Web Seminar for Web Seminar for Institutions with Visits in Institutions with Visits in Fall 2008Fall 2008

Donna M. GollnickDonna M. Gollnick

Senior Vice PresidentSenior Vice President

April 5, 2007April 5, 2007

NCATE Web Conference – Fall 2008 NCATE Web Conference – Fall 2008 VisitsVisits

1:45 – 2:001:45 – 2:00 Audio ChecksAudio Checks

2:00 – 2:052:00 – 2:05 Introductions and Review of Elluminate Introductions and Review of Elluminate SoftwareSoftware

2:05 – 2:102:05 – 2:10 Objectives of the Web SeminarObjectives of the Web Seminar

2:10 – 2:252:10 – 2:25 The Revised StandardsThe Revised Standards

2:25 – 2:402:25 – 2:40 The National Program Review ProcessThe National Program Review Process

2:40 – 3:002:40 – 3:00 Streamlining the Continuing Streamlining the Continuing Accreditation ProcessAccreditation Process

3:00 – 3:153:00 – 3:15 Planning for the VisitPlanning for the Visit

- Timeline for Appointing the BOE Team- Timeline for Appointing the BOE Team

- 3rd Party Testimony- 3rd Party Testimony

- NCATE’s Website- NCATE’s Website

- - BOE UpdatesBOE Updates

Icon ReviewIcon Review

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NCATE staff on the NCATE staff on the webconferencewebconference

Donna M. Gollnick, Senior Vice Donna M. Gollnick, Senior Vice PresidentPresident

Patty Garvin, Accreditation AssociatePatty Garvin, Accreditation Associate

Julien Goichot, WebmasterJulien Goichot, Webmaster

Marsha Russell, Database ManagerMarsha Russell, Database Manager

Khadija Jordan, Assistant to DonnaKhadija Jordan, Assistant to Donna

IntroductionsIntroductions

Click the green check-mark if you are, in Click the green check-mark if you are, in NCATE jargon, the unit head (i.e., the dean or NCATE jargon, the unit head (i.e., the dean or department chair).department chair).

Click the smiley-face if you are the NCATE Click the smiley-face if you are the NCATE coordinator.coordinator.

Raise your hand if you have attended an Raise your hand if you have attended an AACTE/NCATE Institutional Orientation.AACTE/NCATE Institutional Orientation.

Click the clapping hands if you have a Click the clapping hands if you have a microphone.microphone.

Welcome to everyone!Welcome to everyone!

Objectives of the Objectives of the Web SeminarWeb Seminar

1.1. To become familiar with NCATE’s To become familiar with NCATE’s revised unit standards.revised unit standards.

2.2. To understand the program review To understand the program review process.process.

3.3. To introduce a streamlined process To introduce a streamlined process for continuing visits.for continuing visits.

4.4. To review next steps in preparing for To review next steps in preparing for the NCATE visit.the NCATE visit.

Revision of NCATE Revision of NCATE 2001 Standards2001 Standards

Adapted from a presentation by Adapted from a presentation by UAB Members UAB Members Ana Maria Ana Maria Schuhmann & Barbara Chesler Schuhmann & Barbara Chesler Buckner, Coastal Carolina Buckner, Coastal Carolina UniversityUniversity

Purpose of RevisionPurpose of Revision

Simplify,Simplify,

Clarify,Clarify,

Remove ambiguity,Remove ambiguity,

Promote Promote consistency, andconsistency, and

“ “Tweak” the current standards.Tweak” the current standards.

ProcessProcess SurveyedSurveyed Deans, NCATE Coordinators, Heads Deans, NCATE Coordinators, Heads

of Units, Dept. Chairs, BOE Members, States, & of Units, Dept. Chairs, BOE Members, States, & all NCATE Boards.all NCATE Boards.

Drafted First RevisionDrafted First Revision based on outcome of based on outcome of the surveys.the surveys.

Held hearingsHeld hearings at 2006 & 2007 AACTE and at 2006 & 2007 AACTE and ATE meetings.ATE meetings.

Called for Written CommentsCalled for Written Comments, Spring and , Spring and Summer 2006.Summer 2006.

