1. LET’S GET ACCREDITED! NCATE Preparation Meeting February 8, 2011 Agenda Introduction by Dean Overview #1 University Values #2 Assessment System #3 Dispositions #4 Quality Assurance #5 Diversity #6 Professional Development Closing Remarks 1

2. #1 University Values CEOL Conceptual Framework Guiding Principles How and by whom were they developed? Evidence of our Guiding Principles? Caring is evident in the way we interact with students, colleagues, and the community. Our programs prepare caring professionals with essential interpersonal skills and key positive dispositions. Excellence is a cornerstone of our certificate, credential, masters, and doctoral programs. We inspire students to achieve beyond their expectations. Leadership brings out the best in everyone. We equip our graduates to be leaders in schools, organizations, and their communities. Diversity is a wonderful attribute of our schools and communities. Our programs celebrate diversity, teaching the knowledge and skills necessary to be successful in a wide range of settings with all people. 2

3. #2 Assessment System The Assessment Committee developed the structure for the five key assessments across the unit, and then each program identified key assessments in those categories. How were you involved in the development of the Assessment System? What are your program transition points? Key assessments? Do your program’s key assessments represent all the program standards? What data-driven program improvements have been made? “Our unit has identified five key assessments which are uniform throughout all programs. In addition to these key assessments, our program administers assessments in each course and through program requirements that ensure candidates meet all program standards and the program continually improves.” 3

4. CEOL Key Assessment Matrix Academic Year: 2010-2011 Teacher Education Admin IReadingSchool CounselingSchool PsychSpecial Ed I MSSS TP1 GPAXXXXXXX Letters of Recommendation XX X Statement of Purpose/ Writing AssessmentXXXXXXX Interview XX TP2 & TP3 Knowledge EDUC 470 - TPA 1: Subject Specific Pedagogy EDMT 572 - Foundations of Leadership Examination RDG 530 - Reading Specialist Competency Exam EDUC 546 - EMLO & EDUC 583A & B - Fieldwork Evaluations EDUC 589 A&B - National Praxis Exam SPED 408 - Case Study: Understanding Academic and Behavior Needs of Mild/Moderate Learners Planning EDU 472 - TPA 2: Designing Instruction EDMT 577 - School Program Plan and Budget RDG 518 - Lesson Plan (Planning) EDUC 543 - EMLO & Audit Grad Seminar 598 - Student Portfolio Rubric SPED 407 - Caseload Management Practitioner's Notebook Assessment EDUC 468 - TPA 3: Assessing Learning EDMT 570 - Student Performance Improvement Plan RDG 516 - Lesson Plan (Assessment) EDUC 501 - Test Review EDUC 578 & EDUC 579 - Mock IEP & Competency Assessment Report SPED 406 - Case Study Project Diversity EDUC 478 - TPA 4: Culminating Teaching Experience EDMT 573 - "Windows on Diversity" Research paper RDG 520 - Diversity in Reading Reflection Paper EDUC 573 - EMLO & Diversity Project EDUC 573 & EDUC 586 A&B - Multicultural Learning Outcomes Document SPED 405P - Mini- Conference and Self- evaluation Technology Technology Skills Rubric EDMT 570, 571, 572, 573, 574, 576, 577 & 578 - Technology based assignment in each class of the program. RDG 525 - Persuasive Proposal Presentation EDUC 565 - Technology based presentation EDUC 548 & 598 - Technological Data Presentations SPED 409 - Technology Portfolio Section TP4 End of Program Survey XXXXXX Grad Survey X X Employer Survey X X Advisory Board XXXXX 4

