NCATE Unit Standards 1 and 2: Expectations and Evidence

1. NCATE Unit Standards 1 and 2: Expectations and Evidence Overview Antoinette Mitchell Trinity University Fall 2009

2. NCATE Vocabulary • Accreditation • Unit • Initial programs vs. advanced programs • Unit review vs. program review • SPA standards = program standards = professional standards • Candidates vs. students • BOE vs. UAB

3. NCATE is Changing • New President in July 2008 • Approval of NCATE Executive Board to make significant changes in the system • Bulk of changes create greater options in the process, seek to reduce burden, and increase value • Staff spent the last year developing implementation plans for the changes • Changes become mandatory for units with visits in fall 2012 and beyond • Units with visits prior to fall 2012 can pilot the changes

4. NCATE is Changing • Beginning in fall 2012, first-time institutions will have options: • First-time Visits (for all providers) • Institution submits Preconditions; annual reports due after pre-candidacy is granted • Institution submits Program Reports • Shorter report, less data, flexibility of assessments • Early review of streamlined IR and exhibits by off-site BOE team 6-12 months prior to visit • Three-day BOE visit with 3-5 BOE members based on findings of off-site review, a sampling to verify accuracy of IR, and any new matters that come to the attention of the team • Units with one program submit special IR with focus on assessment data • Option may be created to allow first-time institutions to submit proposal on how they are meeting the standards

5. NCATE is Changing • Beginning in fall 2012, continuing institutions will have two options: 1. Continuous Improvement • Write IR focused on change since the last visit, standard or element • Review of IR and exhibits prior to the visit • Review based on reduced exhibit list • Program review submissions are shorter, less data, mid-cycle • Must demonstrate movement toward target • Three day visit with three to five member team

6. NCATE is Changing 2. Transformative Initiative designed to lead the field and increase student learning • Institution submits program reports, mid-cycle report making the case that standards are being met, and Transformative Initiative proposal at mid-cycle. • NCATE Committee reviews submission, annual reports, program reports and recommends eligibility for TI; UAB accepts TI proposal • In consultation with the unit, a consultant is identified to review implementation • Institution submits annual reports to NCATE on progress of TI • Institution hosts 3-day on-site visit at end of cycle focused on concerns raised at mid-cycle review; at the request of the unit, the designated consultant will be asked to provide feedback on the TI • When completed, institution submits final report; consultant reports on institution’s fidelity to plan and recommends whether TI should be shared with field

7. NCATE’s Unit Review ProcessNow thru spring 2012 • Notification/Intent Form • (due 2 years before visit) • Program Review –National program review docs • (due 1 yr. prior to visit) • Self-study resulting in Institutional Report based on Unit Standards • (due 60-30 days out) • Pre-visit and Visit using Unit Standards • UAB Meets/Makes decision • (following semester)

8. NCATE’s Unit Review ProcessNow thru spring 2012 • Current options: • Shorter visit • Smaller team • Optional face-to-face pre-visit • Optional poster session • Pilot some the new procedures (contact Donna Gollnick)

9. Program Review Process • Purpose of the program review • Sub-set of the unit review process • Provides an in-depth expert review of programs based on national/state standards in the various program areas • Provides the unit and BOE with information and data to use in response to Standard 1: Candidate Knowledge, Skills, and Professional Dispositions. • Sometimes conducted by the state and sometimes conducted by NCATE

10. NCATE’s Program Review Process • Design features • Web-based review– institutions, reviewers, reports • Submission includes assessment instruments, scoring guides, and data • Report includes analysis of alignment, whether program standards are met based on the data, information for BOE based on elements in Standard 1 • Institutions have multiple opportunities to submit beginning a year before the visit • Decisions result in national recognition, recognition with conditions, recognition w/ probation, or further development required

11. NCATE Unit Standards • Developed with input from the professional community • Effective for all visits in fall 2008 and beyond

12. Structure of the Unit Standards • Six unit standards • Apply to all programs, initial teacher preparation and advanced • Include the standard, a rubric, and an explanation

13. Standard 1: Candidate knowledge, skills, and dispositions • Candidates preparing to work in schools as teachers or other school professionals 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.

