NCATENCATE STANDARD I STANDARD I STATUS REPORT STATUS REPORT

Hyacinth E. FindlayHyacinth E. Findlay March 1, 2007March 1, 2007

NCATE Unit Standard 1:NCATE Unit Standard 1:

Candidates Candidates know the content of their fields know the content of their fields demonstrate professional and pedagogical demonstrate professional and pedagogical

knowledge, skills, and dispositions and knowledge, skills, and dispositions and apply them so that students learn apply them so that students learn Assessments indicate that candidates meet Assessments indicate that candidates meet

professional, state, and institutional professional, state, and institutional standardsstandards

ElementsElements CONTENT KNOWLEDGE FOR TEACHER CONTENT KNOWLEDGE FOR TEACHER

CANDIDATESCANDIDATES(Initial and Continuing Preparation of Teachers)(Initial and Continuing Preparation of Teachers)

CONTENT KNOWLEDGE FOR OTHER CONTENT KNOWLEDGE FOR OTHER PROFESSIONAL SCHOOL PERSONNELPROFESSIONAL SCHOOL PERSONNEL

ElementsElements PEDAGOGICAL CONTENT KNOWLEDGE FOR PEDAGOGICAL CONTENT KNOWLEDGE FOR

TEACHER CANDIDATESTEACHER CANDIDATES(Initial and Continuing Preparation of Teachers)(Initial and Continuing Preparation of Teachers)

PROFESSIONAL AND PEDAGOGICAL PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATESCANDIDATES(Initial and Continuing Preparation of Teachers)(Initial and Continuing Preparation of Teachers)

ElementsElements PROFESSIONAL KNOWLEDGE AND SKILLS PROFESSIONAL KNOWLEDGE AND SKILLS

FOR OTHER SCHOOL PERSONNELFOR OTHER SCHOOL PERSONNEL

DISPOSITIONS FOR ALL CANDIDATESDISPOSITIONS FOR ALL CANDIDATES

STUDENT LEARNING FOR TEACHER STUDENT LEARNING FOR TEACHER CANDIDATESCANDIDATES(Initial and Continuing Preparation of Teachers)(Initial and Continuing Preparation of Teachers)

STUDENT LEARNING FOR OTHER STUDENT LEARNING FOR OTHER PROFESSIONAL SCHOOL PERSONNELPROFESSIONAL SCHOOL PERSONNEL

Mock Team’s SuggestionsMock Team’s SuggestionsElement #1Element #1

CONTENT KNOWLEDGE FOR TEACHER CONTENT KNOWLEDGE FOR TEACHER CANDIDATESCANDIDATES(Initial & Continuing Preparation of Teachers)(Initial & Continuing Preparation of Teachers)

Provide data in chart and table form on Provide data in chart and table form on candidate test scores and other evidence of their candidate test scores and other evidence of their knowledge of the subject matter to be taught. knowledge of the subject matter to be taught.

Provide alignment matrices with professional, Provide alignment matrices with professional, state, and institutional standards and linked to state, and institutional standards and linked to the conceptual framework. the conceptual framework.

Mock Team’s SuggestionsMock Team’s SuggestionsElement #1Element #1

CONTENT KNOWLEDGE FOR TEACHER CANDIDATESCONTENT KNOWLEDGE FOR TEACHER CANDIDATES(Initial & Continuing Preparation of Teachers(Initial & Continuing Preparation of Teachers))

Provide charts that demonstrate connections Provide charts that demonstrate connections among CF elements and among CF elements and assessments/expectations of candidate assessments/expectations of candidate knowledge, skills, and a concise set of knowledge, skills, and a concise set of dispositions that are evaluated as candidates dispositions that are evaluated as candidates develop professionally develop professionally

Report on initial and advanced programs Report on initial and advanced programs separately.separately.

