1. NCATE 2000 Update July 2000 Donna M. Gollnick www.ncate.org

2. Standards Revision Timeline Sept. 2000 Submissions Fall 2000 and Spring 2001 Fall 2001 (Optional) Elementary education standards may be used for program submissions. (Optional) Units may choose to use the revised standards for their on-site visits. Revised standards applied to all visits.

3. NCATE 2000 Standards Candidate Performance Candidate Knowledge, Skills, & Dispositions Assessment System and Unit Evaluation Unit Capacity Field Experiences and Clinical Practice Diversity Faculty Qualifications, Performance, and Development Unit Governance and Resources

4. Conceptual Framework The conceptual framework(s) establishes the shared vision for a unit’s efforts in preparing educators to work effectively in P-12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit account- ability. The conceptual framework(s) is knowledge- based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated.

5. Conceptual Framework Units will be expected to describe their conceptual frameworks in an early section of the institutional report to provide an important context for the unit’s approach to meeting the standards. Units’ conceptual frameworks will be submitted with preconditions in the future.

6. Elements of a Conceptual Framework - p. 2 of the Standards the mission of the institution and unit the unit’s philosophy, purposes, professional commitments, and dispositions knowledge bases including theories, research, the wisdom of practice, and education policies

7. Elements (continued) performance expectations for candidates, aligning them with professional, state, and institutional standards the system by which candidate performance is regularly assessed

8. Indicators for Conceptual Framework(s) - p. 3 of the Standards 1. Shared Vision 2. Coherence 3. Professional Commitments and Dispositions

9. Conceptual Framework Indicators 4. Commitment to Diversity 5.Commitment to Technology 6.Candidate Proficiencies Aligned with Professional & State Standards

10. Evidence for Learning about the Conceptual Framework Syllabi Field experiences Performance assessments Interviews: faculty, candidates, cooperating teachers, & other members of the professional community Professional development activities Unit evaluations

11. Organization of Revised Standards The Standard Rubric Explanation of the Standard including a rationale for the standard

12. CANDIDATE PERFORMANCE Standards 1 & 2

13. 1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes- sional school personnel know and demonstrate

14. 1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes- sional school personnel know and demonstrate the knowledge, skills, and dispositions

15. 1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes- sional school personnel know and demonstrate the content knowledge, skills, and dispositions

16. Data Sources Content Test Scores Candidate Portfolios Performance in Student Teaching & Internships Performance Data Reviews by Specialized Professional Associations & States Surveys of Employers Degree or Major in the Field Grade Point Average (GPA)

17. 1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes- sional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions

18. 1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes- sional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

19. 1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes- sional 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.

20. Questions Asked by BOE Teams What data show that candidates know their subject matter? How well are candidates performing on content and teaching tests? How effective are candidates in their internships?

21. More Questions How do faculty know that candidates are competent teachers or counselors or principals, etc.? What assessments are used by faculty and programs to determine that candidates should continue or complete programs?

22. How will the BOE team use the standards’ rubrics?

23. Rubric for Standard 1 Element of Standard Unacceptable Acceptable Target Content of their field Professional and pedagogical knowledge & skills Pedagogical content knowledge Dispositions Student Learning

24. 2. Assessment System and Unit Evaluation The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs.

25. External resources for measuring proficiencies State licensure exams Employer evaluations National and/or state program reviews Multiple choice tests & written essays Transcripts

26. Internal resources for measuring proficiencies Candidate work Lesson plans Reflections Case studies Portfolios Observations & Assessments of Interactions with students Parent communications Teaching in small and large group settings Professional activities  Student learning - Student work - Student achievement

27. Features of Good Assessment Systems Embedded in instruction On-going Data related to standards Multiple/linked measures Candidate experiences Benchmarks Comprehensive

28. and more BOE questions... What rubrics have been developed to guide decisions about performance? What happens to candidates not performing at the level expected? What performance assessments are being used?

29. and finally... What decisions are made at what point of the program? How are data being compiled and reviewed to improve programs?

