1. Advanced Studies in Education and Human Development NCATE Preparation Meeting January 22, 2011
Agenda
8:30-9:00 Introduction by Dean
Overview of Day
9:00-12:00 #1 University Values
#2 Assessment System
#3 Dispositions
12:00-1:30 Lunch – Open time for Program meetings
1:30-3:00 #4 Quality Assurance
#5 Diversity
#6 Professional Development
Closing Remarks

2. #1 University Values Conceptual Frameworks Guiding Principles
How were they developed? By whom? Stakeholder input? Widely held and understood? How do they impact teaching and clinical experiences? Corroborating Evidence?
Under “Faculty Only” web page:
Jing:

3. Really? Assessment Avatars?
#2 Assessment System
Transition Points: Key Assessments (matrix attached)
Assessments Levels: Candidate – Course – Program (Instructors) – Unit
How were they developed? By whom? How do we know we are doing this right? How does it inform our conceptual framework? How do the key assessments ensure that candidates are meeting standards? What are we doing to maintain thoroughness and consistency?
Under “Faculty Only” web page
Assessment Animation
Really? Assessment Avatars?
Questions 4-7 and 19-20

4. #3 Dispositions . “Nightmares”
Methods of measurements
Intervention strategies
How were they developed? By whom? Stakeholder input? Widely held and understood? How do we know we are doing this right? Are they working?
Intellectual Commitment - Demonstrates formal thinking capacity (thinks critically, collect and analyze data, anticipate multiple consequences, make sound decisions, and open to alternative viewpoints). Displays excellence in attempting optimal development and high levels of achievement and performance.
 Respectfulness - Appropriately responds to and communicates with others, including hearing feedback and responding constructively to criticism. Is reflective and willing to wrestle with ideas outside of your own cognitive framework.
 Professionalism - Demonstrates awareness of personal and professional style, strengths, and weaknesses. Monitors personal and professional performance and plans appropriate self-improvement. Has a sense of humor and relates happily with students, faculty, and others in a flexible non-defensive manner.
 Empathy - Demonstrates patience, flexibility, a caring attitude and compassion in working with others. Normally relaxed around adults and children.
 Socio-cultural Competence - Able to give others positive attention and reinforcement. Demonstrates good attending behavior and is respectful of diversity in values, styles, and cultures.
 Responsibility - Takes responsible action when faced with problems and conflicts. Communicates directly and willingly accepts responsibility for errors or negative impact on others.
 Commitment to Professional Development - Enjoys and is committed to learning about, with, and from students, peers and faculty. Open to new ideas and feedback in order to remain current and committed to the profession. Assumes leadership roles in improving professional practices.
 Ethical Behavior - Maintains the highest level of integrity, honesty, confidentiality, and fairness both personally and professionally at all times.

5. #4 Quality Assurance Ensuring Program Quality Throughout the Unit
Input from all stakeholders
Evaluation of quality in each program, across all programs, at all locations, as a unit?
I was served by
Time to Brag – here’s how we are great

6. Points of Pride Activity
#5 Diversity
Candidate experiences with peers, faculty , and P-12 students
Candidates competencies
Candidate interactions with students in field experiences?
(pages 65-87)
Points of Pride Activity
Peers/fellow candidates
Faculty
Candidate
P-12 Students
Candidate Competencies

7. Candidate Demographics
Candidates in Initial Teacher Preparation Programs
n (%)
Candidates in Advanced Preparation Programs
All Students in the Institution
American Indian or Alaska Native
11 (1.09%)
5 (0.54%)
56 (0.7%)
Asian
26 (2.57%)
35 (3.75%)
683 (9.1%)
Black or African American, non- Hispanic
42 (4.15%)
75 (8.04%)
665 (8.9%)
Hispanic or Latino
326 (32.5%)
387 (41.48%)
2315 (30.9%)
White, non-Hispanic
402 (39.76%)
276 (29.58%)
2231 (29.8%)
Other
121 (11.97%)
91 (9.76%)
469 (6.3%)
Race/ethnicity unknown
83 (8.21%)
64 (6.86%)
1066 (14.2%)
Total
1011 (100%)
933 (100%)
7485 (100%)
Female
805 (79.62%)
809 (86.71%)
4669 (62.4%)
Male
195 (19.29%)
105 (11.25%)
2736 (36.6%)
Not Reported
19 (2.04%)
80 (1.1%)
Faculty Demographics
Prof. Ed. Faculty Who Teach Only in Initial Teacher Preparation Programs
n (%)
Prof. Ed. Faculty Who Teach Only in Advanced Programs
Prof. Ed. Faculty Who Teach in Both Initial Teacher Preparation & Advanced Programs
All Faculty in the Institution
American Indian or Alaska Native
1 (1.3%)
2 (0.3%)
Asian
2 (2.6%)
26 (4.2%)
Black or African American, non-Hispanic
4 (5.3%)
1 (1.0%)
1 (7.1%)
25 (4%)
Hispanic or Latino
10 (13.2%)
11 (10.6%)
44 (7.1%)
White, non-Hispanic
47 (61.8%)
87 (83.7%)
11 (78.6%)
373 (60.4%)
Other
7 (1.1%)
Race/ ethnicity unknown or no response
11 (14.5%)
4 (3.8%)
141 (22.8%)
Total
76 (100%)
104 (100%)
14 (100%)
618 (100%)
Female
51 (67.1%)
78 (75.0%)
296 (47.9%)
Male
25 (32.9%)
26 (25.0%)
3 (21.4%)
322 (52.1%)
Note - N vales are based on Fall 2009 enrollment
Initial Teacher Preparation Programs: Liberal Studies, Multiple Subject, Single Subject, Special Education, Special Emphasis
Advanced Preparation Programs: Child Development B.S., Child Development M.S., Child Life, Educational Counseling, Educational Management, Reading, School Psychology