14. Standard 1: Candidate knowledge, skills, and professional dispositions • Candidates have knowledge, skills and professional dispositions • 1a. Content Knowledge for Teacher Candidates • 1b. Pedagogical Content Knowledge and Skills for Teacher Candidates • 1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates • 1d. Student Learning for Teacher Candidates

15. Standard 1: Candidate knowledge, skills, and professional dispositions • Candidates have knowledge, skills and professional dispositions • 1e. Knowledge and Skills for Other School Professionals • 1f. Student Learning for Other School Professionals • 1g.Professional Dispositions for All Candidates

16. Standard 1: Candidate knowledge, skills, and professional dispositions • Assessments indicate that candidates meet • Professional standards • State standards • Institutional standards - learning proficiencies identified in the conceptual framework

17. 1a.Content knowledge (teacher candidate) • Candidates know subject matter • Candidates can explain concepts in professional, state, and institutional standards • 80 percent or more of program completers pass the content exam for state licensing, in states that have such an exam • Candidates in advanced programs for teachers have an in-depth knowledge of the content that they teach

18. 1b. Pedagogical content knowledge and skills for teacher candidates • Candidates have broad knowledge of instructional strategies – pedagogical and content • Candidates can present content in clear and meaningful ways • Candidates can integrate technology in presenting

19. 1b. Pedagogical content knowledge and skills for teacher candidates • Advanced level candidates* • Have an in depth understanding of content and theories related to pedagogy and learning • Are able to select and use a broad range of strategies • Are able to explain choices

20. 1c. Professional and pedagogical knowledge and skills for teacher candidates • Candidates can apply their professional and pedagogical knowledge and skills • Sociological, historical, philosophical foundations • Professional ethics, law and policy • Candidates consider school, family and community contexts • Candidates consider prior student experiences • Candidates know major schools of thought • Candidates can analyze research findings

21. 1c. Professional and pedagogical knowledge and skills for teacher candidates • Advanced candidates • Reflect on practice • Engage in professional activities • Know school, family, and community context • Collaborate with professional community • Aware of current research • Can analyze educational research and policies; implications

22. 1d. Student learning for teacher candidates • Candidates focus on student learning as shown in: • Assessments, adjustments, and monitoring of student learning • Development of meaningful learning experiences based on developmental levels and prior experience

23. 1d. Student Learning for teacher candidates • Candidates in advanced programs • Have thorough understanding of major concepts and theories related to assessment • Apply these theories and concepts • Analyze and use student, classroom, and school performance data • Are aware of and use school and community resources

24. 1e. Knowledge and skills for other school professionals • Others have adequate understanding of prof. knowledge • 80 percent rule • They know students, families, and communities • They use research to improve practice • They use technology to improve practice • They support student learning • * this element was combined with the element on content knowledge for opsp in former standards

25. 1f. Student learning for other professionals • Other school professionals create positive learning environments • They understand: • Developmental levels • Student, family, and community diversity • The policy context in which they work

26. 1g. Professional dispositions • Candidates are familiar with expected professional dispositions • Dispositions in professional, state, and institutional standards are reflected in their work • All candidates demonstrate classroom behaviors consistent with the ideals of fairness and the belief that all students can learn • Candidates demonstrate professional dispositions

27. Expectations for Professional Dispositions(1g) • “Professional dispositions” and “fairness” are defined in glossary • Fairness and belief that all students can learn …such as • Showing respect for students and families • tone, accommodations, learning goals, inclusion • Working with all students in the class • Quality and amount of interaction • Adjusting methods of instruction, lesson plans • Assessed through • Observations, guided reflection, peer review, • Interviews, papers, lesson plans, analysis of tapes

28. Performance data must be summarized: • The unit is responsible for making links between evidence and standards • BOE teams are making judgments about the unit and its programs, not individual students. • Data should demonstrate that most candidates meet standards • Time does not allow BOE to view each candidate’s work- summarize data from assessments! • Don’t save all candidate work; only a few samples of candidate work for each key assessment

29. Assessment data Key assessments for ksd and scoring guides Results of program review (ncate/state) State licensing exams scores Assessments of CF outcomes/proficiencies Assessments of prof. dispositions Reports from other accreditors Samples of Candidate work Follow-up studies of graduates - data Follow-up studies of employers – data Evidence for Standard 1

30. How Much Data are Enough For institutions reviewed in fall 2009 and beyond, three years of assessment data are expected at a minimum

31. Common Areas for Improvement Cited for Standard 1 • The unit does not have summarized performance data indicating that candidates have the necessary content knowledge in their areas of study. • (Advanced) The secondary math program has not assessed candidate dispositions.

32. Standard #2 Assessment system and unit evaluation (2a) • Unit has an assessment system • reflects the conceptual framework • Identifies compreh/integr measures • Monitors candidate performance & unit operations • Includes multiple assessments & transition points • Includes fair, accurate, consistent assessments w/ efforts to eliminate bias - includes unit operations

33. Standard 2: Assessment system and unit evaluation (2b) • Data collection, analysis, and evaluation • System is maintained, data are collected regularly on • applicant qualifications • candidate proficiencies • competence of graduates • unit operations • program quality

34. Standard 2: Assessment system and unit evaluation (2b) • Data collection, analysis, and evaluation • System uses multiple assessments, internal and external • System is maintained; data are collected from: • applicants • candidates • recent graduates • faculty • others in professional community

