NCATE for Dummies AKA: Everything You Wanted to Know About NCATE, But Didn’t Want to Ask.
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Transcript of NCATE for Dummies AKA: Everything You Wanted to Know About NCATE, But Didn’t Want to Ask.
NCATE for DummiesNCATE for Dummies
AKA: Everything You Wanted to Know About
NCATE, But Didn’t Want to
Ask
AKA: Everything You Wanted to Know About
NCATE, But Didn’t Want to
Ask
What is NCATE?What is NCATE? The National Council for Accreditation of Teacher Education (NCATE) is a national accrediting body for schools, colleges, and departments of education authorized by the U.S. Department of Education.
Approximately seventy percent of the 189 doctoral granting institutions are NCATE accredited or candidates for accreditation
The National Council for Accreditation of Teacher Education (NCATE) is a national accrediting body for schools, colleges, and departments of education authorized by the U.S. Department of Education.
Approximately seventy percent of the 189 doctoral granting institutions are NCATE accredited or candidates for accreditation
NCATE Focus: A ShiftNCATE Focus: A ShiftIs
Outcomes Based Concerned with Candidates’:
Knowledge Skills DispositionsNecessary to promote student learning
Is Outcomes Based Concerned with Candidates’:
Knowledge Skills DispositionsNecessary to promote student learning
Is Not Course Based Concerned with Candidates’ course grades or GPA
Which is inconsistent between universities, programs, and instructors
Is Not Course Based Concerned with Candidates’ course grades or GPA
Which is inconsistent between universities, programs, and instructors
What is NCATE Accreditation?What is NCATE Accreditation?
Accreditation is a process for assessing and enhancing academic and educational quality through voluntary peer review.
Individual Programs (majors) have an opportunity to gain “National Recognition” status
The University educator preparation Unit is the body that is accredited
Accreditation is a process for assessing and enhancing academic and educational quality through voluntary peer review.
Individual Programs (majors) have an opportunity to gain “National Recognition” status
The University educator preparation Unit is the body that is accredited
NCATE Review ProcessNCATE Review Process
Program Level: Individual Programs evidence candidates’ attainment of professional standards in the discipline (Specialized Professional Association)
Unit Level: The overall functioning of preparing persons who work in P-12 education settings
Program Level: Individual Programs evidence candidates’ attainment of professional standards in the discipline (Specialized Professional Association)
Unit Level: The overall functioning of preparing persons who work in P-12 education settings
Program Level ReviewProgram Level Review
Evidence Candidates’ attainment of knowledge skills, and dispositions that meet:
State Standards Standards developed by Professional BodiesConsistent with NAU Office of Academic Assessment requirements
Evidence Candidates’ attainment of knowledge skills, and dispositions that meet:
State Standards Standards developed by Professional BodiesConsistent with NAU Office of Academic Assessment requirements
DataData
Evidence collected in specific Artifacts
Artifacts are actually Candidates’ work with detailed measures of assessing it
6 - 8 Artifacts or Assessments evidence that candidates have met all the standards
Evidence collected in specific Artifacts
Artifacts are actually Candidates’ work with detailed measures of assessing it
6 - 8 Artifacts or Assessments evidence that candidates have met all the standards
DataData
Artifacts from more than one course might be used to evidence that one particular standard has been met (i.e knowledge of the subject matter)
One Artifact might demonstrate Candidates’ proficiency in more than one standard (i.e. Lesson plan)
Artifacts from more than one course might be used to evidence that one particular standard has been met (i.e knowledge of the subject matter)
One Artifact might demonstrate Candidates’ proficiency in more than one standard (i.e. Lesson plan)
5 Outcomes are Prescribed
5 Outcomes are Prescribed
1. Content Knowledge (state licensure exam)
2. Content Knowledge (additional evidence)3. Ability to Plan Instruction or Fulfill
Professional Responsibilities4. Knowledge, Skills and Dispositions
applied in Clinical Practice5. Candidate Impact on Student Learning*
or Ability to Create Supportive Learning Environments
1. Content Knowledge (state licensure exam)
2. Content Knowledge (additional evidence)3. Ability to Plan Instruction or Fulfill
Professional Responsibilities4. Knowledge, Skills and Dispositions
applied in Clinical Practice5. Candidate Impact on Student Learning*
or Ability to Create Supportive Learning Environments
Assessment ProcessAssessment Process
Faculty determine which Artifacts in each of these categories evidence each of the professional standards
Faculty determine which Artifacts in each of these categories evidence each of the professional standards
Assessment RubricsAssessment Rubrics Faculty develop detailed rubrics to evaluate the work of each Artifact
This is Key to evidencing Candidates’ competencies
Must measure outcomes prescribed by the standards Example: Lesson plans include objectives that are observable and measurable
