Tuesday,%20April%2019,%202011

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NCATE Unit Meeting Agenda

• Tuesday, April 19, 2011
• Van Houten South
• 930 a.m. 400 p.m.
•  
•  
• 930 1030 Introduction, Overview and Timeline
•  
• 1030 1200 Sharing SPA data by program
•  
• 1200 1230 Lunch will be provided
•  
• 1230 100 Overview of Standards needs
•  
• 100 150 Dr. Phillip Ginnetti sharing his
  experiences as an
• NCATE Board of Examiner
•  
• 150 200 Break
•  
• 200 400 Review of Conceptual Framework

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WHY NCATE ACCREDITATION?

• Program assessment and continuous improvement of
  our programs
• NCATE is an institution-wide effort.
• NCATE is faculty-driven.
• NCATE Standards are developed by the
• profession, not by NCATE.

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Edinboro Universitys Unit

• Consists of
• Art Education
• Early Childhood Special Education
• Health Physical Education
• Middle Secondary Education
• Music Education
• Professional Studies
• Speech - Language Pathology

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Edinboro Universitys Assessment System
Edinboro Universitys Mission/Goals
Professional Standards
State Licensure Requirements
Unit Mission/Goals
CONCEPTUAL FRAMEWORK
Performance- Based Assessments
Advanced Certification
Initial Certification
Transition 1 Admission
Unit/Program Data
Transition 2 Pre-Candidacy
Program Review
Candidate Data
Major Assessments
Transition 3 Candidacy
Transition 4 Clinical Experience
Unit and Program Improvement Plans
Transition 5 Graduate
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Big Questions

• Conceptual Framework
• What are the basic tenets of the conceptual
  framework and how has the conceptual framework
  changed since the previous visit?
• Standard One
• What do candidate assessment data tell the unit
  about candidates meeting professional, state,
  and institutional standards? For programs NOT
  nationally/state reviewed, summarize data from
  key assessments and discuss these results.
• Standard Two
• How does the unit use its assessment system to
  improve the performance of candidates and the
  unit and its programs?
• Standard Three
• How does the unit work with school partners to
  deliver field experiences and clinical practice
  to enable candidates to develop the K, S, Ds
  necessary to help all students learn?
• Standard Four
• How do the assessments demonstrate that
  candidates can demonstrate and apply
  proficiencies related to diversity? Do
  experiences provided for candidates include
  working with diverse populations, including
  higher education and P-12 school faculty,
  candidates, and students in P-12 schools?
• Standard Five
• How are faculty qualified and model best
  professional practices in scholarship, service,
  and teaching, including the assessment of their
  own effectiveness as related to candidate
  performance? Do they collaborate with colleagues
  in the disciplines and schools? Does the unit
  systematically evaluate faculty performance and
  facilitate professional development?
• Standard Six
• How does the unit provide leadership authority,
  budget, personnel, facilities, and resources,
  including information technology resources, for
  the preparation of candidates to meet
  professional, state, and institutional standards?

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Continuous Improvement Expectations

• Describe work done to move towards target
• Significant changes related to improvement of the
  selected standard

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Distance Education

• Meet the same standards as on-campus
• How do distance education programs ensure
• field experiences are well sequenced
• supervised by trained personnel
• Integrated into the program

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Questions for Distance Learning

• The following ten questions have been approved
• by the UAB as guides for BOE teams and
• institutions in the assessment of distance
• learning programs. These questions were
• developed to assist teams and units in
• determining whether distance learning offerings
• meet NCATE standards to the same degree as
• other programs offered by the unit through
• traditional means.
• http//www.ncate.org/documents/boeMaterials/
• distlearning.pdf

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NCATE Standard 1

• What assessments are used to monitor
• candidate performance and determine that
• proficiencies in standards are being met by
• candidates in distance learning programs?
• What do the data suggest about the
• performance of candidates in distance
• learning programs as compared to candidates
• in traditional programs?

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NCATE Standard 2

• What evaluations of the distance learning
• programs provide systematic and ongoing
• data for use in program improvement?
• What changes have occurred as a result of
• these evaluations?

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NCATE Standard 3

• How do distance learning programs in
• professional education ensure that field
• experiences and clinical practice are well
• sequenced, supervised by trained personnel
• and monitored by unit faculty, and integrated
• into the program?