Drafted Second Revision Drafted Second Revision in October 2006in October 2006

Called for Written CommentsCalled for Written Comments, Winter 2007, Winter 2007

CalendarCalendar

April 2007April 2007

May 2007May 2007

2007-2008 2007-2008 VisitsVisits

Fall 2008 VisitsFall 2008 Visits

UAB reviews UAB reviews comments, makes comments, makes changes as changes as needed, & adopts needed, & adopts standardsstandards

Executive Board Executive Board ratifies revised ratifies revised standardsstandards

Standards optionalStandards optional Standards requiredStandards required

Conceptual FrameworkConceptual Framework Eliminated Evidence of the Conceptual Eliminated Evidence of the Conceptual

Framework (pg. 13) and consolidated the Framework (pg. 13) and consolidated the information in the Structural Elements (pg. 12).information in the Structural Elements (pg. 12).1.1. vision and mission of the institution and unit;vision and mission of the institution and unit;2.2. philosophy, purposes, goals, and institutional standards of philosophy, purposes, goals, and institutional standards of

the unit;the unit;3.3. knowledge bases, including theories, research, the wisdom knowledge bases, including theories, research, the wisdom

of practice, and educational policies that drive the work of of practice, and educational policies that drive the work of the unit;the unit;

4.4. candidate proficiencies related to expected knowledge, skills, candidate proficiencies related to expected knowledge, skills, and professional dispositions, including proficiencies and professional dispositions, including proficiencies associated with diversity and technology, that are aligned associated with diversity and technology, that are aligned with the expectations in professional, state, and institutional with the expectations in professional, state, and institutional standards; and astandards; and a

5.5. summarized description of the unit’s assessment systemsummarized description of the unit’s assessment system

Made the Conceptual Framework more Made the Conceptual Framework more pronounced in the Standards.pronounced in the Standards.– Standards 1, 3, and 5.Standards 1, 3, and 5.

IntroductionIntroduction

Standards are based on Standards are based on significant emergent significant emergent research.research.

Meeting the Target Level is Meeting the Target Level is inclusive of what is expected inclusive of what is expected at the Acceptable Level.at the Acceptable Level.

NCATE StandardsNCATE Standards

1.1. Candidate Knowledge, Skills, & Candidate Knowledge, Skills, & DispositionsDispositions

2.2. Assessment System and Unit Assessment System and Unit EvaluationEvaluation

3.3. Field Experiences and Clinical PracticeField Experiences and Clinical Practice

4.4. DiversityDiversity

5.5. Faculty Qualifications, Performance, Faculty Qualifications, Performance, and Developmentand Development

6.6. Unit Governance and ResourcesUnit Governance and Resources

Standard IStandard I Added clearer expectations to the acceptable Added clearer expectations to the acceptable

and target levels for advanced level and target levels for advanced level programs.programs.

Clarified distinction between Initial Teacher Clarified distinction between Initial Teacher Preparation and Advanced Programs.Preparation and Advanced Programs.

Added the disposition of “fairness and the Added the disposition of “fairness and the belief that all students can learn,” to the belief that all students can learn,” to the disposition element.disposition element.

Changed “Other School Personnel” to “Other Changed “Other School Personnel” to “Other School Professionals”School Professionals”

Eliminated “Content for Other School Eliminated “Content for Other School Professionals”Professionals”

StandardStandard IIII

Adjusted the statements in the Adjusted the statements in the Supporting Explanation of Standard 2 to Supporting Explanation of Standard 2 to be clearer about the connection be clearer about the connection between the unit and program review. between the unit and program review.

Element 2b. Data Collection, Element 2b. Data Collection, Analysis, and EvaluationAnalysis, and Evaluation– Acceptable: The unit can disaggregate Acceptable: The unit can disaggregate

candidate assessment data when candidate assessment data when candidates are in alternate route, off-candidates are in alternate route, off-campus, and distance learning programs.campus, and distance learning programs.

Standard II, continuedStandard II, continued

2c: Use of Data for Program 2c: Use of Data for Program ImprovementImprovement– Acceptable: Faculty have access to Acceptable: Faculty have access to

candidate assessment data and/or data candidate assessment data and/or data systems.systems.

