BIR Update BIR Update

Program Sampling Program Sampling ClusterCluster

November 2010November 2010

Ensuring Educator Excellence

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Topics to be Addressed—Part ITopics to be Addressed—Part I

1.1. Accreditation HandbookAccreditation Handbook

2.2. Team Member EthicsTeam Member Ethics

3.3. Responsibilities Prior to Arriving at Responsibilities Prior to Arriving at the Sitethe Site

4.4. Travel InformationTravel Information

5.5. Technology on the VisitTechnology on the Visit

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Topics Topics continued continued

6.6. Working as a team memberWorking as a team member

7.7. Interview strategiesInterview strategies

8.8. Standard FindingsStandard Findings

9.9. Accreditation RecommendationAccreditation Recommendation

10.10.Evaluating the visitEvaluating the visit

Plus Part II—Program SamplingPlus Part II—Program Sampling

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Accreditation HandbookAccreditation Handbook

► Accreditation Handbook (2009)

Best resource for team members

Chapter 10: Accreditation Site Visit Team Member Information

Review this chapter before arriving at the site visit

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Team Member EthicsTeam Member Ethics► Accreditation requires the highest standard of ethical Accreditation requires the highest standard of ethical

behavior and professionalismbehavior and professionalism Interviews are held in strict confidenceInterviews are held in strict confidence Team deliberations are confidential and not to be shared with Team deliberations are confidential and not to be shared with

non-team membersnon-team members► Ethical and professional behavior of BIR members should Ethical and professional behavior of BIR members should

not end when the site visit is complete:not end when the site visit is complete: BIR members should BIR members should nevernever discuss the details of a review with discuss the details of a review with

othersothers While reports are public, BIR members must always use good While reports are public, BIR members must always use good

professional judgment when asked about reviewsprofessional judgment when asked about reviews

The success of the accreditation system depends The success of the accreditation system depends

upon YOU!upon YOU!

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Prior to the VisitPrior to the Visit

Make travel arrangements

Submit food/special needs

Read document (s) appropriate for your team assignment

Review electronic evidence

Formulate basic questions

Member information page

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Travel InformationTravel Information

►Team Member Information from Teri A.►Use Travel Store to book flights►Use the most economical mode of

transportation Hotel shuttle, if available A Shuttle Service A Taxi if necessary

►Submit transportation receipts for reimbursements !

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Technology at the VisitTechnology at the Visit

►Standards documents—electronicStandards documents—electronic►Site Visit Documentation—electronicSite Visit Documentation—electronic►Exhibits—Usually electronicExhibits—Usually electronic

Notify staff if you plan to bring a laptopNotify staff if you plan to bring a laptop Notify staff if you will need a hard copy Notify staff if you will need a hard copy

of your document (s)of your document (s)

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Working as a Team MemberWorking as a Team Member

►Understand your assigned roleUnderstand your assigned role►Leave your own program at homeLeave your own program at home►Use your time wiselyUse your time wisely►Understand the timelines for getting Understand the timelines for getting

draft of report submitted to team leaddraft of report submitted to team lead►Assist in gathering information for Assist in gathering information for

other team membersother team members►Participate in team discussionsParticipate in team discussions

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Interview StrategiesInterview Strategies1. Introduce Yourself

2. Explain Why You Are Interviewing Each Person

3. Reduce Anxiety

4. Assure Confidentiality 5. Maintain a Professional Perspective6. Use Active Listening

7. Take Notes

8. Ask Questions Related to Standards

9. Avoid Questions That Can Be Answered “Yes” or “No”

10. Pursue Questions Until You Are Sure They Are Answered

11. Do Not Accept Unsupported Conclusions

12. Be Aware of Time—Adhere to the Schedule

13. Ask a Wrap-Up Question14. Cross-Check Information

InterviewsInterviews

►Program Coordinator—morning of the Program Coordinator—morning of the first full day (Monday)first full day (Monday)

►GroupGroup Interviews—across your programs Interviews—across your programs CandidatesCandidates CompletersCompleters Supervisors—program and district or Support Supervisors—program and district or Support

ProvidersProviders Faculty/Instructional PersonnelFaculty/Instructional Personnel EmployersEmployers

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Group InterviewsGroup Interviews

►Use the Interview Placemat to tally Use the Interview Placemat to tally individuals, by program and constituencyindividuals, by program and constituency

►Know who/which program responds to Know who/which program responds to each questioneach question

►Confirm information shared with others Confirm information shared with others in the room, across programsin the room, across programs Solicit input from everyone in the groupSolicit input from everyone in the group Moderate those individuals who want to Moderate those individuals who want to

respond to each questionrespond to each question

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Focus/Purpose of InterviewsFocus/Purpose of Interviews

►Day 2—am: Day 2—am: ExploringExploring and and GatheringGathering ““Tell me about the program…”Tell me about the program…”

““Describe your role in…”Describe your role in…”

►Day 2—pm: Day 2—pm: ConfirmingConfirming and and ClarifyingClarifying ““Let me see if I understand…can you Let me see if I understand…can you

share with me…”share with me…”

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Purpose of Interviews-Day 3Purpose of Interviews-Day 3

►Day 3—am: Day 3—am: Final IssuesFinal Issues ““I have talked with a good number of I have talked with a good number of

individuals, I have 2 or 3 specific individuals, I have 2 or 3 specific questions for you and then will invite you questions for you and then will invite you to share any comments you have…” to share any comments you have…”

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Standard FindingsStandard Findings

The team must reach a decision on each standard—The team must reach a decision on each standard—Common and ProgramCommon and Program

Met——All phrases of the standard are evident and effectively implemented.

