Commission on Teacher Credentialing Ensuring Educator Excellence Biennial Reports Technical...
-
Upload
beryl-baker -
Category
Documents
-
view
215 -
download
0
Transcript of Commission on Teacher Credentialing Ensuring Educator Excellence Biennial Reports Technical...
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Biennial ReportsBiennial Reports
Technical Assistance MeetingTechnical Assistance MeetingDecember 16, 2010December 16, 2010
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Objectives for the DayObjectives for the Day
Identify the purpose of biennial Identify the purpose of biennial reports within the accreditation reports within the accreditation systemsystem
To discuss the various components of To discuss the various components of the Biennial Report the Biennial Report
To share exemplars of biennial To share exemplars of biennial reports for various credential reports for various credential programs. programs.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
3 Major Activities of the system and 3 Major Activities of the system and their different rolestheir different roles
Program Assessment ––Is the program in alignment with the standards?
Biennial Reports – – Is the program effective in developing qualified educators and does the program use data to drive its program improvement efforts?
Site Visit – – Confirms that the Common Standards and Program Standards are implemented in an integrated, effective manner?
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
7 Year Accreditation Cycle7 Year Accreditation Cycle
Year 3, Collect DataAnalyze Data to report in Year 4
Year 4,Collect Data
Program Assessment
Year 5, Collect DataAnalyze Data to report in Year 6, Prepare for Site Visit
Year 6,Collect Data
Site Visit
Year 7, Collect DataFollow-Up
Year 1, Collect Data
Analyze Data to report in Year 2
Year 2, Collect Data
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Accreditation SystemAccreditation System
Site Visit
Are Common Standards and Program Standards implemented in an integrated, effective manner?
Biennial Reports
Are programs effective in preparing competent educators?
Program Assessment
Are programs aligned with standards?
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Uses for Biennial ReportsUses for Biennial Reports
Critical part of the accreditation cycleCritical part of the accreditation cycle Key piece of evidence that an institution is Key piece of evidence that an institution is
responsive to Common Standards 2 and 9 responsive to Common Standards 2 and 9 Used by review teams during Program Used by review teams during Program
Assessment and Site Visits. Assessment and Site Visits. Biennial Reports, Program Assessment and Biennial Reports, Program Assessment and
Site Visits, together give a more Site Visits, together give a more comprehensive picture of a program comprehensive picture of a program sponsor over time.sponsor over time.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
2010 – Where are we?2010 – Where are we? Just completed third year of full Just completed third year of full
implementation of biennial reports in the implementation of biennial reports in the accreditation system.accreditation system.
With the exception of BTSA programs, all With the exception of BTSA programs, all institutions have now submitted at least one institutions have now submitted at least one biennial report. BTSA programs were biennial report. BTSA programs were brought into the system this year, and three brought into the system this year, and three cohorts have submitted their first report. cohorts have submitted their first report.
Site visits that took place in Spring 2009 Site visits that took place in Spring 2009 and 2010 included biennial reports as part and 2010 included biennial reports as part of their evidence.of their evidence.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Bottom LineBottom Line
Data should be at a level that Data should be at a level that measures:measures:the rate at which candidates are learning the rate at which candidates are learning the competencies as measured with the competencies as measured with assessments of candidate and completer assessments of candidate and completer knowledge and skills, andknowledge and skills, andthe strengths and areas of growth of the the strengths and areas of growth of the program as measured through candidate, program as measured through candidate, completer, employer, and other stakeholder completer, employer, and other stakeholder survey.survey.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Relationship to the Standards
Common Standard 2 – Unit and Common Standard 2 – Unit and Program Evaluation SystemProgram Evaluation System
The education unit implements an assessment system for ongoing program and unit evaluation and improvement. The system collects, analyzes, and utilizes data on candidate and program completer performance and unit operations.
(continued on next page)
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Common Standard 2 (continued)
Assessment in all programs include on-going and comprehensive data collection related to candidate qualifications, proficiencies, competence, and program effectiveness. Data are analyzed to identify patterns and trends that serve as the basis for programmatic and unit decision-making.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Common Standard 9Common Standard 9
Focuses on Candidate Competencies Focuses on Candidate Competencies at the Program Levelat the Program Level
Hold that thought…Hold that thought…
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Biennial Report StructureBiennial Report Structure
Two sections to the report:Two sections to the report: AA Submitted by each program. Current Submitted by each program. Current
program context, recent program context, recent changes, changes, enrollment/completion data. Includes enrollment/completion data. Includes data from each approved program. data from each approved program.
BB Submitted by the designated director Submitted by the designated director of educator preparation programs. of educator preparation programs.
