NCATE Professional Development Web Conference Series

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NCATE Professional DevelopmentWeb Conference
Series

• NCATE Standards 1 and 2 for Arts and Science
  Faculty,
• Part I Highly Qualified Teachers in the Content
  Area
• September 12, 2007

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Welcome

• Arts and Sciences Faculty

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• Please remember to set-up your audio
• 145 p.m. - First audio sound check
• 155 p.m. - Final audio sound check
• 200 p.m. - Session will begin.

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Becoming an Active Participant at Todays
Conference

• Welcome to our virtual classroom!
• Before we begin, we will go over-
• The set up of our classroom
• User icons in the classroom

We invite and encourage you to participate with
us and each other !
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(No Transcript)
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Elluminate Icon Review

• Remember these icons, too
• Clapping Happy face Sad face

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Elluminate Icon Review

• To use this web conference tool, remember these
  icons
• Raise hand Yes, No Mic
• Accept, Reject

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More instructions!

• Click in the rectangular box to key in a text
  message.
• Text message us if you experience technical
  difficulties.
• All messages and NCATE responses can be viewed by
  all participants.

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NCATE Web Conference Highly Qualified Teachers

• 145 1st Audio Check
• 155 Final Audio Check
• 200 210 Welcome, Introductions, Purpose,
  Overview
• 210 220 Accreditation and Programs
• 220 245 Role of AS Faculty in Program
  Development and Review
• 245 300 Summary, Questions, and Next Steps

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Up Front Questions

• What questions do you have?
• Please post your questions on the message board.
  The NCATE staff will bring them into the
  discussion at the end of the presentation.
• Throughout the presentation, if you have
  questions,
• Post questions on the message board.

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NCATE Staff on the Web Conference

• Boyce C. Williams, Vice President
• Jeri A. Carroll, WSU Faculty, NCATE BOE Chair
• Donna Gollnick, Senior Vice President
• Deidre Alves, Accreditation Associate, Program
  Review
• Khadija Jordan, Assistant to Donna Gollnick
• Julien Goichot, Webmaster

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Purpose and Overview

• Examine the role of the AS faculty in program
  review and unit accreditation
• Institutional Program Development, Review, and
  Accreditation
• Teacher Education Program Development, Review,
  Accreditation
• Role of AS Faculty/Teacher Education
  Collaboration

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NCATE Vocabulary

• Candidates--university/college students
• Students--the children in P-12 classrooms
• Unit--body with the responsibility for managing
  or coordinating all programs offered for the
  initial (1st license) and continuing preparation
  (after 1st license) of teachers and other school
  personnel

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NCATE Vocabulary

• Faculty--full and part-time university faculty
• School Faculty--teachers in P-12 classrooms
• Clinical Faculty--those supervising candidates in
  P-12 classrooms
• Dispositions--professional behaviors demonstrated
  as educators interact with others in support of
  student learning and development.
• SPAs--Specialized Professional Associations--those
  organizations responsible for standards for
  students and for teachers. Key to the external
  review of programs.

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Accreditation

• Purpose primary means of assuring and improving
  the quality of higher education institutions and
  programs in the United States.
• Regional Accreditation for Colleges and
  Universities
• Faith-based Accrediting Organizations,
• Private Career Accrediting Organizations,
• Specialized and Professional Accrediting
  Organizations (NCATE)

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Accreditation

• College/University Accreditation
• Business (The Association to Advance Collegiate
  Schools of Business-International
  AACSB-International)
• Fine Arts (National Association of Schools of
  Music NASM)
• Education (National Council for the Accreditation
  of Teacher Education NCATE)

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Purpose of NCATE Accreditation

• Improvement
• of teacher performance through quality teacher
  preparation
• Accountability
• to children, their parents, and the public
  at-large for quality teacher preparation

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NCATE 101

• Programs are created and reviewed by institutions
  and then implemented. Candidate and program data
  are collected.
• External review of programs by SPAs or state
  agencies (5-7 years)
• Decisions
• Nationally Recognized
• Nationally Recognized with Conditions
• Not Nationally Recognized

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NCATE Review

• Institutional Self Study
• Writing of an Institutional Report
• 1 year after program review
• External Review
• Board of Examiners team comes to campus to
• review facilities,
• interview faculty, staff, students, partners, and
  
• examine documents,
• write a report.

