1. Programmatic Review and Enhancement
In light of many of these difficulties, CEEDAR was developed as a response.
H325A120003

2. Panelists
Rodrick Lucero, AACTE, Vice President for member engagement and support
Rebecca Watts, Ohio Department of Education, Associate Vice Chancellor of P-16 Initiatives,
Joyce Many, Georgia State University, Associate Dean of Undergraduate Studies and Educator Preparation

3. National, State, and University Perspective

4. National Perspective
How can national efforts guide program review to support teacher and leader development? 

5. Programmatic Review and Enhancement The National Lens

6. Programmatic Review Leveraging our collective expertise
One field--one vision
By the field for the field

7. High Quality Programmatic Review
Models exemplary pedagogical practice
Based on iterative cycles
Sets the stage for Systemic Reflection
Continuous Improvement (feedback loops)
Space for conversation (meaning-making)
Focus on improvement NOT compliance

8. Why Engage in Programmatic Review
It’s a professional obligation to reflect on our practice
A way to coalesce, massage, and grow our national narrative
A way to insure our commitment to high quality (PK-Gray)
defines the process as “the work”, rather than the outcome

9. Simply Stated
The national framework for programmatic review requires a look at the commonalities seen as indicators of high quality, profession-wide. These, as identified by the profession for the profession, become the unifying standards upon which a national program review system is built. The ongoing process of systemic reflection based on a philosophy of continuous improvement is the cornerstone upon which we make claims of quality. It is within this praxis we see the role of accreditation and program review. It is founded on our collective narrative, enacted by our collective belief in ongoing improvement, and emboldened by every learner we serve.

10. State Perspective
How can a state department assist or build capacity for programmatic review leading to continuous improvement? 
BE IN THE KNOW!

11. Programmatic Review and Enhancement The Role of State Agencies

12. Specialized Professional Association Standards
Federal Requirements
CAEP Standards
Specialized Professional Association Standards
State Requirements
Context
Context

13. Federal Requirements Federal requirements Licensure Pass Rates
Employment Outcomes
Teacher and Employer Feedback
Student Learning Outcomes
SPA Recognition
Admission Selectivity
Federal Requirements
Federal requirements

14. CAEP Standards CAEP Standards Content and Pedagogical Knowledge
Clinical Partnerships and Practice
Candidate Quality, Recruitment, Selectivity
Program Impact
Quality Assurance, Continuous Improvement
Diversity, Technology/Digital Learning
CAEP Standards
CAEP Standards

15. Content and Methods Alignment Data Use to Improve Program
Faculty Expertise
Content and Methods Alignment
Field and Clinical
Assessments
Data Use to Improve Program
SPA Standards
SPA Standards

16. State Requirements State requirements
Align to State Learning Standards
Course-Specific Requirements
Articulation and Transfer
Field and Clinical
Dyslexia Prep
Candidate and Employer Perceptions
State Requirements
State requirements

17. The Innovation and Enhancement Challenge
Federal Requirements
CAEP Standards
Specialized Professional Association Standards
State Requirements
Innovation challenge

18. Programmatic Review and Enhancement Part 2 The Role of State Agencies

19. University Perspective
How do EPPs motivate and engage faculty in programmatic review leading to continuous improvement?
BE IN THE KNOW!

20. Motivating and Engaging Faculty for Programmatic Review Leading To Continuous Improvement
Joyce Many
Associate Dean, College of Education and Human Development
Georgia State University

21. Engaging Faculty in Program Reform With CEEDAR Support: Georgia State University’s Approach
Establishing our Focus
Our Day-Long Professional Education Faculty Retreat
Follow Up Syllabi Analysis
Continuing the Conversation

22. Establishing Our Focus

23. Faculty retreat

24. Follow up work

25. Different events

26. Motivating and Engaging Faculty
Acknowledge and Value Expertise
How Have you helped programs learn from others in your own backyard?

27. Motivating and Engaging Faculty Part 2
Provide for Program Level Autonomy and Decision Making
How does this relate to your Experience?

28. Motivating and Engaging Faculty Part 3
Adopt an Organic Approach to Program Reform

29. Diagram Grass Roots Experiential Learning and Input
Institutional, State, and National Context
Diagram
Professional Development
Policies and Procedures
Supportive Networks
Resourc es
Facul ty
Stude nts
Coopera ting Teachers
Supervi sors
Grass Roots Experiential Learning and Input
Program and Course Design
Signature Assignments
Assessments
Program Level Faculty Professional Development
Teacher Preparation Program Reform

30. Motivating and Engaging Faculty Part 4
Adopt an Organic Approach to Program Reform
What relationship do you see between resources, networks, professional development, and policies and the grass roots input and experiences of stakeholders at your institution?

31. Questions?