Title: NCATE Standard 1 and the New Program Review Process
1NCATE Standard 1 and the New Program Review
Process
- Donna M. Gollnick
- National Council for Accreditation of Teacher
Education - September 2004
2NCATE 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
3Candidate Knowledge,Skills, and Dispositions
Standard 1
41. 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.
5Dispositions - 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.
6Dispositions (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.
7Dispositions for All Candidates
8from 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.
9Dispositions are
- demonstrated in P-12 classrooms, courses, papers,
etc.
10Exercise 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?
11AREAS 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.
12- 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.
13- 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.
141. 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
15Content Knowledge for Teacher Candidates (Initial
and Continuing Preparation of Teachers)
16Content Knowledge for Other Professional School
Personnel
17State Licensure Requirements in NCATE
18- 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.
19- 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)
20Percentage of Candidates Passing Praxis in
Academic Year 2003-2004
21National Benchmarks
- Biology Education
- Elementary Education
- English Education
- Mathematics Education
- Social Studies Education
221. 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
231. 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.
24Candidates
- 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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26Assessments
- Student work samples
- Case studies analyzing student learning
- Portfolio tasks on student assessments
- Student teaching and internship evaluations
- Etc.
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28Required Evidence
- Admissions Data
- Internship assessment data
- Licensure test data
- Follow-up studies
29Performance 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.
30Which 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
31Program 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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33New NCATE Program Review Process
34Principles for the Reform of the Program Review
Process
- Continue to rely on expertise of SPAs
- Reduce costs for SPAs by transferring management
to NCATE - Reduce costs and burdens for institutions
- Consistency across SPAs
- Closer alignment to NCATE Standard 1
35- Web-based program report and SPA report
36First, the basics.
- Which institutions have to do NCATE program
reports (based on state partnerships) - NCATE terminology
- What programs are covered by NCATE standards
- When reports are due
37Terminology
- SPA Specialized Professional Association that
develops standards and conducts program reviews - Program Report Online report submitted to NCATE
by institution - NCATE Program Recognition Report Report by
which NCATE will convey the SPAs decision on
national recognition
38Program Recognition vs. Accreditation
- A program is awarded national recognition when it
meets SPA standards and is accredited by NCATE - An institution receives accreditation when it
meets the NCATE unit standards - The scope of NCATE accreditation includes all
P-12 education programs
39NCATE has standards for the following programs
- Early Childhood Education
- Educational Communications and Instructional
Technology - Educational Computing and Technology
- Educational Leadership
- Elementary Education (Initial)
- English as Second Language Education (Initial)
- English Language Arts Education (Initial)
- Foreign Languages Education (Initial)
- Health Education (Initial)
- Mathematics Education (Initial)
- Middle School Education
- Physical Education
- Reading Education
- School Library Media
- School Psychology
- Science Education (Initial)
- Social Studies Education (Initial)
- Special Education
- Technology Education (Initial)
- Initial standards are for programs leading to
first teaching license
40NCATEs New On-Line Program Review System
41QUESTIONS 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?
42Components of the New Program Report
- Cover sheet
- Section I Contextual information
- Section II Assessments
- Section III Standards Assessment Chart
- Section IV Evidence of Meeting Standards
- Section V Use of Assessment Results to Improve
Performance
43Section 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
44Section 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
45Section 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.
? ? ? ? ? ? ? ?
? ? ? ? ? ? ? ?
? ? ? ? ? ? ? ?
466-8 Assessments The Rules
- Institution must submit a minimum of six
assessments, unless the SPA specifies more than
six required assessments - Institution may submit additional assessments
when SPA does not specify all eight assessments - Five specific types of assessments are required
by all SPAs
47Section 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
48Section 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
? ? ? ? ? ? ? ? ?
? ? ? ? ? ? ? ? ?
49Examples of Tables for Aggregating Assessment
Data
50Teacher Candidates in Science (45 Candidates)
51Teaching Performance During Internship Final
Evaluation
52Effectiveness 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
53Section 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
54SECTION IV Organization of Proficiency Areas
- 1. Content knowledge
- 2. Pedagogical and professional knowledge,
skills and dispositions - 3. Effects on student learning
55Section 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.
561 (Required)-CONTENT KNOWLEDGE
- Data from licensure tests or professional
exam-inations of content knowledge.
572 (Required)-CONTENT KNOWLEDGE
- Assessment of content knowledge in the
discipline to be taught, teaching field, or other
education professional field.
583 (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.