Standard IIIStandard III

Element 3b:Element 3b: Design, Implementation, Design, Implementation, and Evaluation of Field Experiences and and Evaluation of Field Experiences and Clinical Practice:Clinical Practice:

– Acceptable: Candidates in Acceptable: Candidates in advanced programsadvanced programs for for teachersteachers participate in field experiences that participate in field experiences that require them to apply course work in classroom require them to apply course work in classroom settings, analyze P-12 student learning and reflect settings, analyze P-12 student learning and reflect on their practice in context of theories on teaching on their practice in context of theories on teaching and learning. and learning. Candidates in programs for other Candidates in programs for other school professionalsschool professionals participate in field experiences participate in field experiences and clinical practice that require them to engage in and clinical practice that require them to engage in structured activities related to the roles for which structured activities related to the roles for which they are preparing. they are preparing.

Standard III:Standard III:Supporting ExplanationSupporting Explanation Licensed teachers who are Licensed teachers who are

continuing their education in continuing their education in advanced programsadvanced programs are expected to are expected to complete structured field experiences in complete structured field experiences in settings that 1) deepen their settings that 1) deepen their understanding of the K,S, and understanding of the K,S, and professional dispositions that foster professional dispositions that foster student learning and 2) broaden their student learning and 2) broaden their ability to apply those K, S, and ability to apply those K, S, and professional dispositions so that they professional dispositions so that they are able to help all students learn.are able to help all students learn.

These These structured field structured field experiencesexperiences can take place in can take place in multiple settings such as neighboring multiple settings such as neighboring schools or school districts, day care schools or school districts, day care centers and after school programs, centers and after school programs, alternate youth centers, and in the alternate youth centers, and in the schools and classrooms in which schools and classrooms in which candidates work.candidates work.

Standard IVStandard IV

Made it more Made it more performance/outcomes basedperformance/outcomes based by by adding to the standard:adding to the standard:

– Assessments indicate that candidates can Assessments indicate that candidates can demonstrate and apply proficiencies demonstrate and apply proficiencies related to diversity. Experiences provided related to diversity. Experiences provided for candidates include working with for candidates include working with diverse populations, including higher diverse populations, including higher education and P-12 school faculty, education and P-12 school faculty, candidates, and students in P-12 schools.candidates, and students in P-12 schools.

Elements 4b, 4c, & 4dElements 4b, 4c, & 4d

– Clarified that diversity for faculty, Clarified that diversity for faculty, peers, P-12 students needs to be peers, P-12 students needs to be at at least twoleast two ethnic/racial groups as ethnic/racial groups as reported in the US Census.reported in the US Census.

Elements 4b and 4d, addedElements 4b and 4d, added

– Expectations that Expectations that bothboth faculty and faculty and candidates can work with candidates can work with English English Language LearnersLanguage Learners..

Standard IV Standard IV Supporting ExplanationsSupporting Explanations Teachers in Teachers in advanced programsadvanced programs are are

expected to complete field experience expected to complete field experience in educational settings with diverse in educational settings with diverse populations.populations.

Standard VStandard V

Collapsed two elements, service and Collapsed two elements, service and collaboration into one: collaboration into one: ServiceService..

Element 5c: Modeling Best Element 5c: Modeling Best Professional Practices in Professional Practices in ScholarshipScholarship

– Faculty scholarly work is driven by the Faculty scholarly work is driven by the mission of their unit and institution.mission of their unit and institution.

Standard VStandard VSupporting ExplanationSupporting Explanation

““All scholarly inquiry includes All scholarly inquiry includes submission of one’s work for submission of one’s work for professional review and evaluation by professional review and evaluation by peers outside one’s own institution.”peers outside one’s own institution.”

Standard VIStandard VI

Element 6c:Element 6c: PersonnelPersonnel

– Added class size to work load Added class size to work load policies.policies.