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NCATE Standard 4

• How does the unit ensure that the curriculum
• provided through distance learning reflect
• diversity and prepares candidates to work
• with all students?
• How does the unit ensure that candidates
• interact with diverse faculty and peers?
• How does the unit ensure that candidates
• work with diverse student populations?

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NCATE Standard 5

• What are the qualifications of faculty
• members who teach via distance delivery that
• indicate they are proficient in the methods of
• delivery?

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Conceptual Framework and NCATE Standard 6

• To what extent are the design and delivery of
• distance learning programs consistent with
• the mission of the institution and the unit,
• supported by a conceptual framework and
• knowledge base, guided by a long-range
• plan, and supported by adequate resources?

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NCATE Standard 6

• How are distance learning programs,
• including programs that are acquired through
• contract with an outside vendor or delivered
• in a consortium arrangement, controlled,
• coordinated, and evaluated by the unit?

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NCATE Standard 6

• How are distance learning candidates
• provided advisement and personal access to
• faculty similar to that provided traditional
• candidates?

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NCATE Standard 6

• To what extent is the balance of part-time
• and full-time faculty, requirements for
• scholarship and service, and evaluation
• processes similar for faculty members who
• teach via distance learning and for other
• faculty members?

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Advanced Programs

• Field experience
• Meeting Standard 3 Clinical Experiences
• What is the Clinical component
• Programs without a SPA

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Advanced Programs

• NCATE accreditation includes all programs that
  prepare professionals to work in P-12 settings.
• Exceptions are programs in nursing, physical
  therapy, occupational therapy, and social work.

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Definition of Advanced Programs

• Programs at the post-baccalaureate levels for
• The continuing education of teachers who have
  previously completed initial preparation OR
• The preparation of other school professionals for
  work in P-12 school settingsincluding masters,
  specialists, and doctoral degree programs, as
  well as non-degree licensure programs.

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Examples of Advanced Programs

• Programs for the continuing education of
  teachers, including
• Masters in Curriculum and Instruction
• Masters degrees in elementary education,
  secondary education, etc.
• Programs for the preparation of
• Superintendents
• Principals
• School counselors
• School psychologists
• Reading specialists
• Educational technology specialists

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Are advanced programs included in the NCATE unit
review? In the NCATE program review process?
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• Yes, they are included in the NCATE Unit Review
• Yes, they are included in the NCATE Program
  Review if NCATE has standards for those programs
• State protocols indicate if programs must be
  submitted for national review

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What if the program is accredited by another
organization?

• If the programs are accredited by another
  accrediting agency recognized by NCATE (CACREP,
  ASHA, APA), they need only be included in the
  unit review for Standard 6
• Institutions should have a letter from the other
  accrediting agency and the report submitted to
  the other accrediting agency available for BOE
  review
• See NCATE policy on Relationships with other
  Nationally Recognized Accrediting Bodies for
  additional information
• http//www.ncate.org/Governance/NCATEPolicies/Acc
  reditationPolicies/OtherAccreditationBodies/tabid/
  333/default.aspx

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• AACSB International The Association to Advance
  Collegiate Schools of Business
• American Association of Family and Consumer
  Sciences (AACS)
• American Library Association (ALA)
• American Psychological Association (APA)
• Council on Academic Accreditation in Audiology
  and Speech-Language Pathology
• Council for Accreditation of Counseling and
  Related Educational Programs (CACREP)
• Montessori Accreditation Council for Teacher
  Education (MACTE)
• National Association of Schools of Art and Design
  (NASAD)
• National Association of Schools of Dance (NASD)
• National Association of Schools of Music (NASM)
• National Association of Schools of Theatre (NAST)

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Are the advanced programs for educators or
non-educators?

• For whom was the program designed?
• Where do the majority of program completers work
  after they complete the program?
• Are they working in the P-12 school setting?
• When there are questions, contact the NCATE office

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For assistance, check NCATEs website

• Accreditation/Preparing for the Visit/Resources
  Programs included in the NCATE Review at
• http//www.ncate.org/Accreditation/Preparingforthe
  Visit/Resources/tabid/291/default.aspx

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What does it mean for students to graduate from
an NCATE accredited university?