35. Common Assessments and Measures at Key Decision Points Initial Teacher Preparation Before Entry to Exit from Program Admission Clinical Practice Clinical Practice Completion -GPA -Evaluation of -GPA -Praxis I -GPA in education clinical practice -Praxis II -Faculty recom- courses-Candidate -Candidate mendations -Field experience portfolios portfolios -Writing sample evaluations -Evaluation by -Student -Technology -Dispositions program teaching assessment assessments supervisor -GPA in educa- -Oral com- -Unit/lesson plans -Teacher work tion courses munications-Praxis IIsample-Exit surveys assessment -Teacher work -Unit/lesson plans -Self-assess- samples -Dispositions ments -Faculty recom-assessments mendations

36. Common Assessments and Measures at Key Decision Points Advanced Preparation Before Entry to Exit from Program Admission Clinical Practice Clinical Practice Completion -GPA -GPA -Evaluation of -GPA -GRE or MAT -Candidacy clinical practice -Theses/projects -Faculty recom- -Course level -Candidate -Dissertations mendations assessments portfolios-Comprehensive -Writing sample-Dispositions examinations -Interviews assessments -Candidate -Candidate portfolios portfolios tion courses -Reflection papers-Praxis II -Faculty recom- mendations -Completion of credits

37. Data are regularly and systematically (2b): • Compiled • Summarized • Analyzed • Maintained using information technology • The unit disaggregates data for alternate route, off-campus, and distance learning programs. • The unit maintains records of formal complaints

38. Standard 2: Assessment system and unit evaluation (2c) • Use of data for program improvement • Unit systematically and regularly uses data to evaluate the efficacy of courses, programs, and clinical experiences • 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 • Faculty have access to data or data systems

39. Document describing Assessment System Key Assessments Summaries of assessment data at transition points Minutes of meetings on development Procedures to ensure f.a.c.f Policies for complaints w/files and response Description and demonstration of use of information tech (disagg.) Polices/procedures for how data are coll, sum, analyzed, and used Examples of changes made based on data from assessment system Evidence for Standard 2

40. Common Areas for Improvement Cited for Standard 2 • The unit assessment system does not include the evaluation of unit operations. • The unit’s assessment system does not address candidate outcomes identified in the conceptual framework. • Although programs are involved in the collection of data, the unit does not systematically analyze and evaluate those data for program and unit improvement. • The unit has not used data from the assessment system to make program improvements.

41. Options Currently Available • Options for institutions, BOE Chairs,and states to consider: • Previsit via conference call or other tech. • Optional poster sessions • Elimination of visits to schools • Shorter visits (Sunday – Wednesday)

42. Standard 3: Field experiences and clinical practice • 3a.Collaboration between unit and school partners • Includes design, implementation, evaluation • Includes determining placement • Includes sharing expertise to support candidate learning

43. Standard 3: Field experiences and clinical practice • 3b. Design, Implementation, and Evaluation of Field Experiences • Field experiences are varied • Both reflect the unit’s conceptual framework • Candidates use information technology • Sufficiently extensive and intensive • Criteria for school-based faculty • School faculty are prepared for their roles* • Clinical faculty provide regular support

44. Standard 3: Field experiences and clinical practice • Candidates in advanced programs for teachers • Must complete structured field experiences • Apply course work in classroom setting, analyze, reflect • Candidates in programs for other school professionals • Must complete structured field experiences • Must complete clinical practice • Involve analyzes of data, use of technology, application of knowledge related to students, families, and communities

45. Standard 3: Field experiences and clinical practice • 3c. Candidates develop ksd’s to help all students learn • Entry and exit criteria exist • Assessments (multiple) are linked to standards • Assessments conducted jointly by partners • Allow time for reflection, feedback • Provide learning opportunities for candidates • All candidates are exposed to settings with diverse students

46. Standard 3: Field experiences and clinical practice • Candidates in advanced programs • Candidates in advanced programs for teachers participate in field experiences • Candidates in programs for other professional school personnel participate in field experiences and clinical practice • Field experiences and clinical practice can take place in candidates’ school setting • All candidates must have experiences with diverse students

47. Standard 4: Diversity • The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P-12 school faculty, candidates, and students in P-12 schools.

48. Standard 4: Diversity • 4a Curriculum and field experiences • Framework for understanding diversity • Not as an add-on , thoughtful integration • Clear proficiencies and assessments • Multiple perspectives • Climate that values diversity • Knowledge of English language learners

49. Standard 4: Diversity • (4a con’t) Connect lessons/services to student experiences and culture • Neighborhood interests, history, mores, families • Communicate with families in ways that are sensitive to culture and gender differences • Understand family prior experiences with schooling • Navigate language barriers • Think about ways to involve families that are non-threatening, relaxing • Contact families with good news

50. Standard 4: Diversity • Supporting explanation: Candidates are helped to understand the impact of discrimination based on race, class, gender, disability, sexual orientation, and language on students and their learning.