CONTENT KNOWLEDGE FOR TEACHER CONTENT KNOWLEDGE FOR TEACHER CANDIDATESCANDIDATES

Data to be presented – Data to be presented –

Fall 2005 through Spring 2007Fall 2005 through Spring 2007

Available--Available-- Alabama Prospective Teacher Test (APTTAlabama Prospective Teacher Test (APTT) ) CContent Assessment – grades (GPA’s)ontent Assessment – grades (GPA’s) Praxis II scores (by sub category, where Praxis II scores (by sub category, where

available)available)

CONTENT KNOWLEDGE FOR TEACHER CONTENT KNOWLEDGE FOR TEACHER CANDIDATESCANDIDATES

NEEDEDNEEDED Students’ Grades in EDU 100, EDU 300, Students’ Grades in EDU 100, EDU 300,

EDU 500 for 05-06 and 06-07EDU 500 for 05-06 and 06-07

Portfolio assessments for 05-06 and 06-07Portfolio assessments for 05-06 and 06-07

Interview assessments (speaking, writing, Interview assessments (speaking, writing, dispositions) for 05-06 and 06-07dispositions) for 05-06 and 06-07

CONTENT KNOWLEDGE FOR TEACHER CONTENT KNOWLEDGE FOR TEACHER CANDIDATESCANDIDATES

NEEDEDNEEDED

Applicants’ overall GPAs for 05-06 and 06-07Applicants’ overall GPAs for 05-06 and 06-07

Applicants’ dispositions assessment for 05-06 Applicants’ dispositions assessment for 05-06 and 06-07and 06-07

Alignment matricesAlignment matrices

CONTENT KNOWLEDGE FOR OTHER CONTENT KNOWLEDGE FOR OTHER PROFESSIONAL SCHOOL PROFESSIONAL SCHOOL

PERSONNELPERSONNEL

Candidates for other professional school roles Candidates for other professional school roles have a thorough understanding of the central have a thorough understanding of the central concepts, tools of inquiry, and structures of concepts, tools of inquiry, and structures of their fields as delineated in professional, state, their fields as delineated in professional, state, and institutional standards and shown through and institutional standards and shown through inquiry, critical analysis, and synthesis. inquiry, critical analysis, and synthesis.

All program completers pass the academic All program completers pass the academic content examinations in states that require content examinations in states that require such examinations for licensure.such examinations for licensure.

CONTENT KNOWLEDGE for OPSPCONTENT KNOWLEDGE for OPSPMock Team’s SuggestionsMock Team’s Suggestions

Demonstrate that other school personnel Demonstrate that other school personnel can explain concepts in professional, can explain concepts in professional, state, and institutional standards.state, and institutional standards.

Use tables and charts to provide evidence Use tables and charts to provide evidence that other school personnel candidates that other school personnel candidates pass state licensure exams. pass state licensure exams.

Remember to report on advanced Remember to report on advanced programs separately from initial programs programs separately from initial programs and with equal thoroughness.and with equal thoroughness.

Content Knowledge for OPSPContent Knowledge for OPSP

Data needed for 05-06; 06-07 Data needed for 05-06; 06-07

AvailableAvailable

Praxis II data for each program area for since Praxis II data for each program area for since April 06April 06

80% PASS RATE ??80% PASS RATE ?? Comprehensive examination results for Fall Comprehensive examination results for Fall

05 through Spring 0705 through Spring 07

Content Knowledge for OPSPContent Knowledge for OPSP

Data needed for 05-06; 06-07 Data needed for 05-06; 06-07

Still NEEDEDStill NEEDED

Applicants’ overall GPAs for 05-06; 06-07Applicants’ overall GPAs for 05-06; 06-07

Content-based portfolio assessment Content-based portfolio assessment

PEDAGOGICAL CONTENT KNOWLEDGE PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER CANDIDATESFOR TEACHER CANDIDATES

Teacher candidates reflect a thorough understanding Teacher candidates reflect a thorough understanding of pedagogical content knowledge delineated in of pedagogical content knowledge delineated in professional, state, and institutional standards. professional, state, and institutional standards.

They have in-depth understanding of the subject They have in-depth understanding of the subject matter that they plan to teach, allowing them to matter that they plan to teach, allowing them to provide multiple explanations and instructional provide multiple explanations and instructional strategies so that all students learn. strategies so that all students learn.

