1. “Sticking Points” Conceptual framework has five structural elements Conceptual framework has five structural elements Standard 1 requires data, not information about when courses are taken and numbers of hours needed Standard 1 requires data, not information about when courses are taken and numbers of hours needed Dispositions and student learning Dispositions and student learning Attention to advanced-level programs Attention to advanced-level programs

2. “Sticking Points” Standard 2 requires a written plan or description of a unit’s assessment system Standard 2 requires a written plan or description of a unit’s assessment system Assessment system plan should address all of the elements in Standard 2. (see ncate paper) Assessment system plan should address all of the elements in Standard 2. (see ncate paper) Transition plan Transition plan

3. “Sticking Points” Assessments of field experiences and clinical practice should be linked to CF and standards Assessments of field experiences and clinical practice should be linked to CF and standards Diversity standard focuses on what candidates know and can do Diversity standard focuses on what candidates know and can do Definitions of scholarship Definitions of scholarship Criteria for clinical faculty Criteria for clinical faculty

4. “Sticking Points” Relationship between program review process and the unit review Relationship between program review process and the unit review Relationship between standard 1 and standard 2 Relationship between standard 1 and standard 2 Relationship between state and ncate requirements (what if the state requires more than ncate?) Relationship between state and ncate requirements (what if the state requires more than ncate?)

5. The Strongest Institutional Reports: address each standard, element by element address each standard, element by element use standard and element headings as organizers use standard and element headings as organizers address the rubrics, at the acceptable levels, at a minimum address the rubrics, at the acceptable levels, at a minimum include data to support statements include data to support statements include charts, tables and graphs include charts, tables and graphs

6. The Most Productive Visits: Were well-organized during the pre-visit Were well-organized during the pre-visit Had professional communities that were involved in the process Had professional communities that were involved in the process Had open communication between the chair of the BOE and the unit head Had open communication between the chair of the BOE and the unit head Included poster sessions describing programs Included poster sessions describing programs Had unit members who had a clear understanding of the standards and the process Had unit members who had a clear understanding of the standards and the process Had faculty that made the decision to work toward performance-based assessment Had faculty that made the decision to work toward performance-based assessment

7. The Use of Technology Some pilots had electronic exhibit rooms, some barely used computer technology at all, and most were in the middle Some pilots had electronic exhibit rooms, some barely used computer technology at all, and most were in the middle BOE members had different comfort levels with electronic exhibits BOE members had different comfort levels with electronic exhibits Overall, institutional and most BOE members found electronic exhibits beneficial Overall, institutional and most BOE members found electronic exhibits beneficial Logistics are critical – see Guidelines for Electronic Exhibits Logistics are critical – see Guidelines for Electronic Exhibits

8. The Benefits of Electronic Exhibits Facilitated communication between ed. faculty, K-12 practitioners, and arts and sciences faculty Facilitated communication between ed. faculty, K-12 practitioners, and arts and sciences faculty Demystified the accreditation process Demystified the accreditation process Allowed units to subvert NCATE guidance on page limits of IR Allowed units to subvert NCATE guidance on page limits of IR Allowed BOE members the opportunity for a more thorough review of evidence! Allowed BOE members the opportunity for a more thorough review of evidence!

9. Advice from Pilots to Other Institutions Start working with the standards two years out Start working with the standards two years out Get faculty and others involved in a structured way Get faculty and others involved in a structured way Begin keeping samples of candidate work Begin keeping samples of candidate work Have faculty attend national professional association meetings when possible Have faculty attend national professional association meetings when possible Think of accreditation as a process, not an event Think of accreditation as a process, not an event

10. Advice from pilots to other institutions Be clear in your understanding of the standards. Take advantage of multiple opportunities to learn about them. Be clear in your understanding of the standards. Take advantage of multiple opportunities to learn about them. Ensure that there are enough team members on the visit Ensure that there are enough team members on the visit Have key program administrators available to answer questions early in the visit, even at the orientation Have key program administrators available to answer questions early in the visit, even at the orientation