GlossaryGlossary

ClarifiedClarified

– Advanced ProgramsAdvanced Programs– Distance Learning ProgramsDistance Learning Programs– UnitUnit– Professional DispositionsProfessional Dispositions

Added fairness Added fairness

Professional DispositionsProfessional Dispositions

The professional behaviors educators are The professional behaviors educators are expected to demonstrate in their interactions expected to demonstrate in their interactions with students, families, colleagues, and with students, families, colleagues, and communities. Such behaviors support student communities. Such behaviors support student learning and development and are consistent learning and development and are consistent with ideas of fairness and the belief that all with ideas of fairness and the belief that all students can learn. Based on their mission, students can learn. Based on their mission, professional education units may determine professional education units may determine additional professional dispositions they want additional professional dispositions they want candidates to develop. Institutions assess candidates to develop. Institutions assess professional dispositions based on observable professional dispositions based on observable behavior in educational settings. behavior in educational settings.

FairnessFairness

The commitment demonstrated in The commitment demonstrated in striving to meet the educational striving to meet the educational needs of all students in a caring, needs of all students in a caring, non-discriminatory, and equitable non-discriminatory, and equitable manner.manner.

Program Reviews as Program Reviews as Evidence of Meeting Evidence of Meeting

Standard 1Standard 1

National Reviews by

SPAs (SpecializedProfessional

Associations)

State Reviews by the State

Agency Responsible for Program

Approval

Data from national Data from national (sometimes state) (sometimes state) program reviewsprogram reviews

1.1. State licensure exam for program area (if State licensure exam for program area (if available—otherwise another content available—otherwise another content based assessment)based assessment)

2.2. Content AssessmentContent Assessment3.3. Assessment of Planning (e.g., unit plan)Assessment of Planning (e.g., unit plan)4.4. Student teaching/internship assessmentStudent teaching/internship assessment5.5. Assessment of candidate impact on Assessment of candidate impact on

student learning or providing a student learning or providing a supporting learning environmentsupporting learning environment

Alignment of Program Alignment of Program Review with Standard Review with Standard 11Content Content Rubric elements 1-2Rubric elements 1-2

Professional & Professional & Pedagogical Pedagogical Knowledge, Knowledge, Skills, & Skills, & DispositionsDispositions

Rubric elements 3-Rubric elements 3-55

P-12 Student P-12 Student LearningLearning

Rubric elements 7-Rubric elements 7-88

Timeline for Program Timeline for Program SubmissionsSubmissions Summer 2007Summer 2007

August 2007August 2007

September 15, September 15, 20072007

Web Seminars on Web Seminars on Submitting Submitting Programs via Programs via NCATE’s PRSNCATE’s PRS

PRS openPRS open

Programs must Programs must be submitted via be submitted via PRS to NCATEPRS to NCATE

Streamlining the Visit for Streamlining the Visit for Continuing AccreditationContinuing Accreditation

Unit Accreditation Board will consider Unit Accreditation Board will consider proposals for streamlining the process proposals for streamlining the process for continuing accreditation visits at its for continuing accreditation visits at its April 2007 meeting.April 2007 meeting.

NCATE community will have opportunity NCATE community will have opportunity to review proposals & make to review proposals & make recommendations in Summer 07recommendations in Summer 07

Institutions with spring 2008 visits can Institutions with spring 2008 visits can pilot test the new systempilot test the new system

The IR ProposalThe IR Proposal

– A briefer IR, which will be submitted A briefer IR, which will be submitted via NCATE’s website, could focus on via NCATE’s website, could focus on previous AFIs and changes since the previous AFIs and changes since the last visit and be filled with data last visit and be filled with data determined by NCATE.determined by NCATE.

– Data prepared for national program Data prepared for national program reviews would not have to be reviews would not have to be repeated in Standard 1.repeated in Standard 1.

Length of Visit & Length of Visit & ExhibitsExhibits

o Teams would access electronic Teams would access electronic exhibits before arriving for the exhibits before arriving for the on-site visit, reducing the on-site visit, reducing the length of the visit by 1-2 days.length of the visit by 1-2 days.

o The number of exhibits The number of exhibits available to teams would be available to teams would be specific and limited in number.specific and limited in number.

BOE ReportBOE Report

o reduced to approximately 10 pp. reduced to approximately 10 pp.

oprovide feedback on whether the provide feedback on whether the unit is at the target levelunit is at the target level

ocould be pilot tested in fall 2007 could be pilot tested in fall 2007 visits.visits.

