Presenters:Honor Fede, ELCC

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ELCC Overview for Institutions

• Welcome!
• Presenters Honor Fede, ELCC
• Margie Crutchfield, NCATE
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• 130pm- First audio sound check
• 145pm- Final audio sound check
• 200pm- Session will begin

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Session Agenda

• Brief intro to NCATE
• ELCC Standards
• The Program Report
• Assessments
• The Review Process
• Resources

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• Orienting you to todays
• web-conference format

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ICON REVIEW

• Ask a
• question Polling Talk live

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A brief review of terms.

• Unit School, College, or Department of
  Education plus other entities on campus
• Program Specific Discipline Area
• Candidate preservice teachers
• Students K-12 students
• Program Report what the program submits
• Recognition Report what the reviewer completes

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Purpose of the Program Review

• Determine whether or not the program has in place
  a limited number (6-8) of comprehensive
  assessments that demonstrate candidate mastery of
  the SPA standards.
• Candidate performance on these assessments is
  appropriate to demonstrate mastery.
• Provide information for unit to use to respond to
  Unit Standard 1and for BOE members to determine
  if Unit Standard 1 is met

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NCATE Unit Standard 1

• Candidates preparing to work in schools as
  teachers or other school personnel know and
  demonstrate, the content knowledge, pedagogical
  content knowledge and skills, pedagogical and
  professional knowledge and skills, and
  professional dispositions necessary to help all
  students learn. Assessments indicate that
  candidates meet professional, state, and
  institutional standards.

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The ELCC Standards
Honor Fede, ELCC Coordinator [phone]
fedeh_at_principals.org
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ELCC Standards Building Level

• Building Level Programs
• Only submit programs that are intended to train
  school level administrators. Ph.D. programs
  generally are not.
• Must use building level criteria outlined in
  standard elements in assessment descriptions and
  scoring guides.
• Should not substitute ISLLC standards or state
  standards in lieu of ELCC standards.

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ELCC Standards District Level

• District Level Programs
• Only submit programs that have intent of
  training district level administrators. Ph.D.
  programs generally are not.
• Must use district level criteria outlined in
  standard elements in assessment descriptions and
  scoring guides.

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Lets talk about assessments
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ELCC Assessments

• 3 Content Assessments to measure candidates
  content knowledge of specific ELCC standard
  elements (paper and pencil type activities).
• 3 Professional Skill Assessments to measure
  candidates application of knowledge and specific
  skill development (must show candidates
  performing tasks gaining leadership skills).
• 1 Assessment to gather outcome data that
  demonstrates Effects on Student Learning
  (different expectation from other SPAs). How do
  your candidates create supportive learning
  environments school/district systems level not at
  classroom level).

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Type of ELCC Assessments

• Assessment 1 State Licensure Exam or another
  Assessment of Content Knowledge
• Assessment 2 Grades or another Assessment of
  Content Knowledge
• Assessment 3 Professional Skill Assessment of
  Instructional Leadership (ELCC 2.1, 2.2, 2.3,
  2.4)
• Assessment 4 Internship Assessment of Skills
• Assessment 5 Effects on Student Learning
• Assessment 6 Assessment of Content Knowledge
• Assessment 7 Professional Skill Assessment of
  Organizational Management and Community Relations
  (ELCC 3.1, 3.2, 3.3, 4.1, 4.2, 4.3)

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Assessment Descriptions

• Assessment may include one activity from one
  course or many activities (e.g., grouped under
  assessment category) from some courses across the
  program.
• Each activity is clearly delineated as it would
  be communicated to students NOT a brief
  description or summary of the required
  expectations for reviewers.
• Activity(ies) must show clear alignment to
  specific ELCC standard elements.

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What does alignment mean?

• Definition of Alignment
• The concepts addressed in the ELCC standard
  elements are visible in the assessment and
  scoring guide to the same degree of depth,
  breadth, and specificity.
• Does not necessarily mean the exact wording in
  the standard element needs to be contained in the
  description of the assessment or the scoring
  guide. However, same concepts must be there.
• Data must be aggregated by standard element
  (e.g., 3.1 or 4.2 not sub-elements 3.1a or 3.1b)
• Be sure to Align Assessment tools to ELCC
  Standard ELEMENTS (e.g., 3.1, 2.4, 1.5) where
  appropriate not sub-elements (e.g., 3.1a or 2.4b
  or 1.5a)

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New Content Assessment 2Course Grades

• Beginning Fall 2008 all SPAs will accept course
  grades as measure of content.
• Must be course(s) required for all candidates.
• Must include grade policy or definition of
  grades.
• Must be disaggregated by program level.
• Syllabi cannot be submitted.
• Submit chart listing course(s) and which SPA
  standards are addressed with brief description
• Must submit course grades means and ranges

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Format for Submitting Course Grades

• Part 1 Description and rationale for selection.
• Part 2 Matrix for showing alignment.
• Part 3 Grade Policy and minimum expections.
• Part 4 Data Table shows grade distributions and
  mean scores (Attach A)
• Program Advising Sheet if allow transfers into
  program.

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The Program Report Form
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Another Note on Terminology

• Program report (often called the initial report
  or submission) the report submitted to NCATE by
  the institution for review by the SPA.
• Revised report a second (or third) report
  submitted by the program when the decision on the
  previous submission was negative.
• Response to conditions report a report that
  address the specific conditions to recognition
  cited in the previous review that conveyed a
  Recognized with Conditions decision

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The Program Report Section I

• Five narrative responses plus the following
• Candidates and Completers chart
• Faculty chart
• Program of Study
• Section I provides reviewers with the
  background information they need in order to make
  sense of the report.