Overall trends and institution’s Overall trends and institution’s action action plan. plan.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Biennial Report, Section ABiennial Report, Section A
Purpose: Snapshot of each program’s Purpose: Snapshot of each program’s processes for utilizing data to increase processes for utilizing data to increase program effectivenessprogram effectiveness
Part I.Part I. Contextual information/ChangesContextual information/Changes
Part II.Part II. Assessments of Candidates and Assessments of Candidates and CompletersCompleters
Part III. Analyses of dataPart III. Analyses of data
Part IV. Proposed Program ChangesPart IV. Proposed Program Changes
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Section ASection AProgram Specific InformationProgram Specific Information
Part I. Contextual InformationPart I. Contextual Information
General information to help reviewers General information to help reviewers understand the program, the context in understand the program, the context in which it operates and what has changed which it operates and what has changed significantly since the Commission approved significantly since the Commission approved the current program document.the current program document.
1 page1 page
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
ContextContextNumber of candidates and completers Number of candidates and completers
MSMS
CandidatesCandidates
(10-11)(10-11)
MSMS
CompleterCompleterss
(09-10)(09-10)
Main CampusMain Campus
Trad. Trad.
InternsInterns
SatelliteSatellite
Trad. Trad.
InternsInterns
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Context – Context – cont-cont-
When begin/end programWhen begin/end program Cohort modelCohort model Program featuresProgram features
– Internships Internships – Serves inner-city schools Serves inner-city schools – Bilingual programBilingual program
Changes since the last site Changes since the last site visit/approval/biennial reportvisit/approval/biennial report
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Section A, Part II – Candidate Section A, Part II – Candidate Assessment/Program EffectivenessAssessment/Program Effectiveness
Program describes assessment procedures Program describes assessment procedures and instruments it uses to ensure that and instruments it uses to ensure that candidates have the requisite candidates have the requisite competencies and that the program is competencies and that the program is effectively meeting its candidates’ effectively meeting its candidates’ academic and professional growth needs.academic and professional growth needs.
≤ ≤ 10 pages10 pages
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Candidate AssessmentCandidate AssessmentAn Overarching Chart can be helpfulAn Overarching Chart can be helpful
InstrumentInstrument DescriptionDescription When GivenWhen Given
CalTPACalTPA xxxxxxxxxx xxxxxxxxEvaluation of Evaluation of Student Teachers by Student Teachers by Master TeachersMaster Teachers
Reading Instruction Reading Instruction Competency Competency AssessmentAssessment
Student Portfolios (TPE Student Portfolios (TPE based Rubric)based Rubric)
Employer SurveyEmployer Survey
Survey of First Year Survey of First Year GraduatesGraduates
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Overarching chart –cont-Overarching chart –cont-
Course EvaluationsCourse Evaluations
Senior InterviewsSenior Interviews
Candidate Self Candidate Self AssessmentAssessment
Candidate Evaluation of Candidate Evaluation of Master TeachersMaster Teachers
Candidate Evaluation of Candidate Evaluation of SupervisorsSupervisors
Grade Point AverageGrade Point Average
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Provide Aggregated DataProvide Aggregated Data
Summarizing process is not enough. Summarizing process is not enough. Provide Provide ActualActual Aggregated Data for Aggregated Data for
4-6 Key Assessments 4-6 Key Assessments Data should reflect the last two Data should reflect the last two
academic yearsacademic years– For those submitting in fall 2011 – that For those submitting in fall 2011 – that
would be 09-10 and 10-11would be 09-10 and 10-11
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Examples of Candidate DataExamples of Candidate Data
Evidence of candidate and completer Evidence of candidate and completer competence through coursework and competence through coursework and practicumpracticum
TPA – for MS/SS programsTPA – for MS/SS programs Key assignments in coursework, Key assignments in coursework,
observations during fieldwork, practicum, observations during fieldwork, practicum, or clinical practiceor clinical practice
Demonstrations/presentations prior to Demonstrations/presentations prior to being recommended for a credentialbeing recommended for a credential
PortfoliosPortfolios OthersOthers
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Examples of Program Effectiveness Examples of Program Effectiveness DataData
Evidence of program effectiveness for Evidence of program effectiveness for completers, employers, communitycompleters, employers, community
Completer and graduate surveysCompleter and graduate surveys Employer surveys/feedback Employer surveys/feedback BTSA State Survey DataBTSA State Survey Data
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Examples of Key Assessments for Examples of Key Assessments for Induction ProgramsInduction Programs
Candidate DataCandidate Data Program EffectivenessProgram Effectiveness
Progress through formative Progress through formative assessmentassessment
State Survey DataState Survey Data
- PT/SP and SA Q’s- PT/SP and SA Q’s
- Matching SP and PT, state - Matching SP and PT, state
meanmean
Categorization and frequency of Categorization and frequency of Focus Questions or Inquiry TopicsFocus Questions or Inquiry Topics
Focus Group findingsFocus Group findings
Self assessment based on Self assessment based on evidence on CSTPevidence on CSTP
Feedback on PD OfferingsFeedback on PD Offerings
Completer SurveysCompleter Surveys Local evaluation toolsLocal evaluation tools
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Reporting the InformationReporting the Information
Describe the type of data being collected Describe the type of data being collected (e.g., TPA, employer data)(e.g., TPA, employer data)
Identify instrument(s) used to gather data Identify instrument(s) used to gather data
Describe process of collecting dataDescribe process of collecting data
Include descriptive statistics such as the Include descriptive statistics such as the range, mean, median, mode or percent in range, mean, median, mode or percent in each categoryeach category
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Not all Data is Equal!Not all Data is Equal!