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Content Knowledge for Teacher Candidates
Candidates preparing to work in schools as
teachers or other professional school personnel
know and demonstrate the content, pedagogical,
and professional knowledge, skills, and
dispositions necessary to help all students
learn. Assessments indicate that candidates meet
professional, state, and institutional standards.
Element 1a. Content
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NCATE 101

• Both reports (with errata and rejoinders) sent to
  the NCATE Unit Accreditation Board for a
  decision.
• Accredited
• Provisional
• Written Documentation
• Focused Visit
• Denial or Revocation

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The NCATE Unit Standards

• Conceptual Framework
• vision and mission of the institution and unit
• philosophy, purposes, goals, and institutional
  standards of the unit
• knowledge bases, including theories, research,
  the wisdom of practice, and educational policies
  that drive the work of the unit
• candidate proficiencies related to expected
  knowledge, skills, and professional dispositions,
  including proficiencies associated with diversity
  and technology, that are aligned with the
  expectations in professional, state, and
  institutional standards and a
• summarized description of the units assessment
  system

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NCATE Unit Standards

• Standard 1 Candidate Knowledge, Skills, and
  Professional Dispositions
• Standard 2 Assessment System and Unit Evaluation
  
• Standard 3 Field Experiences and Clinical
  Practice
• Standard 4 Diversity
• Standard 5 Faculty Qualifications, Performance,
  and Development
• Standard 6 Unit Governance and Resources

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Structure of NCATE Standards

• Standard
• Elements
• Rubric descriptions of unacceptable, acceptable,
  target proficiencies
• Supporting Explanation

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No Child Left Behind

• Qualified Staff
• NCATE qualifications for candidates include
  knowledge, skills, and dispositions----
• Content
• Pedagogical Content Knowledge
• Professional and Pedagogical Knowledge and Skills
• Dispositions
• Impact on Student Learning

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Focus of AS Faculty Web Conferences

• Standard 1 Candidate Knowledge, Skills, and
  Professional Dispositions
• Element 1a Content knowledge for teacher
  candidates
• Standard 2 Assessment System and Unit Evaluation
• Element 2a. Assessment System
• Element 2b. Data Collection, Analysis, and
  Evaluation
• Element 2c. Use of Data for Program Improvement

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Standard 1 Candidate Knowledge, Skills, and
Dispositions

• Element 1a. Content knowledge for teacher
  candidates
• know the content that they plan to teach
• can explain important principles and concepts
  delineated in professional, state, and
  institutional standards.
• 80 or more of the units program completers pass
  the content examinations in states that require
  examinations for licensure.

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Standard 2 Assessment System and Unit Evaluation

• Element 2a. Assessment System
• Tied to institution mission, vision..
• Tied to units conceptual framework
• Tied to professional, state, and institutional
  standards
• Comprehensive set of assessments and evaluative
  measures to assess candidate performance
• Monitored at transition points (entrance to
  program, before student teaching, after student
  teaching, end of program)

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Standard 2 Assessment System and Unit Evaluation

• Element 2b. Data Collection, Analysis, and
  Evaluation
• Provides information on candidate qualifications,
  proficiencies and competence
• Internal and external evaluations--collected,
  compiled, aggregated, summarized, and analyzed
• Used to focus on candidate performance, program
  quality, and unit operations.
• Element 2c. Use of Data for Program Improvement

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NCATE Web Conference 1

• Element 1a. Content knowledge for teacher
  candidates
• know the content that they plan to teach
• can explain important principles and concepts
  delineated in professional, state, and
  institutional standards.
• 80 or more of the units program completers pass
  the content examinations in states that require
  examinations for licensure.