They present the content to students in challenging, They present the content to students in challenging, clear, and compelling ways and integrate technology clear, and compelling ways and integrate technology appropriately.appropriately.

Pedagogical Content Knowledge Pedagogical Content Knowledge (Mock Team’s Suggestions)(Mock Team’s Suggestions)

NeededNeeded Evidence by program, initial and advanced, of Evidence by program, initial and advanced, of

candidates’ knowledge of instructional strategies candidates’ knowledge of instructional strategies in their specialty area. in their specialty area.

Evidence by program, initial and advanced, that Evidence by program, initial and advanced, that candidates can present content knowledge in candidates can present content knowledge in clear and meaningful ways. clear and meaningful ways.

Evidence by program, initial and advanced, of Evidence by program, initial and advanced, of candidates’ integration of technology within candidates’ integration of technology within instructioninstruction

PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATESSKILLS FOR TEACHER CANDIDATES

Teacher candidates reflect a thorough Teacher candidates reflect a thorough understanding of professional and understanding of professional and pedagogical knowledge and skills pedagogical knowledge and skills delineated in professional, state, and delineated in professional, state, and institutional standards. institutional standards.

They develop meaningful learning They develop meaningful learning experiences to facilitate learning for all experiences to facilitate learning for all students. students.

PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATESSKILLS FOR TEACHER CANDIDATES

They reflect on their practice and make They reflect on their practice and make necessary adjustments to enhance necessary adjustments to enhance student learning. student learning.

They know how students learn and how to They know how students learn and how to make ideas accessible to them. make ideas accessible to them.

They consider school, family, and They consider school, family, and community contexts in connecting community contexts in connecting concepts to students’ prior experience concepts to students’ prior experience and applying the ideas to real-world and applying the ideas to real-world problems.problems.

Mock Team SuggestionsMock Team Suggestions

Provide the evidence, by program, the unit uses Provide the evidence, by program, the unit uses to determine that candidates apply professional to determine that candidates apply professional and pedagogical knowledge. and pedagogical knowledge.

Provide evidence, by program, that candidates Provide evidence, by program, that candidates consider school, family, and community consider school, family, and community contexts. contexts.

Provide evidence, by program, that candidates Provide evidence, by program, that candidates consider prior experiences of students in consider prior experiences of students in planning and implementing instruction and planning and implementing instruction and assessment.assessment.

PROFESSIONAL AND PEDAGOGICAL PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER KNOWLEDGE AND SKILLS FOR TEACHER

CANDIDATESCANDIDATES

Evidence Needed (By program)Evidence Needed (By program)

Assessment of ability to plan instruction Assessment of ability to plan instruction

e.g., unit or lesson plan assignmente.g., unit or lesson plan assignment

Evidence of candidates’ ability to set Evidence of candidates’ ability to set classroom tests classroom tests

PROFESSIONAL AND PEDAGOGICAL PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER KNOWLEDGE AND SKILLS FOR TEACHER

CANDIDATESCANDIDATES

Evidence Needed (By program)Evidence Needed (By program)

Evidence that candidates’ use results of Evidence that candidates’ use results of various tests to plan and improve student various tests to plan and improve student learninglearning

Professional and Pedagogical Professional and Pedagogical Content KnowledgeContent Knowledge

Evidence Needed (By program)Evidence Needed (By program) PEPE scores, by programPEPE scores, by program

PROFESSIONAL KNOWLEDGE AND SKILLS FOR PROFESSIONAL KNOWLEDGE AND SKILLS FOR OTHER SCHOOL PERSONNELOTHER SCHOOL PERSONNEL

TARGETTARGETCandidates for other professional school roles Candidates for other professional school roles have an in-depth understanding of professional have an in-depth understanding of professional knowledge in their fields as delineated in knowledge in their fields as delineated in professional, state, and institutional standards. professional, state, and institutional standards.

They collect and analyze data related to their They collect and analyze data related to their work, reflect on their practice, and use research work, reflect on their practice, and use research and technology to support and improve student and technology to support and improve student learning.learning.