• The New Professional Teacher graduating from an
  NCATE-accredited institution  
• is able to handle the demands of a classroom on
  day onenot through on-the-job training
• knows the subject matter and a variety of ways to
  teach it to ensure student learning
• can manage classrooms with students from widely
  diverse backgrounds
• has a broad liberal arts education

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Continued

• is able to explain why he or she uses a
  particular teaching strategy based on research
  and best practice
• reflects on practice and changes what does not
  work
• is able to apply effective methods of teaching
  students of different backgrounds
• has had a number of diverse clinical experiences
  in P12 schools and studies under a wide variety
  of master teachers during a coherent program of
  clinical education
• nurtures the growth and development of each
  student in his or her classes

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Requirements for Advanced Programs in the
Standards
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Conceptual Framework

• Advanced level programs in the conceptual
  framework
• Mission, goals, philosophy, knowledge base
• Proficiencies
• Dispositions
• Assessment system

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Advanced Programs in Standard 1

• In Standard 1, advanced programs for teachers are
  specifically addressed in the first 4 elements
• In Standard 1, specific elements are labeled
  Other School Professionals
• Professionals knowledge and skills for other
  school professionals, including 80 rule
• Student learning for other school professionals
• In Standard 1, some elements are for both initial
  and advanced
• Dispositions for all candidates

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More on Standard 1

• Advanced level programs can address the elements
  of most standards in their national or state
  program reviews
• If there are professional/program standards for a
  given program, then the program should address
  those standards. See NCATE website under Program
  Review for list of program standards
• Programs for the continuing education of teachers
  are encouraged to use the NBPTS propositions
• If there are no program standards, the unit may
  use non-NCATE standards
• State reviews must examine assessments, scoring
  rubrics, and assessment data to be similar to the
  national program review process

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1a Content Knowledge for Teacher Candidates
Acceptable Target
Candidates in advanced programs for teachers have an in-depth knowledge of the content that they teach. Candidates in advanced programs for teachers are recognized experts in the content that they teach.
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1b Pedagogical Content Knowledge for Teacher
Candidates
Acceptable Target
Candidates in advanced programs for teachers demonstrate an in-depth understanding of the content of their field and of the theories related to pedagogy and learning. They are able to select and use a broad ranges of instructional strategies and technologies that promote student learning and are able to clearly explain the choices they make in their practice. Candidates in advanced programs for teachers have expertise in pedagogical content knowledge and share their expertise through leadership and mentoring roles in their schools and communities. They understand and address student preconceptions that hinder learning. They are able to critique research and theories related to pedagogy and learning. They are able to select and develop instructional strategies and technologies, based on research and experience, that help all students learn.
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1c Professional and Pedagogical Content
Knowledge and Skills for Teacher Candidates
Acceptable Target
Candidates in advanced programs for teachers reflect on their practice and are able to identity their strengths and areas of needed improvement. They engage in professional activities. They have a thorough understanding of the school, family, and community contexts in which they work, and they collaborate with the professional community to create meaningful learning experiences for all students. They are aware of current research and policies related to schooling, teaching, learning, and best practices. They are able to analyze education research and policies and can explain the implications for their own practice and for the profession. Candidates in advanced programs for teachers develop expertise in certain aspects of professional and pedagogical knowledge and contribute to the dialogue based on their research and experiences. They take on leadership roles in the professional community and collaborate with colleagues to contribute to school improvement and renewal.
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1d Student Learning for Teacher Candidates
Acceptable Target
Candidates in advanced programs for teachers have a thorough understanding of the major concepts and theories related to assessing student learning and regularly apply these in their practice. They analyze student, classroom, and school performance data and make data-driven decisions about strategies for teaching and learning so that all students learn. They are aware of and utilize school and community resources that support student learning. Candidates in advanced programs for teachers have a thorough understanding of assessment. They analyze student, classroom, and school performance data and make data-driven decisions about strategies for teaching and learning so that all students learn. They collaborate with other professionals to identify and design strategies and interventions that support student learning.
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1e Knowledge Skills for Other School
Professionals
Acceptable Target
Candidates for other professional school roles have an adequate understanding of the knowledge expected in their fields and delineated in professional, state, and institutional standards. They know their students, families, and communities use data and current research to inform their practices use technology in their practices and support student learning through their professional services. Eighty percent or more of the units program completers pass the academic content examinations in states that require such examinations for licensure. Candidates for other professional school roles have an in-depth understanding of knowledge in their fields as delineated in professional, state, and institutional standards and demonstrated through inquiry, critical analysis, and syntheses. They collect and analyze data related to their work, reflect on their practice, and use research and technology to support and improve student learning. All program completers pass the academic content examinations in states that require such examinations for licensure.
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1f Student Learning for Other School
Professionals
Acceptable Target
Candidates for other professional school roles are able to create positive environments for student learning. They understand and build upon the developmental levels of students with whom they work the diversity of students, families, and communities and the policy contexts within which they work. Candidates for other professional school roles critique and are able to reflect on their work within the context of student learning. They establish educational environments that support student learning, collect and analyze data related to student learning, and apply strategies for improving student learning within their own jobs and schools.
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Standard 2

