institutions.)
NCATE notifies three SPA reviewers that program
reports are available.
Each reviewer prepares a report with a
recognition recommendation.
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Lead reviewer compiles the three reviews into
one report with a recommendation on national
recognition.
Single SPA report is electronically submitted by
lead reviewers to NCATE.
NCATE notifies institutions that their SPA
reports are available.
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When the three reviewers can not agree on the
recognition decision, a SPA Audit Committee makes
the recognition decision.
Institutions may electronically submit a
rejoinder to their SPA reports if a program has
not been nationally recognized.
BOE team accesses SPA report for the on-site
visit.
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Timeline for Implementation

• September 2004

• Pilot testing of new program review system

• Submission of
• program reports
• delayed by 5-7
• months to next cycle

• Program reports
• due September
• 2004 to February
• 2006

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Next Steps

• Templates available on the web in September 2004.
• Piloting the new process in fall 2004

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What does the BOE team see?

• In the exhibit room (paper or electronic)
• Program Reports for SPAs or states
• State or SPA Reports of Findings
• Rejoinders

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NCATEs Websitewww.ncate.org
RESOURCE

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Other Accreditation Issues

• Revision of Standards
• Decisions of Other Accrediting Agencies (e.g.,
  CACREP or ASHA)
• Accreditation Information Management System
  (AIMS)
• Distance Learning

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States Moving to 7-Year Review Cycle 34

• Arkansas
• Arizona
• California
• Delaware
• Guam
• Hawaii
• Illinois
• Indiana
• Kansas
• Kentucky

• Maryland will move to 7-year cycle after
  institutions have been accredited under the new
  MD standards
• Michigan
• Minnesota
• Montana
• Nebraska
• New Hampshire
• New Jersey

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and more

• New Mexico
• New York
• North Carolina - will move to a 7-year cycle
  after institutions have been accredited under the
  new NC standards
• North Dakota
• Ohio
• Oklahoma
• Oregon

• Pennsylvania
• South Dakota
• Tennessee
• Texas
• Utah
• Vermont
• Washington, DC
• Wisconsin
• West Virginia
• Wyoming

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States considering the 7-year cycle, but have not
received approval from the appropriate board 8

• Nevada
• South Carolina
• Virginia

• Florida
• Idaho
• Louisiana
• Maine
• Missouri

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States retaining the 5-year cycle 6

• Alabama
• Colorado
• Georgia
• Mississippi
• Iowa
• Washington

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States that have not responded 5

• Alaska
• Connecticut
• Massachusetts
• Puerto Rico
• Rhode Island

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• Dont stop compiling data for your NCATE visit
  even if you just had a visit.