Met with concern (s)—One or more phrases of the standard are not evident or are ineffectively implemented.

Not Met — Significant phrases of the standard are not evident or are so ineffectively implemented that it is not possible to see the standard in the program.

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Accreditation RecommendationAccreditation Recommendation►AccreditationAccreditation

►Accreditation with StipulationsAccreditation with Stipulations

►Accreditation with Major Accreditation with Major StipulationsStipulations

►Accreditation with Probationary Accreditation with Probationary StipulationsStipulations

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StipulationsStipulations

► If the recommendation is not If the recommendation is not “Accreditation,” the team must write “Accreditation,” the team must write proposed stipulations.proposed stipulations.

► Identify the specific area where the Identify the specific area where the institution/program is not meeting the institution/program is not meeting the standard(s).standard(s).

►Consultant and Team Lead will guide Consultant and Team Lead will guide this process.this process.

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Evaluating the visitEvaluating the visit

Electronic survey►Team members►Team Lead►Institution

Complete the survey within one week. Contact Administrator of Accreditation (or Division Director) if concerns you do not want to put into writing.

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Topics to be addressed—Part IITopics to be addressed—Part II1. Program Sampling Process

2. Addressing areas of concern in one program when all others are OK.

3. Format for Program Reports

4. MS and SS programs--TPA

5. Intern programs— Early Completion Option and how this impacts the

findings on program standards. 120 hour Pre-service requirement and how this is

reviewed at the site visit

6. How to review programs that are transitioning from one set of standards to another

7. Prior to the Visit

Program SamplingProgram Sampling

►Focus at the 10,000 foot level—Do not Focus at the 10,000 foot level—Do not consult the adopted program standardsconsult the adopted program standards Program DesignProgram Design Course of Study (Curriculum and Field Course of Study (Curriculum and Field

Experience)Experience) Candidate CompetenceCandidate Competence

► Interview across Programs, but within Interview across Programs, but within one constituencyone constituency

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Assigned ProgramsAssigned Programs

►Usually teaching or services programsUsually teaching or services programs►Assigned to 3-4 specific programs Assigned to 3-4 specific programs

before arriving at the visitbefore arriving at the visit► If the institution sponsors a single If the institution sponsors a single

program, the Program Sampling team program, the Program Sampling team member will also focus on one or two member will also focus on one or two Common Standards Common Standards

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Program Sampling Program Sampling AssignmentsAssignments

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Program Sampling Team Member

1. MS/SS Preliminary Program

2. Education Specialist :MM Program

3.Reading Certificate

Program Sampling Team Member

1.Administrative Services Preliminary Program

2.PPS-Counseling Program

3.PPS-School Psychology Program

Program Sampling Team Member

1.BTSA Induction Program

2.Common Standard Focus

Prior to arriving at the site Prior to arriving at the site visit visit

►For For eacheach program read program read Program SummaryProgram Summary Preliminary Report of FindingsPreliminary Report of Findings Biennial Report Biennial Report CTC Feedback to the Biennial ReportCTC Feedback to the Biennial Report

►For For eacheach program complete program complete Program Planning DocumentProgram Planning Document

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Program Summary (PS)Program Summary (PS)►Read PS as the introduction to each of Read PS as the introduction to each of

your assigned program(s)your assigned program(s)

►Program Narrative is available for Program Narrative is available for reference but does not need to be read reference but does not need to be read prior to arriving at the site visitprior to arriving at the site visit

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PA Preliminary Report of PA Preliminary Report of FindingsFindings

►Review the Preliminary Report of Findings Review the Preliminary Report of Findings for each program assigned to youfor each program assigned to you Look over the standards where the initial Look over the standards where the initial

readers asked questions—note the issues for readers asked questions—note the issues for the interviews.the interviews.

If any standards have not been deemed If any standards have not been deemed “Preliminarily Aligned” plan to investigate “Preliminarily Aligned” plan to investigate with Program Coordinator and appropriate with Program Coordinator and appropriate stakeholdersstakeholders

Note--Note--

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Utilizing Biennial ReportsUtilizing Biennial Reports

►Carefully read the Biennial Reports for each Carefully read the Biennial Reports for each of your assigned programs.of your assigned programs. Note the key assessments reported on in the BRNote the key assessments reported on in the BR Note the program modifications identified in the Note the program modifications identified in the

BRBR

►Review CTC Feedback on the Biennial Review CTC Feedback on the Biennial ReportsReports

►Decide if any note should be made on the Decide if any note should be made on the Planning Document regarding the BR or Planning Document regarding the BR or assessments used in the programassessments used in the program