8. #6 Professional Development
Improving teaching and scholarship
How does this happen? Are our efforts effective? Are they consistent across the unit?
(pages )
Don’t Be shy!
Think – Pair – Share - Square

13. Glossary
Assessment—an evaluated activity or task used to determine the extent to which learning proficiencies, outcomes or standards have been ,mastered by candidates; happens at the candidate, class, and instructor levels
BR-Biennial Report—a report submitted to the CCTC required every other year of each program that offers a credential; in our college, each program completes one of these as part of the program review process
Assessment System—a set of evaluation measures that provides information for use in monitoring candidate performance and managing and improving unit operations and programs for the preparation of professional educators; the CEOL system includes four transition points (admissions, preparation for clinical experience, clinical experience and completion of program) and five key assessments (knowledge, planning, assessment, diversity and technology)
Candidate—individuals enrolled in a program that prepares school professionals; this is distinguished from students defined below
Candidate proficiencies—these are the expectations for our candidates based on the program content standards
Clinical Experience—fieldwork experience done in an actual setting (e.g. public school) rather than in a university classroom
Conceptual Framework—a written statement which proclaims the beliefs and driving purpose of the College. Ours is located on our Accreditation and Accountability webpage ( these CF’s are also captured by the Guiding Principles symbol found on the page that is linked above
Dispositions—modes of attitude and/or behaviors demonstrated by candidates; the CEOL list of dispositions include intellectual commitment, professionalism, respectfulness, social-cultural competence, empathy, commitment to professional development, responsibility and ethical behavior
Evaluation—similar to assessment except at the program, college, university levels
Guiding Principles—these are outlined in the Conceptual Framework: caring, diversity, excellence and leadership
Institution—a university
Internship—guided, on-the-job training completed in an actual setting
IR-Institutional Report—a report that provides the institutional and unit contexts, a description of the unit’s conceptual framework, and evidence that the unit is meeting the NCATE unit standards.
Key Assessments—assessments identified by program chairs and faculty as key to a student’s ability to move ahead in the program, and key to providing feedback to the faculty about the quality of learning; the five categories addressed in our key assessments are knowledge, planning, assessment, diversity and technology

14. Glossary
Lead Course Faculty—an instructor that is in charge of a particular course within a program, whether taught on or off campus
Master Teacher—the supervising teacher in a fieldwork experience
Off-Campus—classes offered in locations or centers other than the main campus. These are administered by RCA.
Off-site— classes offered in locations or centers other than the main campus or any of our RCA campus sites; these locations would include community colleges, district schools, etc.
Partners—schools, businesses or community members that join with the College in partnership; these provide locations for our candidates to complete their clinical experience portions of the program
Program Types—
Initial – teacher education credentials, special education level 1, child development BS
Advanced Teacher Education – special emphasis, special education level 2, reading
Other School Professionals – education management, school psychology, educational counseling
Other Unit Program – child development MS, child life, liberal studies, organizational leadership
RCA-Regional Campus Administration—the administrative unit in charge of managing the off-campus classes
Shadowing—a process whereby a faculty member (full-time or adjunct) observes an entire course before teaching it to insure consistency in the courses/program; this is required by all instructors prior to teaching a course for the first time
Stakeholders—anyone who has a share in the success of the program
Standards—written expectations for meeting a specified level of performance
Students—children and youth attending P-12 schools as distinguished from teacher candidates
Syllabus vs. Template— A syllabus is the outline for a course of study including specific information for each class; a template is a generic formatted document that can be reused
Transition Points—particular time frames throughout the programs in which candidates’ status is assessed and they are deemed acceptable (or not) to move forward; includes the following points in a students progression through the program: admissions, preparation for clinical experience, clinical experiences, program completion
Unit—CEOL in its entirety
Various Fieldwork Supervisor Positions—experienced practitioners hired by the University to observe and evaluation candidates during their fieldwork or internships
Program Assessment Documents—this is a report completed for the CCTC by each credential-based program on a seven-year cycle