30. Comparison of Current and NCATE 2000 Standards

31. Performance Assessment Current System Category I: I.A, I.C, I.D, and I.E Category II: II.A, II.C, and II.D NCATE 2000 Standard 1 Content knowledge. Professional & pedagogical knowledge, skills, & dispositions. Positive effect on student learning. Candidate assessment. Standard 2 Assessment System. Use of data to evaluate & improve programs.

32. UNIT CAPACITY

33. Unit Capacity Standards Current Standards I.H Field Experiences & I.I Prof. Community Diversity in I.A, I.C, I.D, I.E, I.G, I.H, II.B, III.A, & III.B Category 3 Standards Category 4 Standards NCATE 2000 Standards Std 3 - Field Experiences & Clinical Practice Std 4 - Diversity Std 5 - Faculty Perfor- mance & Development Std 6 - Unit Governance & Resources

34. Standards 3 & 4

35. 3. Field Experiences and Clinical Practice The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.

36. Frequently Asked Questions Who are clinical faculty? Does NCATE expect units to have professional development schools? How long must student teaching be? What can the unit do if it has no control over the selection of supervisors in schools?

37. 4. Diversity The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn.

38. 4. Diversity The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse and exceptional students in P-12 schools.

39. Diversity Differences among groups of people and individuals based on race, ethnicity, socio- economic status, gender, language, excep- tionalities, religion, sexual orientation, and geographic region in which they live.

40. Frequently Asked Questions How much is enough diversity? Will teams expect to see a plan, efforts, and results related to diversity? How does NCATE expect units in rural or suburban areas with limited diversity to meet this standard?

41. Standards 5 & 6 NCATE 2000 Standards Donna M. Gollnick donna@ncate.org

42. 5. Faculty Qualifications, Performance, and Development. Faculty are qualified and model best professional practices in scholarship, they also collaborate with colleagues in the disciplines and schools. service, and teaching, including the assessment of their own effectiveness as related to candidate performance;

43. 5. Faculty Qualifications, Performance, and Development. Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.

44. Frequently Asked Questions Do university/college supervisors of field experiences and clinical practice have to be licensed in the area being supervised? What will convince BOE teams that faculty members model best practice? What evidence will show that faculty are involved in self-assessment of their effectiveness?

45. 6. Unit Governance and Resources The unit has the leadership, information technology resources, authority, budget,personnel, facilities,and resources, including for the preparation of candidates to meet professional, state, and institutional standards.

46. Frequently Asked Questions Does NCATE still have requirements for faculty load and clinical supervision? What percentage of the unit’s faculty can be adjunct faculty? How up-to-date must technology be?

47. Transition to Full Implementation of NCATE 2000 Standards

48. Revised Annual Report by 2001 Profile data similar to current report Candidates Faculty Diversity Faculty teaching and supervision Budget and resources Performance data State licensing performance Placement of graduates

49. Units annually submit progress on meeting the six standards. Progress on the unit’s assessment system will be reported annually on the NCATE portion of the AACTE/NCATE annual report. NCATE Portion of Annual Report

50. NCATE’s Use of Annual Report As part of NCATE’s “Third Year Report,” feedback is provided on addressing previous weaknesses and progress made toward designing and using performance assessments. Board of Examiners teams use the annual reports as a portfolio of activity between visits.

51. What will BOE teams expect to find during on-site visits?

52. Fall 2001 & Spring 2002 The unit has developed a plan for an assessment system with timelines and details about the system components and management. The assessment system has been developed collaboratively by the professional community. Outcomes for candidates are based on professional, state, and institutional standards and are clearly communicated to candidates.

53. Fall 2001 & Beyond The unit should have available any performance assessment data that are currently available. Candidates’ performance on admission assessments. Candidates’ performance on state licensure tests. Student teaching & internship assessments.

54. Fall 2002 & Spring 2003 The unit is implementing the first steps of its assessment system. The unit and its professional community have developed some internal performance assessments based on professional, state, and institutional standards. Rubrics/ criteria for scoring and tests for credibility are being developed.

55. Fall 2003 & Spring 2004 The unit is in the third year of implementing its assessment plan. The unit is using internal performance assessment based on professional, state, and institutional standards to identify the competence of ALL candidates. A system for testing the credibility of the assessments has been developed.

56. Fall 2004 & Spring 2005 The unit’s assessment system is being implemented, evaluated, and refined. Performance assessments are being tested for credibility. Data on candidate performance from external and internal measurements have been compiled and are being used to improve programs.