Program Planning DocumentProgram Planning Document

►Complete a Program Planning Complete a Program Planning Document for Document for eacheach program assigned program assigned to youto you Note any concerns within the 3 Note any concerns within the 3

‘categories’‘categories’

Identify specific questions you want to ask Identify specific questions you want to ask for certainfor certain

Identify evidence to review at the visitIdentify evidence to review at the visit

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Program StandardsProgram Standards

► Responsible for familiarity with the set of program standards you are assigned to focus on

► Visit the Program Standard web page http://www.ctc.ca.gov/educator-prep/STDS-prep-program.html

► Flash Drive will have an electronic copy of the standards

► State Consultant is the resource on interpretation of program standards

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Addressing areas of concernAddressing areas of concern

► If concerns are raised in the interviews or If concerns are raised in the interviews or review of evidence, investigate and draw review of evidence, investigate and draw conclusion about conclusion about The issueThe issue The program or programs involvedThe program or programs involved

► As soon as possible, update the team lead As soon as possible, update the team lead or the state consultant— or the state consultant— do not move to do not move to the standard level until the team lead has the standard level until the team lead has agreedagreed

IfIf You Move to a Standard You Move to a Standard FocusFocus

► Identify which standard or standards in Identify which standard or standards in which program or programs—use which program or programs—use Standards Categories document if Standards Categories document if needed needed

►Team Lead will update the Team Lead will update the dean/directordean/director

►For the identified program(s) For the identified program(s) investigate the issue relative to the investigate the issue relative to the adopted standard languageadopted standard language

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Drafting the Program ReportDrafting the Program Report

►Use PS as the very rough draft of the Use PS as the very rough draft of the program reportprogram report Delete text that is too specific for the COA Delete text that is too specific for the COA

(i.e. course listings)(i.e. course listings) Confirm all text that remainsConfirm all text that remains Remove text if no confirmationRemove text if no confirmation Cite evidence gathered at visitCite evidence gathered at visit Add examples gathered in interviews or Add examples gathered in interviews or

documentationdocumentation31

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Report FormatReport Format

► The report on each Program is about two-three pages in length.

► Team members should be able to corroborate Team members should be able to corroborate their findings with multiple sources of their findings with multiple sources of evidence.evidence.

► Statements made in the Team Report must be Statements made in the Team Report must be tied to the standard.tied to the standard.

► Use Times New Roman, 12 pt., 1 inch margins, single spaced.

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Report writingReport writing

► No personal opinions.No personal opinions.

► No identification of individuals—either No identification of individuals—either positive or negative.positive or negative.

► Grammar and spelling do count.Grammar and spelling do count.

► This is a public, professional document.This is a public, professional document.

► In identifying groups of people, use In identifying groups of people, use candidates for those in preparation candidates for those in preparation programs and students for those in K-12 programs and students for those in K-12 schools.schools.

Program Report TemplateProgram Report Template

►Program Report Template—First Evening!Program Report Template—First Evening! Copy and paste from the Program Summary Copy and paste from the Program Summary

into the Report Templateinto the Report Template Only take language that has been confirmed Only take language that has been confirmed

and add language that cites evidence and and add language that cites evidence and gives examples.gives examples.

►Findings on standards—boiler plate Findings on standards—boiler plate language. If not all standards are met, language. If not all standards are met, provide a “Rationale”provide a “Rationale”

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Multiple and Single SubjectMultiple and Single Subject

►Teaching Performance Assessment Teaching Performance Assessment (TPA)(TPA) CalTPACalTPA PACTPACT FASTFAST

►Sample questions for a variety of Sample questions for a variety of stakeholdersstakeholders

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Intern ProgramsIntern Programs

MS and SS Intern ProgramsMS and SS Intern Programs

Early Completion Option

MS, SS, and Ed Sp Intern ProgramsMS, SS, and Ed Sp Intern Programs

120 hour Pre-Service

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Transitioning ProgramsTransitioning Programs

►May not have completed Program Assessment

►Review the program through Program Sampling

►If issue is found and you move to the standard level: Need to hold the transitioning program to all concepts in both the new and prior standards

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Programs TransitioningPrograms Transitioning►MS/SS Clear MS/SS Clear ►Career Technical EducationCareer Technical Education►Education Specialist ProgramsEducation Specialist Programs►Reading Certificate and CredentialReading Certificate and Credential►Adult EducationAdult Education►Teacher LibrarianTeacher Librarian

Programs will complete Program Assessment Programs will complete Program Assessment 6-12 months after completing the transition6-12 months after completing the transition

Timeline Prior to Arriving at Timeline Prior to Arriving at SVSV

►2 Months Prior to the Site Visit2 Months Prior to the Site Visit Expect to receive the documents from the Expect to receive the documents from the

state consultant/team lead or download state consultant/team lead or download from the accreditation web pagefrom the accreditation web page

►1 Month prior to the Site Visit1 Month prior to the Site Visit Working on the Program Planning DocumentWorking on the Program Planning Document

►1 Week prior to the Site Visit1 Week prior to the Site Visit Program Planning Document completed—Program Planning Document completed—

email to team lead, may have phone callemail to team lead, may have phone call

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