• In Standard 2, advanced programs should be a part
  of the unit assessment system.
• Like initial teacher preparation programs,
  advanced programs should have
• Links to the conceptual framework (candidate
  proficiencies)
• Transition points
• Identified assessment measures
• Proof that assessment measures are accurate,
  consistent, fair, etc.
• Studies of graduates (often means surveys of
  graduates and employers)
• A system for the collecting, summarizing, and
  analyzing data
• Regular use of the data collected and examples of
  change

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Standard 3

• Advanced programs are expected to have a clinical
  component
• Advanced programs for the continuing education of
  teachers are expected to have a field component
• Most field experiences in programs for the
  continuing education of teachers can occur in the
  teachers own classroom
• Programs for the continuing education of teachers
  are expected to provide opportunities for
  candidates to participate in field experiences
  with students from diverse groups

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3b Design, Implementation, Evaluation of
Field Experiences Clinical Practice
Acceptable Target
Candidates in advanced programs for teachers participate in field experiences that require them to apply course work in classroom settings, analyze P-12 student learning, and reflect on their practice in the context of theories on teaching and learning. Candidates in programs for other school professionals participate in field experiences and clinical practice that require them to engage in structured activities related to the roles for which they are preparing. These activities involve the analysis of data, the use of technology and current research, and the application of knowledge related to students, families, and communities. Candidates in advanced programs for teachers participate in field experiences that require them to critique and synthesize educational theory related to classroom practice based on their own applied research. Candidates in programs for other school professional participate in filed experiences and clinical practice that require them to design, implement, and evaluate projects related to the roles for which they are preparing. These projects are theoretically based, involve the use of research and technology, and have real-world application in the candidates field placement setting.
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Standard 4

• Advanced programs should assess the units
  proficiencies related to diversity and should be
  able to identify where in their curricula they
  are addressed.
• If the programs have additional or slightly
  different proficiencies, this should be clearly
  stated in the conceptual framework.
• All of the elements on diverse candidates,
  faculty, and P-12 students apply to advanced
  level programs.

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Standard 5 6

• Advanced level programs should meet these
  standards just as initial level programs do.

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How do units incorporate advanced programs into
the process?

• Help faculty understand accreditation as a means
  of accountability and improvement.
• Help faculty clearly understand what is and what
  is not being asked of them.
• Help faculty members understand the standards and
  where advanced programs fit into the standards.
• Seek input from top administrators.

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SPA Writers

• CEC (Sped) Dr. Donna Murphy
• ELCC - Building (Ed Leadership)  Dr. Andrew
  Pushchak
• ELCC - District (Ed Leadership)    Dr. Andrew
  Pushchak
• IRA (Reading)                        Dr. Denise
  Finazzo-Gaines
• NAEYC (Early Childhood)       Dr. Sandi
  Waite-Stupiansky 
• NASP (School Psych)             Dr. Joel Erion
• NASPE (HPE)                          Prof. Mary
  McDade
• NCSS (Social Studies)             Dr. Charles
  Cross
• NCTE (English)                     Dr. Jo Ann
  Holtz
• NCTM (Math)                         Dr. Dennis
  Buckwalter
• NSTA (Science)                       Dr. Gwen
  Price

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Standards Chairs

• Conceptual Framework Dr. Rosemary Omniewski
• Standard 1 Dispositions    Dr. John Ziegler
• Standard 2 Assessment      Dr. Lisa Brightman
• Standard 3
• Clinical Experiences    Dr. Kathleen Benson
  (Ug) Dr. Barb Miller (Gr)
• Standard 4 Diversity       Dr. Susan Curtin
• Dr. Heather Kenny
• Standard 5 Faculty
• Qualifications               Dr. Laura Miller
• Standard 6 Governance    Dr. Scott Baldwin
• Professional
• Development Schools Dr. Virginia McGinnis

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Link for Retreat Resources

• http//www.edinboro.edu/departments/education/ncat
  e-retreat-april-2011.dot