Non Example: Lesson plans are 2 pages long Criteria for evidence that meets the standard must be established - there has to be a “cut point”
Faculty develop detailed rubrics to evaluate the work of each Artifact
This is Key to evidencing Candidates’ competencies
Must measure outcomes prescribed by the standards Example: Lesson plans include objectives that are observable and measurable
Non Example: Lesson plans are 2 pages long Criteria for evidence that meets the standard must be established - there has to be a “cut point”
Artifacts are assigned, collected, and evaluated (usually within specified courses)
Artifacts are assigned, collected, and evaluated (usually within specified courses)
Data CollectionData Collection Electronic Portfolio
Provides students a mechanism by which they see learning as a whole in their major, rather than a compilation of courses
Allows us to automatically download data into electronic spreadsheets
Allows us to provide necessary reports by standard to the programs
Electronic Portfolio Provides students a mechanism by which they see learning as a whole in their major, rather than a compilation of courses
Allows us to automatically download data into electronic spreadsheets
Allows us to provide necessary reports by standard to the programs
NCATE TimelinesNCATE Timelines
Spring ’09 NCATE Board of Examiners Visit
Jan. ’08 Submit Specialized Professional Association (SPA) Report (includes one full year of data)
Spring ’07 Launch full data collection processes
Spring ’09 NCATE Board of Examiners Visit
Jan. ’08 Submit Specialized Professional Association (SPA) Report (includes one full year of data)
Spring ’07 Launch full data collection processes
Fall 2006Fall 2006
Finish any signature assignments and rubrics
Finalize Master Syllabi Communicate with Statewide faculty
Training: Use of assignments and rubrics, TaskStream
Pilot finalized assessments
Finish any signature assignments and rubrics
Finalize Master Syllabi Communicate with Statewide faculty
Training: Use of assignments and rubrics, TaskStream
Pilot finalized assessments
Program Level CategoriesProgram Level Categories Initial: Any program that prepares candidates for entry into a specialized position. This can include Undergraduate or Graduate degrees.
Advanced: Any program that furthers a certified and/or practicing professional’s preparation. Cannot include undergraduate degrees.
Initial: Any program that prepares candidates for entry into a specialized position. This can include Undergraduate or Graduate degrees.
Advanced: Any program that furthers a certified and/or practicing professional’s preparation. Cannot include undergraduate degrees.
Unit Requirements of Programs: Artifact DataUnit Requirements of
Programs: Artifact Data Content Knowledge Pedagogical Content Knowledge Professional and Pedagogical Knowledge and Skills
Dispositions Student Learning Effectiveness
Content Knowledge Pedagogical Content Knowledge Professional and Pedagogical Knowledge and Skills
Dispositions Student Learning Effectiveness
Unit Requirements of Programs: Other DataUnit Requirements of Programs: Other Data
Design, Implementation, and Evaluation of Field and Clinical Experiences
Candidates’ Development and Demonstration of Knowledge, Skills, and Dispositions To Help All Students Learn
Ability to Plan and Implement Instruction that Addresses Diverse Students
Design, Implementation, and Evaluation of Field and Clinical Experiences
Candidates’ Development and Demonstration of Knowledge, Skills, and Dispositions To Help All Students Learn
Ability to Plan and Implement Instruction that Addresses Diverse Students
Unit Requirements of Programs: Functional Unit Requirements of Programs: Functional
Transition Points: points in the program at which candidates are evaluated to determine whether they have the knowledge, skills, and dispositions to continue further
Minimum of 4 Transition Points Must be stated generally enough to be used by all programs at the same level in the unit
Transition Points: points in the program at which candidates are evaluated to determine whether they have the knowledge, skills, and dispositions to continue further
Minimum of 4 Transition Points Must be stated generally enough to be used by all programs at the same level in the unit
Proposed Transition Points
Proposed Transition Points
Initial Programs Admission to Teacher Program
Admission to Capstone Course
Completion of Capstone Course
Completion of Program
Initial Programs Admission to Teacher Program
Admission to Capstone Course
Completion of Capstone Course
Completion of Program
Advanced Programs Admission to Program? Completion of Foundation Coursework?
Admission to Capstone Course?
Completion of Capstone Course?
Completion of Program?
Advanced Programs Admission to Program? Completion of Foundation Coursework?
Admission to Capstone Course?
Completion of Capstone Course?
Completion of Program?
Conceptual FrameworkConceptual Framework
Candidate Competencies Initial Advanced
Candidate Competencies Initial Advanced
Entering Fall 2006: Process
Entering Fall 2006: Process
Practice Effective Communication Reduce Work Redundancy Assist with Technical Support/Training
Help with Challenges: departmental, college, university
Help Accomplish Goals of Effective Programs
Practice Effective Communication Reduce Work Redundancy Assist with Technical Support/Training
Help with Challenges: departmental, college, university
Help Accomplish Goals of Effective Programs