1. NCATE 2000 Unit Standards
Overview

2. NCATE Unit Standards
Developed with input from the professional community
Effective for all visits in fall 2001 and beyond
Emphasize results over inputs

3. Structure of the Unit Standards
Six unit standards
Apply to all programs, initial teacher preparation and advanced
Divided into two categories, Candidate Performance and Unit Capacity
Include the standard, a rubric, and an explanation

4. What is the Conceptual Framework?
The conceptual framework represents the vision and direction for the unit and its work
The conceptual framework is a process, not a thing.
Codified in a document but infused throughout the unit

5. Standard 1: Candidate knowledge, skills, and dispositions
Candidates preparing to work in schools as teachers or other professional 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.

6. Standard #1 Candidate Knowledge, Skills, and Dispositions
Candidates have knowledge, skills and dispositions
Content knowledge for teachers
Content knowledge for other school personnel
Pedagogical content knowledge
Professional and pedagogical knowledge and skills
Dispositions
Focus on student learning

7. Standard #1 Candidate Knowledge, Skills, and Dispositions
Assessments indicate that candidates meet
Professional standards
State standards
Institutional standards - learning proficiencies identified in the conceptual framework

8. Content knowledge (teacher can.)
Candidates know subject matter
Candidates can explain concepts in professional, state, and institutional standards
80 percent or more of program completers pass the content exam for state licensing, in states that have such an exam
*Candidates in advanced programs for teachers have an in-depth knowledge of the content that they teach.

9. Content knowledge for other prof. school personnel
Other school personnel know their fields
Other school personnel can explain principles and concepts delineated in professional, state, and institutional standards
80 percent or more of program completers pass the exam for state licensing, in states that have such an exam

10. Pedagogical content knowledge for teacher candidates
Candidates have broad knowledge of instructional strategies – ped. and cont.
Candidates can present content in clear and meaningful ways
Candidates can integrate technology in presenting

11. Pedagogical content knowledge for teacher candidates
*Advanced level candidates
Have an in depth understanding of content and theories related to pedagogy
Are able to select and use a broad range of strategies
Are able to explain choices

12. Professional and pedagogical knowledge and skills for teacher candidates
Candidates can apply their professional and pedagogical knowledge and skills
Soc., historical, phil. foundations
Professional ethics, law and policy
Candidates consider school, family and community contexts
Candidates consider prior student experiences
Candidates know major schools of thought
Candidates can analyze research findings

13. Professional and pedagogical knowledge and skills for teacher candidates
*Advanced candidates
Reflect on practice
Engage in professional activities
Know and can analyze research; implications
Collaborate with professional community
Know school, family, and community context

14. Professional knowledge and skills for other school personnel
Others have adequate understanding of prof. knowledge
They know students, families, and communities
They use research to improve practice
They use technology to improve practice
They support student learning
* In revised standards, this element is combined with the element on content knowledge for opsp.

15. Dispositions
Candidates are familiar with expected dispositions of professionals
Values, commitments, and prof. ethics that influence behaviors, affect student learning, and professional growth
Dispositions in professional, state, and institutional standards are reflected in their work

16. Dispositions
* All candidates demonstrate classroom behaviors consistent with the ideals of fairness and the belief that all students can learn

17. Student learning Candidates focus on student learning as shown in:
Assessments of student learning
Use of assessments in instruction
Development of meaningful learning experiences based on developmental levels and prior experience

18. Student Learning *Candidates in advanced programs
Have thorough understanding of major concepts and theories related to assessment
Apply these theories and concepts
Analyze student, classroom, and school performance data
Are aware of and use school and community resources

19. Student learning for other professionals
Other school personnel create positive learning environments
They understand:
Developmental levels
Student, family, and community diversity
The policy context in which they work

20. Standard #2 Assessment System and Unit Evaluation (element 1)
Unit has an assessment system or a plan for an assessment system
reflects the conceptual framework
Identifies compreh/integr measures
Monitors candidate performance & unit operations
Includes multiple assessments & key transition points
Links assessments to candidate success*
Includes fair, accurate, and consistent assessments and unit operations*

21. Standard #2 Assessment System and Unit Evaluation (element 2)
Data collection, analysis, and evaluation
System is maintained, data are collected regularly on
applicant qualifications
candidate proficiencies
competence of graduates
unit operations
program quality

22. Standard #2 Assessment System and Unit Evaluation (element 2)
Data collection, analysis, and evaluation
System is maintained; data are collected from:
applicants
candidates
recent graduates
faculty
others in professional community

23. Data are regularly and systematically (element 2):
Compiled
Summarized
Analyzed
Maintained using information technology
*The unit can disaggregate data for alternate route, off-campus, and distance learning programs.