There is data, good data, and There is data, good data, and better data for the purposes of better data for the purposes of program improvement.program improvement.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Examples of DataExamples of Data
Data: Data:
100% of candidates 100% of candidates successfully successfully complete Ed 235 complete Ed 235
or or
Average grade for all candidates Average grade for all candidates who took Ed 235 in Fall of 2010 is 3.45who took Ed 235 in Fall of 2010 is 3.45
What do either of these examples tell you What do either of these examples tell you about program quality or effectiveness?about program quality or effectiveness?
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Example of Better DataExample of Better DataWhat are the competencies covered by ED 235?What are the competencies covered by ED 235?
What key assignments, projects, fieldwork What key assignments, projects, fieldwork component, etc. are required?component, etc. are required?
Examples of possible data:Examples of possible data:Data from a common rubric/scoring Data from a common rubric/scoring
criteriacriteria
Tied to explicit standards, Tied to explicit standards, competencies, TPEs, or TPA taskcompetencies, TPEs, or TPA task
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Another Example of Informative DataAnother Example of Informative Data
Range 1-4Range 1-4 11 22 33 44 MeanMean
TPE 1: Subject Specific PedagogyTPE 1: Subject Specific Pedagogy nn nn nn nn 3.2 3.2
TPE 2: Monitoring Student TPE 2: Monitoring Student Learning During instructionLearning During instruction
TPE 3: Interpretation/Use of TPE 3: Interpretation/Use of AssessmentsAssessments
TPE 4: Making content accessibleTPE 4: Making content accessible
TPE 5: Student EngagementTPE 5: Student Engagement
TPE 6: Developmentally-TPE 6: Developmentally-appropriate practicesappropriate practices
Student Teaching Final Evaluation– Exit Clinical PracticeStudent Teaching Final Evaluation– Exit Clinical PracticeCompleted by Master Teacher and University Completed by Master Teacher and University SupervisorSupervisor
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Best DataBest DataData tied to the competencies required of Data tied to the competencies required of the credential.the credential.
Data from TPE observations during ED 235 Data from TPE observations during ED 235 (scored with a 4 pt. rubric) is compared to (scored with a 4 pt. rubric) is compared to post program information such as an post program information such as an Employer Survey data that verifies that Employer Survey data that verifies that first year teachers from the X program are first year teachers from the X program are effective in teaching….effective in teaching….
What do these data sources tell you about What do these data sources tell you about program effectiveness?program effectiveness?
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Best Biennial ReportsBest Biennial Reports
Attempt to bring together multiple Attempt to bring together multiple sources of information to identify sources of information to identify areas in need of program areas in need of program improvement and then describe what improvement and then describe what actions will be taken by the actions will be taken by the program/institution.program/institution.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Biennial Reports Tell a StoryBiennial Reports Tell a Story
Candidate Assessment Data Candidate Assessment Data indicates lowest scores indicates lowest scores around candidate’s use of assessment dataaround candidate’s use of assessment data
++
Completer surveys – Completer surveys – Indicate completers are least Indicate completers are least comfortable with use of assessment datacomfortable with use of assessment data
++
Employers report Employers report that candidates need greater that candidates need greater assistance with use of assessment dataassistance with use of assessment data
Identification by the program that there is an area Identification by the program that there is an area of concern and proposes possible modificationsof concern and proposes possible modifications
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Lessons Learned - DataLessons Learned - Data
Best Biennial Reports Best Biennial Reports 1.1. Include data at a level that can be tied to Include data at a level that can be tied to
candidate competencies outlined in the candidate competencies outlined in the standardsstandards
2.2. Include BOTH candidate assessments and Include BOTH candidate assessments and program/post-program feedback information program/post-program feedback information (employer surveys, completer surveys)(employer surveys, completer surveys)
3.3. Present data in a way that allows the reader to Present data in a way that allows the reader to compare candidate and program performance compare candidate and program performance relative to the standards.relative to the standards.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Section A, Part IIISection A, Part IIIAnalysis of DataAnalysis of Data
What does the data indicate about What does the data indicate about how well the program is performing how well the program is performing in terms of developing candidates’ in terms of developing candidates’ competencies?competencies?
