Purdue University NCATE/IPSB Accreditation Visit

1. Purdue UniversityNCATE/IPSB Accreditation Visit ___________________ Teacher Education Programs (March 6 – 10, 2004)

2. NCATENational Council for Accreditation of Teacher Education • Voluntary • Recognized by theU. S. Department of Ed. • 46 State Partnerships plus D. C. and Puerto Rico

3. IPSBIndiana Professional Standards Board State of Indiana agency National accreditation encouraged, but not mandatory Same standards as NCATE Partnership State - Joint Visit

4. Why is NCATE/IPSB Accreditation Important? Assures public of highly qualified teachers as required by “No Child Left Behind” (NCLB) It provides visible assurance to the citizens of Indiana that Purdue University is working to meet education needs within the state – and it is in Purdue’s Strategic Plan Without NCATE/IPSB accreditation our teacher education graduates cannot get licensed in Indiana - or most other states

5. National/international reputation Strong commitment to Land Grant mission New president &strong leadership team Strong focuson strategic planning Strong partnerships with content area departments in other schools DISCOVERY The Next Level: PREEMINENCE ENGAGEMENT LEARNING Purdue University

6. Types/categories and number of programs Number of schools, school visits and students served The Next Level: PreeminencePurdue Strategic Plan 2001-2006 Key Strategies Specific to Goal 3 (Engagement) “Strengthen preparatory education through enhanced, ongoing engagement with PK-12 schools, with special emphasis on reading, writing, math and science.” Metrics

7. Deborah Bennett Director Assessment Research Center Sidney Moon Director Gifted Education Resource Institute Richard Lesh Director School of Mathematics and Science Center and Twenty-first Century Conceptual Tools DEAN George Hynd Teacher Education Council Mike Kremer Manager Business Office Abe Cross Director Development Robert EvansDirector Office of Information Technology T.J. OakesDirector Office of Professional Preparation and Licensure Sidney Moon Interim Associate Dean Academic Programs Wm. McInerney Interim Associate Dean Engagement Phillip VanFossen Director Ackerman Center Linda Austin Director Office of Field Experiences Jane Ann Dimitt Director Office of Advising and Recruiting • Jim Lehman, Head • Department of Curriculum and Instruction • Maribeth Schmitt, Director • Purdue Literacy Network Project Patty MasonDirector Office of Graduate Studies Kevin Kelly, Head Department of Educational Studies Purdue Counseling and Guidance Center Robert Evans Managing Director Technology Resources Center

8. Purdue University Teacher Education Program Governance and Administrative Structure

9. Professional Preparation Model • Strong commitment to a professional preparation model • Model adopted in 1992, reaffirmed in 1999 & 2003 by Teacher Education Council (TEC) • Based on research & best practice

10. Includes a set of block courses, eachblock with a corresponding field experiencecalled “Theory Into Practice” (TIP) Reforms are aimed to achieve Programmatic coherence through the use of sequenced blocks Additional, earlier, and more meaningful field experiences through the TIPs Additional emphasis on technology, diversity and assessment Purdue’s Teacher Education Programs

11. Assessment Blocks, Gates & Courses Graduation Relationships Among Elementary and Secondary Education Gates, Blocks and Courses

12. Assessment Blocks, Gates & Courses EARLY CHILDHOOD EDUCATION

13. Historical commitment to content area learning Respect for faculty ownership from across campus as evidenced by joint, split & courtesy appointments Governed by Teacher Education Council (TEC) Strong commitment to sequenced field experiences prior to student teaching Continuously engaged in self study Strengths of the Teacher Education Program

14. Stakes are higher (NCLB) Input versus output - performance-based standards and assessments Accreditation requires involvement of the entire university - shared vision We can no longer assume that we are preparing good educators; we must provide evidence of that fact Challenges of the New Standards(Professional and NCATE)

15. Saturday - team arrives, orientation Sunday - team meets, Exhibit Room, presentation/evening function Monday - interviews, observations, visits to schools Tuesday - interviews, observations Wednesday - draft report, exit conference The Purdue Visit

16. Institutional Report Exhibit Room Interviews BOE Gathers Data

17. Institutional Report* forContinuing Visits Section 1. Overview of the institution Section 2. Conceptual framework Section 3. Evidence for meeting six standards *http://admin2.soe.purdue.edu/ncate/IR

18. Program Descriptions • Initial Teacher Education Preparation Programs: 28 • http://admin2.soe.purdue.edu/ncate/Programs/ITP/ITP.htm • Advanced Preparation Programs: 36 • http://admin2.soe.purdue.edu/ncate/Programs/AP/AP.htm • Program Summary URL with Template: • http://admin2.soe.purdue.edu/ncate/Programs/

19. 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 NCATE Standards

20. Faculty, candidates, staff, school personnel, & administrators in all schools Possible questions/answers http://arc.soe.purdue.edu/AssessmentCouncil/ NCATE/BOEReportQuestions.doc Interviews

21. BOE writes report Institution writes rejoinder Report & rejoinder go to NCATE Unit Accreditation Board Accreditation status determined by NCATE (Fall 2004) Accreditation status determined by IPSB (Fall 2004) After the NCATE/IPSB Visit

22. Possible outcomes Accreditation Continued (7 years) Accreditation Continued with Conditions to be removed within two years with a focused visit Accreditation Continued with Probation to be removed within two years by an initial-like visit NCATE/IPSB Accreditation Decision

23. Questions/Discussion The NCATE/IPSB March 6-10, 2004 Visit