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National Content Standards NCATE/Specialized
Professional Associations (SPAs) Partnerships

• Twenty Program Areas
• NCTE (English/Language Arts Education)
• ACTFL (Foreign Language Education)
• NCTM (Mathematics Education)
• NSTA (Science Education)
• NCSS (Social Studies Education)
• ISTE (Ed. Computing and Technology)
• AECT (Ed. Communications and Technology)
• NASPE (Physical Education)

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Other Licensure Areas

• Agriculture
• Art
• Business
• Family Consumer Science
• Speech
• Theatre

• Instrumental Music
• Vocal Music
• Dance

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To Establish a New Program (1)

• Establish a need.
• Gather the professional community (AS and
  Education faculty, practicing professionals,
  students, and graduates).
• Examine the content standards.
• Know, understand, use, dispositions.
• Determine the courses where each standard is
  addressed.
• Know and understand AS
• Use and dispositions Education

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To Establish a New Program (2)

• Determine the curriculum (set of courses for
  program or major).
• Determine the assessments (within courses and
  across courses program).
• Set the criteria for passing the assessments.

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Determining Coursework

• AS Faculty /or Chairs, Education Faculty /or
  Chairs, Others
• Examine each standard, one by one.
• Connect standard to course, assessment, and
  conceptual framework.

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Review and Approval Processes

• Internal/Institution
• SPA Program Review (SPA Template)
• Context
• Eight Assessments
• Assessments Aligned to the Standards
• NCATE Unit Accreditation

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Program Review For Each Best Assessment (1)

• Brief description
• Aligned of the assessment to the standards
• An analysis of the data
• How data provide evidence of meeting the
  standards
• Documents to be included
• the assessment tool or description of the
  assignment
• the scoring guide for the assessment and
• candidate data derived from the assessment.

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Program Review For Each Best Assessment (2)

• Criteria for passing through the transition point
  to the next part of the program.
• Admission
• Entrance to student teaching
• Exit from student teaching
• Exit from the program
• Licensure

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Sample Assessments by Transition Point (1)

• Admission
• Content
• New York Regents Exam (http//www.nysedregents.org
  /) (Used as a basis for identifying potential
  areas of concern.)
• GPA (clearly tied to standards grading criteria
  defined)
• Basic Skills
• PRAXIS I (Reading, Writing, Mathematics)
• CollegeBase (CBASE)
• Collegiate Assessment of Academic Proficiency
  (CAAP)
• Essays and Interviews (writing and reading
  skills, dispositions)
• Professionalism
• Letters of reference
• Hours and types of work with children

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Sample Assessments by Transition Point (2)

• Entrance to student teaching
• 80 of coursework for content area is completed
  Specific GPA required
• Successful rating on dispositions rubrics
• PRAXIS II Content Exam
• Key assessments to this point
• Exit from student teaching
• PRAXIS II Principles of Learning and Teaching
  (PLT)
• Student teaching evaluation form
• PRAXIS II Content Exam

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Sample Assessments by Transition Point (3)

• Exit from the program and/or licensure
• Completion of all coursework
• Overall GPA (specific)
• Content GPA (specific)
• All key assessments
• State licensure test
• PRAXIS II Content Exam
• PRAXIS II Principles of Learning and Teaching
  (PLT)

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How do we know candidates know and understand the
content?

