Purdue University NCATEIPSB Accreditation Visit

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Purdue UniversityNCATE/IPSB Accreditation Visit

• ___________________
• Teacher Education Programs
• (March 6 10, 2004)

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NCATENational Council for Accreditation of
Teacher Education

• Voluntary
• Recognized by theU. S. Department of Ed.
• 46 State Partnerships plus D. C. and Puerto Rico

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IPSBIndiana Professional Standards Board

• State of Indiana agency
• National accreditation encouraged, but not
  mandatory
• Same standards as NCATE
• Partnership State - Joint Visit

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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
  Purdues Strategic Plan
• Without NCATE/IPSB accreditation our teacher
  education graduates cannot get licensed in
  Indiana - or most other states

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Purdue University

• 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

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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

• Types/categories and number of programs
• Number of schools, school visits and students
  served

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DEAN George Hynd
Teacher Education Council
T.J. Oakes Director Office of Professional
Preparation and Licensure
Mike Kremer Manager Business Office
Abe Cross Director Development
Sidney Moon Interim Associate Dean Academic
Programs
Wm. McInerney Interim Associate Dean Engagement
Robert Evans Director Office of Information
Technology
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 Mason Director Office of Graduate Studies
Kevin Kelly, Head Department of Educational
Studies Purdue Counseling and Guidance Center
Robert Evans Managing Director Technology
Resources Center
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Purdue University Teacher Education Program
Governance and Administrative Structure
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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

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Purdues Teacher Education Programs

• 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

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Assessment
Blocks, Gates Courses
Graduation
Relationships Among Elementary and Secondary
Education Gates, Blocks and Courses
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Assessment
Blocks, Gates Courses
EARLY CHILDHOOD EDUCATION
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Strengths of the Teacher Education Program

• 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

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Challenges of the New Standards(Professional and
NCATE)

• 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

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The Purdue Visit

• 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

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BOE Gathers Data

• Institutional Report
• Exhibit Room
• Interviews

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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.e
du/ncate/IR
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Program Descriptions

• Initial Teacher Education Preparation Programs
  28
• http//admin2.soe.purdue.edu/ncate/Programs/ITP/I
  TP.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/

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NCATE Standards

• 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

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Interviews

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

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After the NCATE/IPSB Visit

• 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)

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NCATE/IPSB Accreditation Decision

• 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

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