24. Standard #2 Assessment System and Unit Evaluation (element 3)
Use of data for program improvement
Unit systematically and regularly uses data to evaluate the efficacy of courses, programs, and clinical experiences
Changes in the unit are discussed and made based on systematic use of data
Candidate and faculty data are shared with candidates and faculty to encourage reflection and improvement
Faculty have access to data or data systems*

25. Standard #3 Field Experiences and Clinical Practice
Collaboration between unit and school partners
Includes design, implementation, evaluation
Includes determining placement

26. Standard #3 Field Experiences and Clinical Practice
Design, Implementation, and Evaluation of Field Experiences
Field experiences are varied
Both reflect the unit’s conceptual framework
Candidates use information technology
Sufficiently extensive and intensive
Criteria for school-based faculty
School faculty are prepared for their roles*
Clinical faculty provide regular support

27. Standard #3 Field Experiences and Clinical Practice
Candidates develop ksd’s to help all students learn
Entry and exit criteria exist
Assessments (multiple) are linked to standards
Assessments conducted jointly by partners
Allow time for reflection, feedback
provide learning opportunities for candidates
All candidates are exposed to settings with diverse students

28. Standard #3 Field Experiences and Clinical Practice
Candidates in advanced programs
Candidates in advanced programs for teachers participate in field experiences
Programs for other professional school personnel participate in field experiences and clinical practice

29. Standard #4 Diversity
Design, Implementation, and Evaluation of Curriculum and Experiences
Clearly articulated proficiencies, assessments
Includes curriculum and field experiences that focus on importance of diversity
Candidates learn about climate, learning styles, adapting instruction so that all students learn
Fairness and belief in student ability
Assessments provide feedback for improve.

30. Standard #4 Diversity Experiences with diverse faculty
Students work with diverse faculty
Faculty have knowledge and skills around diversity in teaching and learning
Unit makes good faith effort to maintain or increase faculty diversity

31. Standard #4 Diversity Experiences working with diverse candidates
Diverse candidates work together
Unit makes good faith effort to increase or maintain candidate diversity

32. Standard #4 Diversity Experiences working with diverse students
Candidates are exposed to students from different racial, ethnic, gender and socio-economic backgrounds, and exceptionalities
Candidates receive feedback from peers and supervisors to help them reflect

33. Group work for Standards 3 and 4
What is your element?
What are the major differences between the unacceptable, acceptable and target levels in the rubric for your element?
What types of evidence could be used to address your element?
What questions might you ask? To whom?

34. Standard # 5 Faculty Qualifications, Performance and Development
Qualified
Professional education faculty have earned doctorates or expertise
School faculty are licensed
Clinical faculty from higher ed. have contemporary professional experiences

35. Standard # 5 Faculty Qualifications, Performance and Development
Faculty model best practices
Know content
Connected to conceptual framework
Value and assess candidate learning
Use multiple strategies
Integrate technology
Reflective

36. Standard # 5 Faculty Qualifications, Performance and Development
Faculty model scholarship
Prof. ed faculty complete scholarly work in their fields
The scholarly work is based on the mission of the unit
Faculty provide service
Faculty provide service to university, school, community
Faculty are actively involved in prof. practice in K-12 schools
Faculty are actively involved in professional associations
Faculty are active at local, state, and national levels

37. Standard # 5 Faculty Qualifications, Performance and Development
Faculty collaborate
With A&S, school faculty and others in prof. community
Aim of collaboration is to improve teaching and learning for candidates and others

38. Standard # 5 Faculty Qualifications, Performance and Development
Unit Evaluation of Prof. Ed. Faculty Performance
Unit does systematic and comprehensive evaluation of faculty teaching performance
Evaluations are used to improve teaching, scholarship, and service

39. Standard # 5 Faculty Qualifications, Performance and Development
Unit facilitation of professional development
Unit provides professional development based on evaluations
Prof. development supports CF, performance assessment, diversity, technology, and emerging practice

40. Standard # 6 Unit Governance and Resources
Unit leadership and authority
Unit effectively manages all programs
Professional community is involved in the design, implementation, and evaluation of the unit and its programs
Unit budget
Budget is proportional to others on campus
*with clinical components or similar units at other campuses
Budget is adequate

41. Standard # 6 Unit Governance and Resources
Personnel
Faculty loads generally do not exceed 12 hrs undergrad., 9 hrs. grad. teaching p/semester
*including class size and on-line delivery
Supervision for clinical practice generally does not exceed 18 candidates for each full-time equivalent faculty member
Unit makes appropriate use of part-time and support personnel
Unit provides resources for prof. development

42. Standard # 6 Unit Governance and Resources
Unit facilities
Unit has adequate campus and school facilities
Facilities include support for information tech.
Resources including technology
Adequate allocation of resources for programs
Information technology resources
Access to library, curricular resources, and electronic information
Resources for distance learning programs are sufficient*

43. Standards are key…. Preparation for visit Guide for Board of Examiners
Reference point for Unit Accreditation Board
Read the entire standards document
Share information
Ask questions:

44. Group Work for Standards 5 & 6
1.Qualified faculty
2.Prof. practices in teaching
3.Prof. Practices in scholarship
4.Service
5.Collaboration
6.Evaluation
7.Professional dev.
Standard 6
8. Unit leadership and authority
9. Unit budget
10. Personnel
11. Facilities
12. Unit resources

45. Group Work for Standards 5 & 6
How is your element related to the overall quality of the unit and of the candidates the unit produces?
What sources of evidence might address this element?