PROFESSIONAL KNOWLEDGE AND SKILLS FOR OPSPPROFESSIONAL KNOWLEDGE AND SKILLS FOR OPSP

Evidence NeededEvidence Needed Candidates’ ability to use data to improve Candidates’ ability to use data to improve

student learningstudent learning Candidates’ professional knowledge and Candidates’ professional knowledge and

understanding of other school personnel understanding of other school personnel by program by program

PROFESSIONAL KNOWLEDGE AND SKILLS FOR OPSPPROFESSIONAL KNOWLEDGE AND SKILLS FOR OPSP

Evidence NeededEvidence Needed Candidates know students, families, and Candidates know students, families, and

communitiescommunities Candidates use research to improve their Candidates use research to improve their

practice.practice. Candidates use of technology to improve Candidates use of technology to improve

their and others’ practice.their and others’ practice.

Professional Knowledge and Skills of OPSPProfessional Knowledge and Skills of OPSP

Candidates’ practicum/internship Candidates’ practicum/internship assessment by program (assessment by program (Available)Available)

PEPE results showing assessment of PEPE results showing assessment of candidates’ impact on student learning or candidates’ impact on student learning or providing a supporting learning providing a supporting learning environment --environment -- includes ability to use includes ability to use technologytechnology

Employer EvaluationsEmployer Evaluations Graduate and other external surveys Graduate and other external surveys

DISPOSITIONS DISPOSITIONS FOR ALLFOR ALL CANDIDATESCANDIDATES

TARGETTARGETCandidates work with students, families, Candidates work with students, families, and communities in ways that reflect the and communities in ways that reflect the dispositions expected of professional dispositions expected of professional educators as delineated in professional, educators as delineated in professional, state, and institutional standards. state, and institutional standards.

Candidates recognize when their own Candidates recognize when their own dispositions may need to be adjusted and dispositions may need to be adjusted and are able to develop plans to do so.are able to develop plans to do so.

DISPOSITIONS DISPOSITIONS FOR ALLFOR ALL CANDIDATESCANDIDATES

NeededNeeded

Agreement on DispositionsAgreement on Dispositions Evidence that candidates’ have the dispositions Evidence that candidates’ have the dispositions

espoused by the Unit as outlined in the espoused by the Unit as outlined in the Conceptual FrameworkConceptual Framework

Report on how and when candidates are Report on how and when candidates are introduced to and become familiar with expected introduced to and become familiar with expected dispositions. dispositions.

Assessments of candidates’ dispositions at Assessments of candidates’ dispositions at various transition pointsvarious transition points

DispositionsDispositionsReflective PractitionerReflective Practitioner

Believe that all children can learn at high Believe that all children can learn at high levels and persist in helping all children levels and persist in helping all children achieve successachieve success

Are committed to reflection on teaching Are committed to reflection on teaching practices in the pursuit of excellence practices in the pursuit of excellence

Are committed to use ongoing Are committed to use ongoing assessment to identify students’ assessment to identify students’ strengths and weaknessesstrengths and weaknesses

DispositionsDispositionsChange AgentChange Agent

Take pride in their work environmentTake pride in their work environment Be voices for educational and social Be voices for educational and social

justicejustice Meet ethical standards of practiceMeet ethical standards of practice Value human diversity and help students Value human diversity and help students

learn to value one anotherlearn to value one another

DispositionsDispositionsLifelong LearnerLifelong Learner

Join and participate in professional and Join and participate in professional and educational organizations educational organizations

Keep abreast of new ideas in the field.Keep abreast of new ideas in the field. Value the use of educational technology Value the use of educational technology

in the teaching/learning processin the teaching/learning process

STUDENT LEARNING FOR TEACHER STUDENT LEARNING FOR TEACHER CANDIDATESCANDIDATES

Teacher candidates Teacher candidates accurately assess and analyze student accurately assess and analyze student

learning learning make appropriate adjustments to make appropriate adjustments to

instructioninstruction monitor student learningmonitor student learning have a positive effect on learning for all have a positive effect on learning for all

students.students.