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Analysis of DataAnalysis of Data
Program uses results of data analyses to Program uses results of data analyses to identify:identify:
How well candidates are performingHow well candidates are performing Areas where candidates are not Areas where candidates are not
performing as expectedperforming as expected How well completers are performingHow well completers are performing Areas in which completers feel unpreparedAreas in which completers feel unprepared How the program is perceived by How the program is perceived by
employersemployers Identify strengths of program and areas Identify strengths of program and areas
for growthfor growth
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Analysis of DataAnalysis of Data
Programs may take the data as a whole Programs may take the data as a whole and reach some conclusions, or may and reach some conclusions, or may analyze each data source separately. If analyze each data source separately. If the latter, any areas of conflict in the data the latter, any areas of conflict in the data should be addressed.should be addressed.
Do not overlook areas where the data Do not overlook areas where the data indicate some improvements are indicate some improvements are necessary.necessary.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Part IV. Use of Assessment Part IV. Use of Assessment Results for Program ImprovementResults for Program Improvement
Program describes how it will use the Program describes how it will use the results of the analyses of data to build results of the analyses of data to build on identified strengths and address on identified strengths and address areas in need of growth/improvement. areas in need of growth/improvement.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Use of Assessments for P.I.Use of Assessments for P.I.
What changes have or will be made What changes have or will be made to the program?to the program?
What data will the program continue What data will the program continue to watch over time?to watch over time?
Is there a need to improve the Is there a need to improve the assessment tools themselves?assessment tools themselves?
Make sure this section is linked to Make sure this section is linked to the data and analysis.the data and analysis.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Program ImprovementsProgram ImprovementsChart or Table may be useful here too.Chart or Table may be useful here too.
Data SourceData Source Issue to be Issue to be addressedaddressed
Plan of ActionPlan of Action
TPA 3: AssessmentTPA 3: Assessment
Employer SurveyEmployer Survey
Ability of candidates Ability of candidates to use assessments to use assessments to differentiate to differentiate instructioninstruction
Faculty to discuss Faculty to discuss curriculum in ED curriculum in ED 285285
Revisions included Revisions included in Spring 2010 in Spring 2010 course offeringcourse offering
Candidate Portfolio Candidate Portfolio RubricRubric
Evaluation by Master Evaluation by Master TeachersTeachers
Addressing the needs Addressing the needs of English Learnersof English Learners
Moving curriculum in Moving curriculum in course ED 265 to course ED 265 to earlier in the course earlier in the course sequencesequence
Revision to be Revision to be implemented in implemented in Spring 2010Spring 2010
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Biennial Report, Section BBiennial Report, Section BInstitutional Summary/Action PlanInstitutional Summary/Action Plan
Purpose: Snapshot of the Purpose: Snapshot of the institution’sinstitution’s processes for processes for utilizing data to increase program effectivenessutilizing data to increase program effectiveness
Institution will review reports from each program Institution will review reports from each program and identify trends, institutional strengths, and and identify trends, institutional strengths, and areas needing growth that occur across programs, areas needing growth that occur across programs, and describe a plan of action to improve the and describe a plan of action to improve the performance of all programs.performance of all programs.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Section B - InstitutionSection B - Institution
Summary is submitted by unit leader: Summary is submitted by unit leader: Dean, Director of Education, Dean, Director of Education, Superintendent, or Head of the Governing Superintendent, or Head of the Governing Board of the Program Sponsor. Board of the Program Sponsor.
Summary identifies:Summary identifies: Trends observed across programs Trends observed across programs Areas of strengthAreas of strength Areas for improvement Areas for improvement Next steps or a plan of action. Next steps or a plan of action.
1 Page1 Page
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
When are they due?When are they due?