57. The NCATE 2000 Visit

58. Institutional Report for Continuing Visits in NCATE 2000 I.Overview of Unit and Institution II.Conceptual Framework IV.Evidence for Meeting Each Standard III. Overview of Programs for the Preparation of Educators

59. Section IV of the IR: The unit should Discuss evidence holistically. Relate evidence to elements of standard. Explain nature of evidence in context of the standard. Present evidence in clear & concise manner.

60. Report Differences Continuing Visits focus in-depth on the first two standards and their elements. report holistically on the last four standards. Initial Visits all six standards and their elements should be addressed in- depth.

61. Changes in Visits Nature of the evidence - performance rather than input oriented More focused group interviews fewer individual interviews

62. Evidence Current System minutes of meetings syllabi student & faculty work interviews with faculty, students, school personnel, administrators visits to schools performance data, including state licensure results NCATE 2000 candidates’ portfolios observations of teaching professional, state, & institutional assessments of content knowledge, professional & pedagogical knowledge, skills, dispositions, & effects on student learning NBPTS & other advanced certification

63. Guidelines for Assessing Quality of Evidence Reviewing surveys Assessing student work samples Reviewing test results Assessing evaluations Reviewing portfolios Assessing student learning Assessing rubrics & scoring systems for institutions & BOE members

64. Evaluating Performance Based Assessments Curricular importance Fairness Transfer and generalizability Cognitive complexity Content quality Linguistic appropriateness Instructional sensitivity Meaningfulness Practicality Consequences

65. Reviewing Test Results Recognize that this is one of multiple measures of program quality Review the results in the context of the Specialized Professional Association Review Understand state context - study state report card Look at the data over several years to identify trends Understand the complexity related to state tests: low vs. high cut scores, strong and weak links to state standards, no national comparison, etc.

66. Surveys as Evidence Instrument should include focused questions related to the unit’s learning outcomes The analysis of the survey should include: (a) the date administered; (b) a description of the sample; (c) a response rate; (d) follow-up activities if response rate is below 55%; findings in quantitative terms; and narrative of meaning of findings

67. Assessing Portfolios A written description of the candidates who are expected to submit portfolios; of the items that should be in the portfolios; and of the criteria for judging the portfolios Evidence of how the unit ensures that the ratings are consistent Summary and examples of portfolios at each level of proficiency

68. Assessment of Student Learning Candidate work clearly demonstrates the candidate’s ability to assess student learning Assessments of candidates include items evaluating candidate understanding of assessment and student learning

69. Assessing Unit Evaluations Purposes are clearly stated Evaluation questions are related to conceptual framework Methods are clearly defined Data are properly collected and analyzed Information is used to make positive changes in unit

70. BOE Report for NCATE 2000 I.Introduction A.Context for visit, including characteristics of unit and institution. B.Summary of institution’s conceptual framework, using indicators as a guide.

71. BOE Report (cont.) II.Findings for Each Standard A.Overall team finding (Met or Not Met) B.Description and analysis of finding - a holistic discussion of the standards using the elements & evidence presented to support the team’s decision. C. Weaknesses

72. BOE Report (cont.) III. Sources of Evidence A. Persons interviewed B. Documents reviewed C. Schools visited

73. UAB Accreditation Decisions Initial Visits Accredited Provisional Accreditation to be removed within two years with a focused visit Denied Accreditation Continuing Visits Accreditation Continued Accreditation Continued with Conditions to be removed within two years with a focused visit Accreditation Continued with probation to be removed within two years by an initial-like visit

74. Pilots in 2000-2001 30+ pilot institutions testing NCATE 2000 procedures. BOE members assigned to pilot visits will have been trained to apply the NCATE 2000 standards and procedures.

75. BOE Training All BOE members will be trained to apply the NCATE 2000 standards & procedures before serving on a team.

76. Challenges for Teacher Ed Testing for credibility of assessments – fairness, consistency, accuracy, and avoidance of bias Assessing for a candidate’s impact on student learning. Compiling, analyzing, and summarizing candidate assessment data.

77. Begin preparing now for your NCATE 2000 visit.