STUDENT LEARNING FOR TEACHER STUDENT LEARNING FOR TEACHER CANDIDATESCANDIDATES

Evidence NeededEvidence Needed

Student teaching/internship assessmentStudent teaching/internship assessment Assessment of candidates’ ability to Assessment of candidates’ ability to

plan instruction, e.g., unit or lesson plan plan instruction, e.g., unit or lesson plan assignmentassignment

Assessment of candidates’ impact on Assessment of candidates’ impact on student learning or providing a student learning or providing a supporting learning environmentsupporting learning environment

STUDENT LEARNING FOR TEACHER STUDENT LEARNING FOR TEACHER CANDIDATESCANDIDATES

Evidence NeededEvidence Needed Candidate/Teacher work samples or other Candidate/Teacher work samples or other

classroom-based projectclassroom-based project PEPE resultsPEPE results Cooperating teachers’ assessment of Cooperating teachers’ assessment of

candidates’ impactcandidates’ impact Administrator assessment of candidates’ impactAdministrator assessment of candidates’ impact University internship personnel assessment of University internship personnel assessment of

candidates’ impactcandidates’ impact

STUDENT LEARNING FOR TEACHER STUDENT LEARNING FOR TEACHER CANDIDATESCANDIDATES

Evidence NeededEvidence Needed Other external surveysOther external surveys Parent assessments of candidates’ impactParent assessments of candidates’ impact

STUDENT LEARNING FOR OTHER PROFESSIONAL STUDENT LEARNING FOR OTHER PROFESSIONAL SCHOOL PERSONNELSCHOOL PERSONNEL

Candidates for other professional school roles Candidates for other professional school roles critique and are able to reflect on their work critique and are able to reflect on their work within the context of student learning.within the context of student learning.

They establish educational environments that They establish educational environments that support student learning, collect and analyze support student learning, collect and analyze data related to student learning, and apply data related to student learning, and apply strategies for improving student learning within strategies for improving student learning within their own jobs and schools.their own jobs and schools.

SSTUDENT LEARNING FOR OPSP TUDENT LEARNING FOR OPSP

Evidence NeededEvidence Needed Candidates’ practicum/internship Candidates’ practicum/internship

assessment by programassessment by program

Assessment of candidates’ impact on Assessment of candidates’ impact on student learning or providing a student learning or providing a supporting learning environmentsupporting learning environment

STUDENT LEARNING FOR OPSPSTUDENT LEARNING FOR OPSP

Assessment of candidate impact on Assessment of candidate impact on student learningstudent learning

PEPEPEPE Administrator assessments Administrator assessments University internship personnelUniversity internship personnel

Employer Employer

Other external surveys Other external surveys

Important QuestionImportant Question

What decisions for program What decisions for program improvement have been made as a improvement have been made as a result of analyzing the data?result of analyzing the data?

Important QuestionsImportant Questions

Do we have the following?Do we have the following? Matrices which demonstrate program Matrices which demonstrate program

alignment with NCATE and INTASC and alignment with NCATE and INTASC and NBPTS standardsNBPTS standards

Matrices which align conceptual Matrices which align conceptual framework with state and national framework with state and national standardsstandards

Rubrics for grading assignmentsRubrics for grading assignments

Artifacts Needed for ExhibitsArtifacts Needed for Exhibits

Candidates’ work which demonstrateCandidates’ work which demonstrate Examples of Inquiry – investigate, examine, Examples of Inquiry – investigate, examine,

analyze, survey, probe, ask questions, course analyze, survey, probe, ask questions, course related assignmentsrelated assignments

Examples of Critical Analysis – research Examples of Critical Analysis – research papers, research based units, reflective papers, research based units, reflective journals found in Methods coursesjournals found in Methods courses

Artifacts Needed for ExhibitsArtifacts Needed for Exhibits

Candidates’ work which demonstrateCandidates’ work which demonstrate

Examples of Synthesis – candidate Examples of Synthesis – candidate portfolio, lesson and unit plan, student portfolio, lesson and unit plan, student teaching evaluationteaching evaluation