Deciphering SPA Requirements

Kathy Hildebrand, Ph.D., Assistant Dean of Assessment & Continuous Improvement, College of Education

Cynthia Conn, Ph.D., Associate Director, Office of Academic Assessment; Instructor, College of Education

Paul Alley, Project Director, College of Education

Workshop Objectives

Gain a better understanding of the NCATE process

Get tips on how to decipher the Specialized Professional Association (SPA) requirements and report template

Begin writing your program’s SPA/Assessment Plan

Learn how to create/align program level assessment items with unit level requirements

Receive direct consultation regarding specific program and academic area efforts

NCATE Overview

FOCUS: Assessment of Student Learning! Connects to institutional assessment processes

and ABOR 7 year Program Review NCATE web site:

http://www.ncate.org SPA Standards & Report Forms

http://www.ncate.org/public/programStandards.asp?ch=4

Deciphering SPA Requirements

General Directions Overarching questions your report should answer:

Have candidates mastered the necessary knowledge for the subjects they will teach or the jobs they will perform?

Do candidates meet state licensure requirements? Do candidates understand teaching and learning and can

they plan their teaching or fulfill other professional education responsibilities?

Can candidates apply their knowledge in classrooms and schools?

Do candidates focus on student learning?

Deciphering SPA Requirements

General Directions Be aware of:

formatting and page limits for narrative sections and attachments (see p. 2-3)

report errors/typos NCATE template items vs.

SPA language

(ISTE Technology Leaders SPA Report)

Deciphering SPA Requirements

General Directions Connect the brief directions regarding each

report section on page 2 with the detailed instructions for each section described later in the report NOTE: Review examples listed in Section IV

BEFORE selecting assessments for Section II

(ISTE Technology Leaders SPA Report)

Deciphering SPA Requirements

Specific Instructions Look here for specific information regarding:

which programs are eligible for review SPA specific decision rules if grades can be used for assessment purposes

(ISTE Technology Leaders SPA Report)

(NCSS SPA Report)

(CEC SPA Report)

Don’t Delay…Start Writing

Sections I, II, III, and IV (except item 3 and 5.c.) and Attachments A and B should be drafted NOW as part of your assessment planning efforts Program Assessment PLAN

Sections IV 3, 5.c., and V are the ONLY items that require data and analysis Program Assessment REPORT

February2008!

Curriculum Mapping

Program Assessment Planning STARTS with curriculum mapping!

Step 1: Map discipline standards to courses/ program activities.

Step 2: Revise course curricula as needed to ensure standards are being addressed.

Curriculum Mapping (cont.)

Step 3: Determine how standards align with SPA Assessments 1-8 as well as Unit level transition points and required assessments.

Aligning Program Assessments with Unit Level Requirements

SPA Required Assessments

Transition Point Assessments(Initial Programs only)

Unit Level Assessments

Assessment 1 - Licensure assessment, or other content-based assessment

Transition Point 4 – Exit from Program

Standard 1, Element 1; required 80% pass rate on state licensure exam

Assessment 2 - Assessment of content knowledge in discipline

Transition Point 2 - Admission to Capstone Course; portfolio items documenting content and pedagogical knowledge, skills, and dispositions

Standard 1, Elements 1 & 2

Assessment 3 - Assessment of candidate ability to plan instruction

Transition Point 2 - Admission to Capstone Course; portfolio items documenting content and pedagogical knowledge, skills, and dispositions; Transition Point 3 – Successful Completion of Capstone; portfolio examples

Standard 1, Elements 1 & 2

Aligning Program Assessments with Unit Level Requirements (cont.)

SPA Required Assessments

Transition Point Assessments(Initial Programs only)

Unit Level Assessments

Assessment 4 - Assessment of student teaching

Transition Point 3 - Completion of Capstone Course

Standard 3, Element 3

Assessment 5 - Assessment of candidate effect on student learning

Transition Point 3 - Completion of Capstone Course

Standard 1, Elements 7 & 8, Standard 3, Element 3, and Standard 4, Element 1 (support needs of diverse learners)

Aligning Program Assessments with Unit Level Requirements (cont.)

SPA Required Assessments

Transition Point Assessments(Initial Programs only)

Unit Level Assessments

Assessment 6 - Additional assessment that addresses standards (required)

Standard 4—Diversity, Element 1: Design, Implementation, and Evaluation of Curriculum and Experiences:

Curriculum and accompanying field experiences are designed to help candidates understand the importance of diversity in teaching and learning. Candidates learn to develop and teach lessons that incorporate diversity and develop a classroom and school climate that values diversity. Candidates become aware of different teaching and learning styles shaped by cultural influences and are able to adapt instruction and services appropriately for all students, including students with exceptionalities.

Assessment 7 – Additional assessment that addresses standards (optional for some programs)

Assessment 8 – Additional assessment that addresses standards (optional for some programs)

Curriculum Mapping (cont.)

Step 4: Given the information from Step 3, identify, create, and/or revise summative assessments that meet standards aligned to course as well as SPA Assessment 1-8 and Unit level assessment requirements.

Step 5: Determine scoring procedures for summative assessments identified in Step 4.

(ISTE Technology Leaders Chart)

What’s Next? Action Items: Complete Section II

Map or confirm mapping of standards to courses/program activities.

Create, select or revise summative assignments that align with SPA identified assessments.

Begin development of scoring guides/rubrics that include criteria aligned to standards.

Attend: Building Rubrics that Align with Standards & Documenting Candidates’ Effects on Student Learning Friday, October 13, 8:00 am to noon

Direct Consultation

Direct Consultation What is the status of your planning and

implementation efforts to date? How can we help?