Expected Visit Date Spring 2011

 Pam Campbell  Patti Chance  Kathi Ducasse  Sandra Odell  Tom Pierce  LeAnn Putney  Nancy Sileo  Shannon Smith  Carrol Steedman  Neal Strudler  Doris Watson

 SPAs or State Program Review  New Standards  Department/Program Data  Assessment  Faculty and Stakeholder Involvement

We are working with State and NCATE to use state program reviews rather than SPAs

Effective Fall 2008

Candidates preparing to work in schools as teachers or other professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.

The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs.

The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn.

The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P-12 school faculty, candidates, and students in P-12 schools.

Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.

The unit has the leadership, authority, budget, personnel, facilities, and resources including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.

 Meeting Minutes  Student Data used for Program Evaluation (e.g. portfolio assessments, Praxis scores, performance assessment data/scores)  Student Work Samples

Where we are Where we’re headed

 Field Experience Database  Assessment Database (Common Teacher Education Core Courses)  Specific data being kept by Departments and Program Areas Assessment system is a work in progress.

Considerations for developing a more comprehensive assessment system

 State licensure exam for program area (if available—otherwise another content based assessment)  Content Assessment  Assessment of Planning (e.g., unit plan)  Student teaching/internship assessment  Assessment of candidate impact on student learning or providing a supporting learning environment  Other assessment to show SPA (or state) standards are met

 Not having a system for aggregating, summarizing, analyzing, and using data.  Not including evaluation of unit operations in the assessment system.  Not reflecting the conceptual framework.  Not ensuring the fairness, accuracy, & consistency of assessments.

 Not involving the professional community in the development of the system.  Not effectively utilizing information technologies to maintain the system.  Not using data to improve candidate performance & program quality.

Before Entry toExit fromProgram Admission Clinical PracticeClinical PracticeCompletion -GPA-GPA-Evaluation of-GPA -Praxis I-GPA in education clinical practice-Praxis II -Faculty recom- courses-Candidate -Candidate mendations-Field experience portfolios portfolios -Writing sample evaluations-Evaluation by-Student -Technology-Dispositions program teaching assessment assessments supervisor-GPA in educa- -Oral com--Unit/lesson plans-Teacher work tion courses munications-Praxis II sample-Exit surveys assessment-Teacher work-Unit/lesson plans-Self-assess- samples-Dispositions ments -Faculty recom- assessments mendations Initial Teacher Preparation

Before Entry toExit fromProgram Admission Clinical PracticeClinical PracticeCompletion -GPA-GPA-Evaluation of-GPA -GRE or MAT-Candidacy clinical practice-Theses/projects -Faculty recom--Course level-Candidate -Dissertations mendations assessments portfolios-Comprehensive -Writing sample -Dispositions examinations -Interviews assessments -Candidate -Candidate portfolios portfolios -Praxis II -Reflection papers -Faculty recom- mendations -Completion of credits Advanced Preparation

 Are we preparing teachers/professionals to meet the requirements and challenges of the field? Are students graduating with the requisite knowledge, skills, and dispositions they need?  What data do we need in order to determine that?  Are we collecting that data?  Are we analyzing and using the data to make decisions about program improvement?

 Faculty from other Colleges  Personnel from CCSD and other school districts  COE Faculty input on Conceptual Framework  COE Faculty membership on various sub- committees to prepare NCATE reports

Process and Goals

 NCATE provides an opportunity and framework for helping us improve our programs. Don’t let the “format and paperwork” get in the way of the purpose of the process.  Continue to collect data (minutes, assessments, etc.) and keep in your department until we have a procedure for collecting such data.  Everyone’s participation is important. Please thoughtfully consider in what areas you would like to contribute your expertise.

Keep It Simple. Keep It Real. Keep SMILIN’!