Biennial Reports are due immediately following Biennial Reports are due immediately following years 1, 3, and 5 of the cohort cycleyears 1, 3, and 5 of the cohort cycle
Due to the Commission Due to the Commission August 15 or October 15August 15 or October 15 December 15 for December 15 for only some only some institutions institutions
They are due FOLLOWING the second academic They are due FOLLOWING the second academic year during which the data is collected.year during which the data is collected.
CTC sends a letter to Dean/Director and includes CTC sends a letter to Dean/Director and includes information in PSD E-News: Survey Monkeyinformation in PSD E-News: Survey Monkey
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
How are they submitted?How are they submitted?
ElectronicallyElectronically – via E-mail to – via E-mail to
Questions may be directed here as Questions may be directed here as well.well.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
How are Biennial Reports How are Biennial Reports Reviewed?Reviewed?
Several levels of review:Several levels of review:1)1) Staff reviewStaff review2) 2) Program Assessment Program Assessment
ReviewersReviewers3)3) Site Visit TeamsSite Visit Teams
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Staff ReviewStaff Review CTC staff will review the reports and, CTC staff will review the reports and,
if necessary, seek additional if necessary, seek additional information.information.
Feedback will be provided to Feedback will be provided to program sponsors in a timely program sponsors in a timely manner--6-8 weeksmanner--6-8 weeks
A summary of the information from A summary of the information from the Biennial Reports will be shared the Biennial Reports will be shared with the Committee on Accreditation.with the Committee on Accreditation.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Staff Response FormStaff Response FormCred/Cred/
Cert Cert PrgmPrgm
Candidate/ Candidate/ Program Data Program Data SubmittedSubmitted
Components (+ well addressed; √ Acceptable; 0 Not Evident)
Comments/Comments/
Additional information Additional information RequiredRequired
MS/SSMS/SS
MS MS InternIntern
Data SubmittedData SubmittedTPA Scores Task TPA Scores Task 1-41-4
Student Teaching Student Teaching Evaluations (mid Evaluations (mid term and final, by term and final, by TPE)TPE)
Portfolio (scores Portfolio (scores by TPE)by TPE)
Program Program Completer SurveyCompleter Survey
Employer Employer SurveySurvey
Other Data Other Data ListedListed
ContextContext
Changes since last Changes since last BR/SVBR/SV
Assessments Tied Assessments Tied to Competenciesto Competencies
Aggregated DataAggregated Data
Analyz/Disc. DataAnalyz/Disc. Data
Modifications Modifications Linked to DataLinked to Data
Modifications Modifications linked to linked to StandardsStandards
++
√
√√√
√
Data, analysis, and program Data, analysis, and program modifications were present, modifications were present, clearly presented, and well clearly presented, and well linked. Data and analysis linked. Data and analysis supported program supported program modifications.modifications.
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Examples of Issues IdentifiedExamples of Issues Identified No data is submitted – assessment No data is submitted – assessment
process is discussedprocess is discussed No candidate data is currently No candidate data is currently
collected, analyzed or utilized by the collected, analyzed or utilized by the institution, but there is a plan to do institution, but there is a plan to do so in the futureso in the future
Links between the data, analysis, Links between the data, analysis, and program modifications are hard and program modifications are hard to seeto see
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Examples of Issues Examples of Issues – cont-– cont- Data is reported at a level that is difficult Data is reported at a level that is difficult
to link to candidate competencies explicit to link to candidate competencies explicit in the standardsin the standards
Data includes only post-program Data includes only post-program effectiveness or candidate data and not effectiveness or candidate data and not bothboth
Areas of apparent weaknesses are not Areas of apparent weaknesses are not addressed at all in the analysis or program addressed at all in the analysis or program modificationsmodifications
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
After the Staff ReviewAfter the Staff Review
In 4In 4thth Year of Cycle – Biennial Reports Year of Cycle – Biennial Reports are provided to Program Assessment are provided to Program Assessment Reviewers (evidence for candidate Reviewers (evidence for candidate assessment/competency standards)assessment/competency standards)
In 6In 6thth Year of Cycle – Biennial Reports Year of Cycle – Biennial Reports are provided to Site Visit Team are provided to Site Visit Team (evidence for Common Standards 2 (evidence for Common Standards 2 and 9)and 9)
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
ResourcesResources
The Biennial Report template, Optional BTSA The Biennial Report template, Optional BTSA specific template, and more can be found specific template, and more can be found at:at:
http://www.ctc.ca.gov/educator-prep/program-accred-biennial-reports.html
Cheryl Hickey, Cheryl Hickey, [email protected] Gay Roby, Gay Roby, [email protected]
Co
mm
issi
on
on
Tea
cher
Cre
den
tial
ing
Ensuring Educator Excellence
Questions?Questions?