NCATE Standards August 2002 Boyce C. Williams

NCATE zThe National Council for Accreditation of Teacher Education is the professional accrediting body for schools, colleges, and departments of education. The U.S. Department of Education recognizes NCATE as the accrediting body for teacher preparation.

NCATE’s Mission zAccountability zImprovement

Accreditation zAssures that institutions have met rigorous standards zLinks national standards for teacher preparation with national standards for students zEncourages excellence in colleges of education

WHO IS NCATE? zNCATE is a coalition of over 30 national professional organizations representing over 3 million educators and members of the public committed to quality teaching

NCATE FACTS zNCATE accredits 519 institutions that produce approximately two-thirds of the nation’s new teacher grads each year zNCATE has a record number of candidates that have filed an intent to seek accreditation--near 90--

NCATE FACTS zNCATE has active partnerships with 46 states to mesh state and professional standards, thereby bringing increased rigor to teacher preparation

NCATE 2000 Standards zCandidate Performance yCandidate Knowledge, Skills, & Dispositions yAssessment System and Unit Evaluation zUnit Capacity yField Experiences and Clinical Practice yDiversity yFaculty Qualifications, Performance, and Development yUnit Governance and Resources

Conceptual Framework The conceptual framework(s) establishes the shared vision for a unit’s efforts in preparing educators to work effectively in P-12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit account- ability. The conceptual framework(s) is knowledge- based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated.

Conceptual Framework zUnits will be expected to describe their conceptual frameworks in an early section of the institutional report to provide an important context for the unit’s approach to meeting the standards. zUnits’ conceptual frameworks will be submitted with preconditions in the future.

Organization of Revised Standards zThe Standard zRubric zExplanation of the Standard including a rationale for the standard

2. Assessment System and Unit Evaluation 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 unit and its programs.

External resources for measuring proficiencies zState licensure exams zEmployer evaluations zNational and/or state program reviews zMultiple choice tests & written essays zTranscripts

Internal resources for measuring proficiencies zCandidate work yLesson plans yReflections yCase studies yPortfolios zObservations & Assessments of yInteractions with students yParent communications yTeaching in small and large group settings yProfessional activities  Student learning - Student work - Student achievement

Features of Good Assessment Systems zDeveloped collaboratively zProvide information on candidate mastery of standards zEmbedded in instruction zConducted on continuing basis zUse multiple indicators at admission zOccur at several decision points throughout candidates’ programs zAdminister multiple assessments

Good Assessment Systems zMake use of candidate proficiency information from external sources. zEnsure credibility--fairness, consistency, accuracy, and avoidance of bias. zInclude rubrics or criteria to determine levels of accomplishment. zUse results to improve programs. zInclude collection of information about the unit’s operations and programs, which is used to improve programs.

CANDIDATE PERFORMANCE

1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes- sional school personnel know and demonstrate the knowledge, skills, and dispositions

Dispositions (continued) Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice. For example, they might include a belief that all students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive learning environment.

from INTASC…. zThe teacher believes that all children can learn at high levels and persists in helping all children achieve success. zThe teacher appreciates and values human diversity, shows respect for students’ varied talents and perspectives, and is committed to the pursuit of “individually configured excellence.”

from INTASC…. zThe teacher respects students as individuals with differing personal and family backgrounds and various skills, talents, and interests. zThe teacher is sensitive to community and cultural norms. zThe teacher makes students feel valued for their potential as people, and helps them learn to value each other.

1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes- sional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions

1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes- sional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes- sional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.

Performance Evidence in Accreditation m Program Reviews m State Reviews, and m BOE Visits

Presentation of Performance Evidence zEvidence must be related to professional, state, & institutional standards. zPerformance data must be aggregated and interpreted. zExamples of candidate work should illustrate the variety of assessments & depth of candidate proficiencies.

Presentation (continued) zDescription of how courses & experiences provide opportunities for candidates to learn & practice the knowledge & skills in professional & state standards. zDescription of how program faculty determine they make sound judgments about candidates’ readiness for licensure and initial work in their field.

Sampling Assessment Information zProvide a true representation of candidate proficiencies zRepresent “all candidates” zBe quantitative zBe qualitative, provide instruments or tasks, rubrics/criteria, candidate responses

Interpreting Assessment Information zHelp reviewers makes sense of the data; provide a context zInterpret results in relation to the standards zUse state licensure tests cautiously

zAsk yourself: yHow am I convinced by data that the candidates have met the standards? yHow can I help someone who does not know this institution understand what we have achieved? yCan I build on what my institution has already done for previous NCATE assessment standards? yHow do I make sense of data about candidates that come from many faculty, courses, and programs in differing forms?

Types of Performance Assessments zClassroom performance, live and video yMicro teaching yEarly field experiences yStudent teaching & internships zLesson artifacts yLesson/unit planning yHandouts ySlides yAssessment documents

Assessment Examples zPaper/pencil tests of knowledge yPraxis II/state tests yEnd-of-course teacher tests zOn-demand tasks ySimulations yCase studies yProblem-based scenarios

Assessment Examples zInterviews of candidates yAdmission yContinuation yDebriefings zTestimonials yAttestations by candidates, students, peers, cooperating teachers, & university supervisors

Standard 3 Field Experiences and Clinical Practice

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

Standard 4 Diversity

Differences among groups of people and individuals based on race, ethnicity, socio- economic status, gender, language, excep- tionalities, religion, sexual orientation, and geographic region in which they live.

4. Diversity The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse and exceptional students in P-12 schools.

UAB Discussion of Diversity zIs diversity of faculty & candidates still an expectation of the standard? - Yes zDoes the UAB still expect teams to report numbers in regard to diversity? - Yes

UAB Discussion (continued) zIf the unit creates experiences—summer programs, visiting scholars, lecture series, etc.—can these be sufficient to meet the intent of the standard? - If they are on-going and regularly offered, they may contribute to candidate development of knowledge, skills, & dispositions related to diversity

UAB Discussion (continued) zIf “good faith efforts” are being made to recruit & retain di9verse faculty & candidates, but there are no results, should a weakness still be cited? - A weakness should be cited, but the “good faith” efforts should be described in the team’s findings

Standard 5 Faculty Qualifications, Performance, and Development

Faculty Qualifications, Performance, and Development. 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 profes- sional development.

Standard 6 Unit Governance and Resources

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

zFall 2002 & Spring 2003 z The unit is implementing the first steps of its assessment system. z The unit and its professional community have developed some internal performance assessments based on professional, state, and institutional standards. z Rubrics/ criteria for scoring and tests for credibility are being developed.

zFall 2003 & Spring 2004 z The unit is in the third year of implementing its assessment plan. z The unit is using internal performance assessment based on professional, state, and institutional standards to identify the competence of ALL candidates. z A system for testing the credibility of the assessments has been developed.

zFall 2004 & Spring 2005 z The unit’s assessment system is being implemented, evaluated, and refined. z Performance assessments are being tested for credibility. z Data on candidate performance from external and internal measurements have been compiled and are being used to improve programs.