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The Program Report Section II

• The Section II chart is a simple list of the
  assessments you are submitting

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The Program Report Section III

• The Section III chart tells you, for each of the
  standards, which assessments provide evidence
  that candidates have mastered the knowledge and
  skills included in that standard.

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Program Report Section IV Section IV is the
heart of the program report

• For each of the 6-8 assessments submitted,
  theprogram must provide
• A narrative including a description of the
  assessment, the alignment of the assessment to
  standards, analysis of the data from the
  assessment, and an explanation of how the
  assessment provides evidence of meeting
  standards and
• Documentation of the assessment (the assessment
  instrument, scoring guide, data)

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• These will all be listed as attachments
• One attachment per assessment. Each assessment
  includes the 2 page narrative, the assessment
  (description), the scoring guide and the data
  chart)

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The Program Report Section V

• In Section V, the program must describe how it
  has used the data from the submitted assessments
  as a way to evaluate and make changes to its
  program.
• For example, the subscores on a state test may
  show that candidates score lower in a particular
  domain or skill. This should have prompted the
  program to consider whether it needs to increase
  attention to that area within the curriculum
  or just monitor that area carefully in future
  data reports.

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The Program Report Section VI

• Required only in Revised or Response to
  Conditions reports.
• This section should tell the reviewer what the
  program has done to address the concerns or
  conditions to recognition specified in the
  previous report, as well as provide a summary of
  what has been submitted in the current report.
  Reviewers have access to the previous program
  report and to the previous recognition report.

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Questions?
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The program review process
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Program Review Process

• NCATE conducts program reviews through
  electronically submitted program reports using
  ELCC trained reviewers.
• ELCC designed assessments measure candidates
  content knowledge, professional skills, and their
  effects on student learning (provide an
  environment supportive to learning). (This aligns
  to NCATE Unit Standard 1)

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Program Review Structure

• ELCC Team (2 member)
• One practitioner or professor w/practitioner
  experience
• One educational leadership faculty from
  university or college (preferably NCATE
  accredited)
• Responsible for initial review and makes program
  recommendations to Audit Committee
• ELCC Audit Committee
• Five member NPBEA board w/representation from
• Two professor groups (ncpea, ucea) two
  practitioner groups (ascd, nassp) and another
  NPBEA group (ccsso). Three year rotation
• Has oversight responsibility for ensuring
  fairness, unbiased reporting. Makes final program
  recognition decisions. May overturn team
  recommendations when necessary

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Program Review Decisions

• For Programs Not Previously Recognized
• National Recognition contingent on unit
  accreditation
• National Recognition with Conditions
• Must submit Response to Conditions Report within
  18 months
• Have 2 opportunities within 18 months to attain
  national recognition. If unsuccessful status
  changes to Not Recognized
• Further Development Required
• Have 2 opportunities within 12-14 months to
  attain national recognition or conditional. If
  unsuccessful status changes to Not Recognized.

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Program Review Decisions

• For Programs Currently Recognized
• Continued National Recognition status
• Continued National Recognition with Conditions
• Must submit Response to Conditions Report within
  18 months
• Have 2 opportunities within 18 months to attain
  national recognition. If unsuccessful status
  changes to Not Recognized
• National Recognition with Probation
• Submit Revised Report or New Report within 12-14
  months.
• Have 2 opportunities within 12-14 months to
  attain national recognition or conditional. If
  unsuccessful status changes to Not Recognized.

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Conditional Report Decisions

• Conditions could include one or more of
  following
• Lack of alignment between assessments, scoring
  guides, and/or aggregated data tables
• Are poorly designed and do not show sufficient
  alignment to ELCC standard elements (e.g. 3.1,
  4.1)
• Insufficient amount of data
• Insufficient number of SPA standards are met
• Does not meet 80 pass rate on state exam

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PRS System Some tips

• Section 1 Charts and graphs not permitted in
  any text section. Submitted separately.
• Section 1 each response no more than 4,000
  characters except question 2 8,000.
• Section V Word count limit is 12,000 characters
  no charts or tables.
• Entire Report - no more than 20 individual
  attachments and no larger than 2 MB.
• NCATE must be notified no less than one month in
  advance of submission.
• Section IV assessments submit as one file per
  assessment preferably 5 text pages each
• Attachments allowed in Section I IV only

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Amount of Data NCATE Requires

• Programs Submitted Data Required
• Spring 2009 Two years
• Fall 2009 Three years

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Where to Find Help

• To find ELCC Standards and Program Report
  Templates
• http//www.ncate.org/institutions/programStandards
  .asp?ch90
• Electronic Reporting or Submission-Robin Marion
  Robin_at_ncate.org or 202-466-7496
• ELCC Assessment DesignHonor Fede
  fedeh_at_principals.org. or 703-860-7207

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Resources for Institutions on NCATE web site

• www.ncate.org
• click on Institution
• then Program Review

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Here are some of the resources available to you

• ?Program Standards by SPA
• ?Program Report Templates
• ?Institution Guidelines for Initial, Response to
  Conditions, or Revised reports
• ?Instruction for using the web-based system
  (PRS)
• ?Web Cast Archive
• ? Mini videos
• ?Examples of Assessments
• ?Examples of Program Report Sections
• ?FAQs
• ?Checklist for Institutions

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