• Grades
• Traditional tests (t/f, multiple choice, short
  answer, essay, annotated timelines)
• Performance Assessment
• measure of assessment based on authentic tasks
  such as activities, exercises, or problems that
  require students to show what they can do.
• Tasks
• designed to have students demonstrate their
  understanding by applying their knowledge to a
  particular situation.
• ASCD Education Topics

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Example Performance Assessment

• Given a current political map of Africa showing
  the names and locations of countries and a
  similar map from 1945--
• Traditional assessment Identify and explain
  differences and similarities.
• Performance assessment Prepare a newspaper
  article explaining the changes.
• ASCD Education Topics

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Assessments for Program Review

• Six to eight key assessments to assess the
  program, each clearly tied to the content
  standards.
• Content (Licensure Tests--aligned to standards)
• Content
• Pedagogical Content Knowledge
• Professional and Pedagogical Content Knowledge
  and Skills
• Student Learning
• Three Others
• Things to consider
• How many standards? (English 4, Biology 12,
  Social Studies 10 Thematic Standards, 5
  Disciplinary Standards)
• How many assessments? (maximum of 8)

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Rubrics for Program Review

• performance-based assessments
• evaluate student performance on any given task or
  a final product, or learning outcome
• use specific criteria as a basis for evaluating
  or assessing student performances
• in narrative descriptions
• separated into levels of possible performance to
  assess tasks as they relate to a final product or
  behavior
• related to a given task.
• levels of performance.
• describes degrees of proficiency and
• each level is assigned a value that rates the
  degree of proficiency or student performance.
• numerical and/or qualitative rating scales are
  used.

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Standards to Performance

• Each standard is aligned to
• Courses on Program Check Sheet
• Syllabus
• Goals/Outcomes/Objectives
• Assessments
• Rubrics
• Data--by standard
• How well did the student do?
• How well did the class do?
• How well does the program do?
• How well does the unit do?

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How does this collaboration happen?

• Scenarios
• Foreign Language
• Biology
• Sociology/Anthropology
• Integrated Social Studies
• Whats a Rubric Anyway?

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What next?

• At your site, visit with those who have attended
  this web conference with you for a couple of
  minutes.
• What idea from this session makes the most sense
  to you? How might you act upon that idea
  relatively soon?
• Post your responses on the messaging board (IM).

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Resources (1)

• Accreditation
• http//www.teac.org/CHEA_Talking_Points.pdf
• Accreditors
• http//www.chea.org/pdf/CHEA_USDE_AllAccred.pdf
• NCATE Glossary of Terms
• http//www.ncate.org/public/glossary.asp?ch143U
  
• NCATE 101
• http//www.ncate.org/public/publicationsbooks.asp?
  ch49bookSTD123
• http//www.ncate.org/documents/clinics/2007/NCATE1
  01.pp

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Resources (2)

• NCATE Unit Standards
• http//www.ncate.org/documents/standards/UnitStand
  ardsMay07.pdf
• Performance Assessment
• http//www.ascd.org/portal/site/ascd/menuitem.4427
  471c9d076deddeb3ffdb62108a0c/
• Rubrics
• http//www.teach-nology.com/tutorials/teaching/rub
  rics/print.htm
• Qualified Staff
• http//www.ed.gov/nclb/methods/teachers/edpicks.jh
  tml?srcaz
• Content Standards (20 Program Areas)
• http//www.ncate.org/institutions/programStandards
  .asp?ch4

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Next Steps

• Webcast Two - Developing Assessments and
  Designing Rubrics
• Webcast Three - Using Data to Inform Practice,
  Change and Modify Programs

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Its your turn
We are now going to turn the conference over to
you and ask for your feedback on the following
questions located on the next slide. Please
briefly answer these questions in the text
message window and include the number of the
question you are referring to, we will compile
them as part of our internal assessment of the
seminars
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• After attending the session
• 1. What might be one main idea that you will take
  away from this conference and put into use at
  your institution?
• 2. Do you understand the key role Arts and
  Sciences plays in NCATE Program Review and Unit
  Accreditation?
• 3. Do you have a better understanding of Program
  Development?

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Thank You for Your Participation

• Questions?
• Please feel free to send questions about this
  session and the next two scheduled the
• Arts Sciences Web conference Series to
• Dr. Boyce Williams (boyce_at_ncate.org)