5. CEOL Key Assessment Matrix Academic Year: 2010-2011 Special Ed IISpecial Emphasis Child Development MS Child Development BSChild LifeLiberal Studies TP1 GPA XXXXXX Letters of Recommendation X Statement of Purpose/ Writing Assessment XXXXX Interview XXX TP2 & TP3 Knowledge SPED 504 - Current Issues, Policies and Practices Research Project Teacher Performance Assessments EDUC 551 & EDUC 518 - Research Review Developmental Knowledge Exam & Fieldwork Evaluation EDUC 530M - Child Life Field Research; EDUC 530S - Grief Handbook; EDUC 530 - Leadership Project 310 Mid-term (120 points) & 310 Ethics project(100 points) Planning SPED 505 - Theory and Practice Behavior Change Projects EDUC 504 - Literature Review EDU 557 - Lesson Plan EDUC 448 - Lesson Plan EDUC 553P - Hospital based Special Project/Practicum Evaluation & EDUC 530 - Leadership Project 499D Thematic Unit (110 points) Assessment SPED 506 - Assessment Report on a Case Study EDUC 501 - Test Review Project EDUC 558 - Create Assessment & EDUC 556 - PPV EDUC 354B - Assessment Poster Presentation EDUC 530I - Final Competency Assignment - Medical, Clinical, Teaching & Preparation; EDUC 530 - Leadership Project 310 Essay on Standardized Testing (10 points) Diversity SPED 507 - Inclusive Instruction Final Project EDUC 503 - Reflection on Classroom Behaviors EDUC 559 - Curriculum Presentation & EDUC 503 - Neurological based behavior reflection paper EDUC 452 - Ethnography Paper EDUC 530A - Multi-Cultural Medical Pocket Guide (Formerly: Cultural Scenario, Medical Issue & Family Situation Research Paper); EDUC 530S - Grief Handbook; EDUC 530 - Leadership Project 317 Cultural Poster Activity (100 points) & 499D Diversity Strategies (25 points) Technology SPED 508 & SPED 509 - Technology Support Project EDUC 596 - Graduate Seminar Project EDUC 559 - Curriculum Presentation & Online Class Development EDUC 499 - PowerPoint Presentation EDUC 530T - Practicing Child Life Case Study in PowerPoint form & EDUC 530 - Leadership Project 407 Technology Project (4 point rubric) TP4 End of Program Survey XXXXXX Grad Survey Employer Survey Advisory Board X XXX 5

6. #3 Dispositions How and by whom were these developed?  “There was a dispositions subcommittee that created recommendations for the Assessment Committee. Their recommendations were refined and approved by the Assessment Committee.” How do you teach, assess and management interventions regarding dispositions? 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. 6

7. #4 Quality Assurance Ensuring Program Quality Throughout the Unit Give examples of the way your program ensures program quality across locations? Categories – Practice Description – Outcomes (Evidence) Hiring practicesOutcomes (Evidence) Part-time faculty are interviewed with teaching demos and writing samples Programs work to attract diverse faculty to teach Field referrals of exemplary faculty Search Committees ensure diversity Program graduates as potential instructors Emphasis on excellence in teaching practice (credential, masters, experience) Centralized, consistent process ensures quality and equity Faculty demographics Interview evaluations Search committees ensure diversity Emphasis on practitioner knowledge Instructor approval form Preparing new facultyOutcomes (Evidence) Instructors and faculty “shadow” a veteran teacher prior to teaching in the unit “Lead Course Faculty” train new faculty in course content, objectives, assessments, and required technology Part-time faculty are eligible for professional development through the Center for Teaching and Learning and the Library as well as the unit’s professional development activities Blackboard sites house course materials and links for additional resources, assignments, and key assessments Faculty Program Handbooks and Fieldwork Handbooks are distributed to all new faculty Faculty mentor programs (for initial training and on-going support) University-wide new faculty orientation Standard syllabus templates One-on-one orientation for off campus faculty and supervisors CTL data on faculty training Bb demo Handbooks Syllabi templates Mentoring Academy for Teaching, Encouraging, and Support (MATES) program Knowledge of university practices Consistent course content Supporting all facultyOutcomes (Evidence) Blackboard course and program sites have “Blogs” for solving problems Lead Course Faculty and Program Chairs provide support for solving problems with multiple points of view Full-time and part-time faculty meet at least annually to provide updates, provide training, and offer collegial dialogue Monthly program meetings between chairs and RCA plus monthly meetings with regional faculty ensure communication Intervention plan for dispositional challenge Systematic administration of standardized testing, student teaching forms, writing workshops Email “quick meets” support communication across program faculty Bi-weekly updates, college newsletters, quarterly CEOL meetings Semester and term meetings for supervisors Writing Salons to support faculty scholarship Centralized interviewing of candidates Rotation of faculty teaching to ensure fresh approach to teaching Online Faculty Forum Meeting minutes demonstrating collaboration among campuses Bb demo Identification of students with need for assistance EAR website, newsletters Use of technology for instruction Disaggregated academic data Evaluating all facultyOutcomes (Evidence) Final course evaluations and, in many cases, mid-course evaluations provide information for chairs to use to give feedback and decide to re-hire part-time faculty Candidates contact the chairs and dean regarding course or faculty concerns The chair and dean discuss the appropriate responses and give feedback to the instructors Program chairs check Blackboard sites to assess the effective use of this course management system Annual performance goals Piloting observation of adjuncts and faculty preparing for T & P Field work supervisors are evaluated by candidates and school faculty not sure what the output of this would be Sample course evaluations Focused professional accomplishments Focused professional reflection Fieldwork evaluation data 7