AACTE/NCATE AACTE/NCATE Annual ReportAnnual Report

oThe AACTE/NCATE annual report The AACTE/NCATE annual report could be revised to collect data could be revised to collect data that would be helpful to teams in that would be helpful to teams in making performance-based making performance-based judgments.judgments.

Planning for the Visit:Planning for the Visit: TimelinesTimelines Spring 2008Spring 2008 April 2008April 2008

June/July 2008June/July 2008

60 days before 60 days before visitvisit

Before previsitBefore previsit

1-2 months 1-2 months before visitbefore visit

33rdrd Party Testimony Party Testimony Appointment of Appointment of

Team ChairTeam Chair Appointment of Appointment of

Team MembersTeam Members Dissemination of IRDissemination of IR Organization of Organization of

Exhibit RoomExhibit Room PrevisitPrevisit The VisitThe Visit

The Institutional ReportThe Institutional Report Overview of the institutionOverview of the institution

– Include table summarizing programsInclude table summarizing programs

Summary of conceptual frameworkSummary of conceptual framework

Description of how each of 6 standards Description of how each of 6 standards are being metare being met– Response to each elementResponse to each element– Include tables as appropriateInclude tables as appropriate– Include links to key exhibitsInclude links to key exhibits

Where do you Where do you find the tables?find the tables?

Tables in the IR: Tables in the IR: OverviewOverview

Table 1:Table 1: Program Review Status Program Review Status

Table 2:Table 2: Academic Rank of Academic Rank of Professional Education FacultyProfessional Education Faculty

Tables in the IR: Std. 1Tables in the IR: Std. 1 Table 3:Table 3: Unit Pass Rate on Content Unit Pass Rate on Content

Tests for Initial Teacher PreparationTests for Initial Teacher Preparation

Table 4: Table 4: Unit Pass Rates on Content Unit Pass Rates on Content Tests for Other School PersonnelTests for Other School Personnel

Others:Others:– Data from follow-up studiesData from follow-up studies– Data from assessments of dispositionsData from assessments of dispositions– Data related to conceptual framework’s Data related to conceptual framework’s

outcomesoutcomes

Tables in the IR: Stds. 2 Tables in the IR: Stds. 2 & 3& 3

Table 5:Table 5: Unit Assessment System: Unit Assessment System: Transition Point AssessmentsTransition Point Assessments

Others for Std. 2:Others for Std. 2:– Transition PointsTransition Points– Changes/Improvements made as result Changes/Improvements made as result

of data findingsof data findings

Table 6:Table 6: Field Experiences and Field Experiences and Clinical Practice by ProgramClinical Practice by Program

Tables in the IR: Std. 4Tables in the IR: Std. 4

Table 7:Table 7: Faculty Demographics Faculty Demographics

Table 8:Table 8: Candidate Candidate DemographicsDemographics

Table 9:Table 9: Demographics on Demographics on Clinical Sites for Initial and Clinical Sites for Initial and Advanced ProgramsAdvanced Programs

Guidelines for how much data Guidelines for how much data are needed for the on-site are needed for the on-site visit?visit?Program Reports

Submitted

Thru Spring 2008

Fall 2008

Spring 2009

Fall 2009

Spring 2010

Fall 2010 & afterwards

Continuing1 year

2 years

2 years

3 years

3 years

3 years

Amount of Data RequiredFirst Visit

1 year

2 years

2 years

2 years

2 years

2 years

Use the website: Use the website: www.ncate.orgwww.ncate.org StandardsStandards Handbook for Accreditation VisitsHandbook for Accreditation Visits Tables for the IRTables for the IR BOE UpdatesBOE Updates BOE Team ResourcesBOE Team Resources Guidelines for Preparing RejoindersGuidelines for Preparing Rejoinders And much moreAnd much more

A Brief SurveyA Brief Survey

A = ExtremelyA = Extremely B = SomewhatB = Somewhat C = Not at allC = Not at all

1.1. Overall, how helpful was this Overall, how helpful was this webconference?webconference?

2.2. How ready are you for your visit?How ready are you for your visit?

3.3. Would another webconference before Would another webconference before your visit be helpful?your visit be helpful?

Stay in touchStay in touch

Call or email NCATE staff at anytime Call or email NCATE staff at anytime before, during, and after the visit.before, during, and after the visit.