Engaging Faculty in Quality Assurance through Online Professional Seminars (OPS)

AACTE OUR MISSION AACTE leads the field in advocating for and building capacity for high-quality educator preparation programs in a dynamic landscape.

OUR CORE VALUES Serving all learners Equity High-quality learning Professionalism Diversity Scholarship and Knowledge Production Accountability Infusing Current Knowledge and Practices into Programs

AACTE Quality Support Center Performance Management Data Initiative Online Professional Seminars (OPS) and consultants Quality Support (regional) Workshops

Quality Support Center Goals: Support Profession in the work of Continuous Improvement Support for Achieving Accreditation Professional Development Organizational Development Flexibility for Participants Create corps of Credentialed Consultants

Data Driven Decision Making “AACTE developed the OPS series in response to members’ interest in using data effectively to document success and drive improvement. We’re thrilled by the interest and participation we’ve received thus far and look forward to further engaging groups to participate in the new in-depth seminars.” Sharon P. Robinson, President and CEO, AACTE

OPS Participants http://aacte.org/professional-development-and-events/online-professional-seminars Course 2 on FutureLearn: over 1500 registered this week OPSs first introduced in June 2015. Launched on FL platform January 2017. Course 1; Run 1 on FutureLearn: 5546 participants March 20: Course 2 begins. May 1: Course 1; opens again

Future Learn platform (futurelearn.com) founded by Open University 100+ World Class partners Designed and built by experts from online, mobile, and media Effective learning design embedded in all aspects of the platform Uniquely designed for multi-platform use – mobile first Incorporates the best of social web within built social architecture

OPS Course (and Program) Inventory OPS 1: Designing Assessments to Measure Student Outcomes OPS 2: Using Data to Improve Student Outcomes OPS 3: Creating a Quality Assurance System OPS 4: Making the Case for Accreditation: Standards and Evidence OPS 5: Preparing for Accreditation OPS 6: Leveraging Accreditation for Quality Improvement

OPS 1: Designing Assessments to Measure Student Outcomes (May 1, 2017)

OPS 1: Learning Outcomes

Learner Board from AACTE/FL Course 1 (Assessments) Learner Matt Broadhead from the UK commented: “I have thoroughly enjoyed this course and look forward to enrolling in future courses with FutureLearn. I feel that I have learned a lot during the three weeks (of AACTE’s course) and have designed a new rubric last week for summative assessment of a furniture-making course. Thank you for the experience and to all that have provided feedback. I have enjoyed the insight from teachers outside of the UK.”

OPS 2: Using Data to Improve Student Outcomes March 20, 2017

OPS 2: Learning Outcomes

OPS 3 - 6: Accreditation and a Quality Assurance System (Projected Launch Date: Fall 2017)

OPS 3: Creating a Quality Assurance System

OPS 3: Learning Outcomes

Discussion Board OPS 3

OPS 4: Making the Case for Accreditation: Standards and Evidence

OPS 4: Learning Outcomes

OPS 5: Preparing for Accreditation

OPS 5: Learning Outcomes

OPS 6: Leveraging Accreditation for Quality Improvement

OPS 6: Learning Outcomes

“As the single accreditor in educator preparation, CAEP commends AACTE’s Quality Support Initiative for helping programs to achieve the rigorous, high standards for professional accreditation” Christopher A. Koch, President, CAEP

Continuous Improvement Model We embrace the principles of improvement outlined in the Carnegie model (including the AACTE questions) in how we approach continuous improvement in educator preparation. 1. Make the work problem-specific and user-centered. Are the right stakeholders on hand and ready to participate? Can the problem be stated simply with consensual definitions? 2. Variation in performance is the core problem to address. Do the data indicate patterns in performance? Do the quantitative data produce a normal distribution? Do the qualitative data provide context for the phenomenon? Will improvement be measurable and allow comparison? 3. See the system that produces the current outcomes. Have the stakeholders "visited" the setting? Can the setting and processes be observed and described clearly? Can observations pick up on what is not happening?

Participants told us through anonymous end of course surveys: Feedback Participants told us through anonymous end of course surveys: Content was appropriate Content was useful Strongly Agree

Feedback/ Participant Comments “I'm just beginning the process of being involved in the process of preparing for CAEP review. It was good to be able to access this information so that I go into it with a better understanding of what others have experienced in the past and will be discussing for the future as we review and update our assessments.  I can also translate some of this information into teaching my teacher candidates about developing rubrics to use with their own classes of K-12 students.”

Feedback/ Participant Comments Question: This OPS will be helpful to… “Set the stage for developing a comprehensive viewpoint on assessment and related issues.” “Guiding optimal practice as we review for CAEP and CACREP.” “Connect with other educators; share resources and ideas about how to assess/evaluate pre-service teachers and the programs they are enrolled in.” “Supporting our efforts to revising/building assessments to support our transition towards meeting CAEP standards.”

Discussion Board OPS 3

QUALITY SUPPORT CENTER http://aacte EPP Support: Online Professional Seminar Courses – 6 Online Professional Seminar Courses – future? Quality Support Workshops AACTE Consultant database Performance Measurements resources Information Privacy resources Data Initiative support

Quality Support Center Next Steps Online Professional Seminars – 6 courses Version 2.0 launched in January 2017 New platform (FutureLearn.com) More interactive and “human” More videos and audios Formative and summative assessments integrated for Certificate of Completion (required for consultants) Global audience

Quality Support Center Next Steps Online Professional Seminars Course 1: Building Quality Assessments for Student Outcomes Run 2 in May 2017 Course 2: Using Data to Improve Student Outcomes Run 1 opens March 20, 2017 Courses 3, 4, 5, 6 (Accreditation Program) Launched in Fall 2017

Quality Support Center Next Steps QSC (regional) Workshops Interactive, team-designed sessions Focus on quality assurance, continuous improvement, and performance measures Accessible, affordable, and targeted support for assessment and accreditation teams Dates: Fort Worth TX, April 24-26, 2017 Minneapolis MN, August 10-12, 2017 Seattle WA, November 9-11, 2017 aacte.org/workshops    

Quality Support Center Next Steps AACTE Consultants Database scheduled for spring 2017 launch New group of Consultant Courses (CC 1-3) began January 2017 New cohort added in March 2017 at AACTE Annual Meeting in Tampa Annual sessions for collegiality and updates at Annual Meetings

AACTE Credentialed Consultants Why? OPSs as a foundation: CC 1: Introduction to the Credential CC 2: Leadership for Consultants CC 3: Communication Competencies Process for becoming an AACTE Credentialed Consultant?

Want to learn more or need the services of an AACTE Credentialed Consultant? Please contact: Linda McKee, lmckee@accte.org Michelle Kotek, mkotek@aacte.org Or check out our online consultant application process http://aacte.org/programs-and-services/quality-support-center

Engaging Faculty in Quality Assurance through Online Professional Seminars (OPS) Linda McKee Senior Director of Quality Support Initiatives lmckee@aacte.org (preferred) 202.478.4585 (only if truly desperate and have never used email)