8. #4 Quality Assurance Ensuring Program Quality Throughout the Unit (Continued) Communicating with facultyOutcomes (Evidence) Candidates meet with chairs or advisors to assess progress in the program and receive support with concerns Full-time faculty teach at RCA locations The advisory boards provide feedback from practitioners to improve programs Frequent Phone and email communication Program retreats, monthly program meetings Candidate testimony Consistent understanding of academic operations among all in each program Professional DevelopmentOutcomes (Evidence) Attendance at CCTC workshops and conferences Conference attendance and presentation Thought Leaders highlighted faculty scholarship BTSA induction regional and Cal Council meetings Staff keep faculty informed PD chart Promotes scholarly activity Supporting CandidatesOutcomes (Evidence) Curriculum Labs at all sites All candidates have a designated advisor & program head Candidates meet with chairs or advisors to assess progress in the program and receive support with concerns Programs have course sequence charts so that candidates assess progress or plan for out of sequence course enrollment Intervention process for struggling candidates at regional campuses Full-time faculty available at all locations Check points ensure candidates meet all requirements CBEST workshops Student Teaching retreats Three years of Title V pathway from Citrus College (a nearby community college) Articulation agreements with many community colleges More online courses and technology support for learning Library support for students both on and off campus Learning Enhancement Center supports students in writing Course improvements (higher course evals) Sample sequence charts Areas for continuing improvementOutcomes (Evidence) 1.Post-pilot implementation of the Peer Observation procedure which is intended to provide feedback to full and part-time faculty. The unit will decide how often faculty members should be observed during the tenure and promotion process and beyond 2.More programs adopting a Teaching Reflection process to encourage professional development through self-evaluation 3.Programs are discussing ways to elicit more employer feedback about graduates. 4.Share program meeting minutes 5.CBEST and CSET workshops delivered via technology; CSET delivered in-person 6.Conversations beginning to heighten awareness of the need for writing support and feedback in all courses 7.Improve partnerships with school districts 8.Upgrade technology in all locations TBD 8

9. #5 Diversity Give examples of how your program prepares candidates to work with diverse populations. Points of Pride Activity Peers/fellow candidates Hispanic serving clusters are diverse Faculty 25-30% diversity in on & off campus composition faculty have professional experience in diverse experiences P-12 Students requirements of fieldwork in diverse environments Spanish bilingual and bicultural counseling program Candidate Competencies Candidate 9

10. #6 Professional Development Give examples of how your unit supports you to improve your practice? 10

11. 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 (http://sites.laverne.edu/ceol-accreditation/); these CF’s are also captured by the Guiding Principles symbol found on the page that is linked abovehttp://sites.laverne.edu/ceol-accreditation/ 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 11

12. 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 12

13. Important links on the CEOL Accreditation and Accountability website: CEOL Accreditation and Accountability – Homepage: http://sites.laverne.edu/ceol-accreditation/ http://sites.laverne.edu/ceol-accreditation/ Conceptual Framework – Links to the specific components including guiding principles: http://sites.laverne.edu/ceol-accreditation/conceptual-framework/http://sites.laverne.edu/ceol-accreditation/conceptual-framework/ Unit Program Reports and Documents – Includes program documents such as the Biennial Report and dispositions forms: http://sites.laverne.edu/ceol- accreditation/evidence/http://sites.laverne.edu/ceol- accreditation/evidence/ Faculty Only – Training materials for the NCATE visit such as PowerPoint, jing, Top 20 questions, etc: http://sites.laverne.edu/ceol-accreditation/faculty- only/http://sites.laverne.edu/ceol-accreditation/faculty- only/ 13

14. Take-Away’s 1University value & CEOL Conceptual Framework Four guiding principles: Leadership – Caring – Diversity – Excellence These are the basis for the Assessment System and program operations 2Assessment System Four transition points Five key assessments We are all about data-driven decision-making and improvement 3Dispositions The monitoring and intervention occurs throughout each course in each term offered 4Quality Assurance Candidate & faculty support are always improving There is alignment in programs offered on main campus and satellite campuses 5Diversity This is a point of pride for our college: our candidates experience diversity at four levels 6Professional Development Clarity on ways to improve your craft: teaching and scholarship 14