594 (Required)- PEDAGOGICAL PROFESSIONAL
KNOWLEDGE, SKILLS, AND DISPOSITIONS
- Assessment that demonstrates candidates'
knowledge, skills, and dispositions are applied
effectively in clinical practice.
605 (Required)-EFFECTS ON STUDENT LEARNING
- Assessment that demonstrates candidate
effects on student learning, or on providing
supportive learning environments for student
learning.
616 (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.
627 (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.
638 (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.
64Examples of SPA-specific Assessments
65Example of a Unique SPA Assessment (ISTE)
- A hardware/software needs assessment survey in
which the candidate gives the survey, analyzes
the data collected, develops a budget for
creating the environment using the suggested
hardware/software, and develops a multimedia
presentation that conveys the results to the
educational community
66Example of a Unique SPA Assessment (NSTA)
- Research assessmentrequiring candidates to
design and conduct data on a problem in science,
collect, process and report data, and report the
research results in a manner consistent with
procedures of the scientific community.
Demonstrated practical experience in research may
meet this requirement.
67Example of a Unique SPA Assessment (ACTFL)
- Assessment that demonstrates candidates engage in
professional development opportunities that
strengthen their competencies, promote
reflection, and enable them to become advocates
for foreign language study
68Science 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.
69Section 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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71Alignment of Program Review with Standard 1
Professional Pedagogical Knowledge, Skills,
Dispositions
Rubric elements 3-5
P-12 Student Learning
Rubric elements 6-7
72Features 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
73When are program reports due?
- Under old process 2-3 semesters before the
NCATE visit - Under new process one semester before the NCATE
visit (if seeking first accreditation, two
semesters before the visit has been proposed)
74What if . . .
- the program is new or in redesign?
- the program doesnt have any candidates in the
pipeline? - the program is (very) small?
- the program doesnt lead to licensure or
certification? - the program is an endorsement or add-on?
- there are no NCATE standards for the program?
75What Decisions Can Reviewers Make?
- The SPA reviewers will make one of the
following decisions based on your program
report - The program is nationally recognized.
- The program is nationally recognized with
conditions. - A decision is deferred, pending submission of
additional or clarifying information. - The program is not nationally recognized a new
program report may be submitted.
76The 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
77The 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
78The 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
79Use 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.
80Management 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.
81Lead 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.
82When 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.
83Timeline for Implementation
- 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
84What if . . .
- the program is new or in redesign?
- the program doesnt have any candidates in the
pipeline? - the program is (very) small?
- the program doesnt lead to licensure or
certification? - the program is an endorsement or add-on?
- there are no NCATE standards for the program?
85What ifs
- What if the program is offered at different
degree/award levels? - What if the same program is offered at different
campus sites? - How much data do we need?
- What if our current program assessments are not a
close match to the 6-8 SPA assessments?
86Next Steps
- Templates available on the web in September 2004.
- Piloting the new process in fall 2004 and spring
2005
87What does the BOE team see?
- In the exhibit room (paper or electronic)
- Program Reports for SPAs or states
- State or SPA Reports of Findings
88Who to Contact
- Wendy Wiggins, Director of Program Reviews,
wendy_at_ncate.org - Margie Crutchfield, Associate Vice President for
Program Reviews, margie_at_ncate.org
89NCATEs Websitewww.ncate.org
Another Resource
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93The Electronic Submission and Review of Program
Reports
- NCATEs Accreditation Information Management
System (AIMS)
94Upon logging in, the system brings you to your
own summary home page. Different shared work
areas, called communities in AIMS, are setup for
each group of users each Institution, each SPA,
each Program under review, and for NCATE staff.
All the forms, reports, documents and
instructions you need are found in the
appropriate communities. You can only go to
shared work areas for the group(s) you belong to.
If you belong to multiple groups, your home page
shows a list of your communities with links, so
you can go to any of them.
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98The multi-paneled Program Report Submission
screen allows the Institution user to fill out a
series of forms, displayed in the same format as
the printed version of the form. The system
treats all sections as part of a single report.
99Questions for the Program Report are determined
dynamically from NCATEs file of each SPAs
unique program requirements.
100A SPAs home page a shared workspace for all of
a SPAs AIMS-related activities
Reference documents and Directory of institution
contacts who share this workspace, with links to
email them, and shared calendar.
101Other Accreditation Issues
- Revision of Standards
- Decisions of Other Accrediting Agencies (e.g.,
CACREP or ASHA) - Accreditation Information Management System
(AIMS) - Distance Learning
102- Dont stop compiling data for your NCATE visit
even if you just had a visit.