1. NCATE STANDARD I STATUS REPORT  Hyacinth E. Findlay  March 1, 2007

2. NCATE Unit Standard 1: Candidates  know the content of their fields  demonstrate professional and pedagogical knowledge, skills, and dispositions and  apply them so that students learn  Assessments indicate that candidates meet professional, state, and institutional standards

3. Elements  CONTENT KNOWLEDGE FOR TEACHER CANDIDATES (Initial and Continuing Preparation of Teachers)  CONTENT KNOWLEDGE FOR OTHER PROFESSIONAL SCHOOL PERSONNEL

4. Elements  PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER CANDIDATES (Initial and Continuing Preparation of Teachers)  PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATES (Initial and Continuing Preparation of Teachers)

5. Elements  PROFESSIONAL KNOWLEDGE AND SKILLS FOR OTHER SCHOOL PERSONNEL  DISPOSITIONS FOR ALL CANDIDATES  STUDENT LEARNING FOR TEACHER CANDIDATES (Initial and Continuing Preparation of Teachers)  STUDENT LEARNING FOR OTHER PROFESSIONAL SCHOOL PERSONNEL

6. Mock Team’s Suggestions Element #1 CONTENT KNOWLEDGE FOR TEACHER CANDIDATES (Initial & Continuing Preparation of Teachers)  Provide data in chart and table form on candidate test scores and other evidence of their knowledge of the subject matter to be taught.  Provide alignment matrices with professional, state, and institutional standards and linked to the conceptual framework.

7. Mock Team’s Suggestions Element #1 CONTENT KNOWLEDGE FOR TEACHER CANDIDATES (Initial & Continuing Preparation of Teachers )  Provide charts that demonstrate connections among CF elements and assessments/expectations of candidate knowledge, skills, and a concise set of dispositions that are evaluated as candidates develop professionally  Report on initial and advanced programs separately.

8. CONTENT KNOWLEDGE FOR TEACHER CANDIDATES Data to be presented – Fall 2005 through Spring 2007 Available--  Alabama Prospective Teacher Test (APTT)  Content Assessment – grades (GPA’s)  Praxis II scores (by sub category, where available)

9. CONTENT KNOWLEDGE FOR TEACHER CANDIDATES NEEDED  Students’ Grades in EDU 100, EDU 300, EDU 500 for 05-06 and 06-07  Portfolio assessments for 05-06 and 06-07  Interview assessments (speaking, writing, dispositions) for 05-06 and 06-07

10. CONTENT KNOWLEDGE FOR TEACHER CANDIDATES NEEDED  Applicants’ overall GPAs for 05-06 and 06-07  Applicants’ dispositions assessment for 05-06 and 06-07  Alignment matrices

11. CONTENT KNOWLEDGE FOR OTHER PROFESSIONAL SCHOOL PERSONNEL  Candidates for other professional school roles have a thorough understanding of the central concepts, tools of inquiry, and structures of their fields as delineated in professional, state, and institutional standards and shown through inquiry, critical analysis, and synthesis.  All program completers pass the academic content examinations in states that require such examinations for licensure.

12. CONTENT KNOWLEDGE for OPSP Mock Team’s Suggestions  Demonstrate that other school personnel can explain concepts in professional, state, and institutional standards.  Use tables and charts to provide evidence that other school personnel candidates pass state licensure exams.  Remember to report on advanced programs separately from initial programs and with equal thoroughness.

13. Content Knowledge for OPSP Data needed for 05-06; 06-07 Available  Praxis II data for each program area for since April 06  80% PASS RATE ??  Comprehensive examination results for Fall 05 through Spring 07

14. Content Knowledge for OPSP  Data needed for 05-06; 06-07 Still NEEDED  Applicants’ overall GPAs for 05-06; 06-07  Content-based portfolio assessment

15. PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER CANDIDATES Teacher candidates reflect a thorough understanding of pedagogical content knowledge delineated in professional, state, and institutional standards. They have in-depth understanding of the subject matter that they plan to teach, allowing them to provide multiple explanations and instructional strategies so that all students learn. They present the content to students in challenging, clear, and compelling ways and integrate technology appropriately.

16. Pedagogical Content Knowledge (Mock Team’s Suggestions) Needed  Evidence by program, initial and advanced, of candidates’ knowledge of instructional strategies in their specialty area.  Evidence by program, initial and advanced, that candidates can present content knowledge in clear and meaningful ways.  Evidence by program, initial and advanced, of candidates’ integration of technology within instruction

17. PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATES  Teacher candidates reflect a thorough understanding of professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards.  They develop meaningful learning experiences to facilitate learning for all students.

18. PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATES  They reflect on their practice and make necessary adjustments to enhance student learning.  They know how students learn and how to make ideas accessible to them.  They consider school, family, and community contexts in connecting concepts to students’ prior experience and applying the ideas to real-world problems.

19. Mock Team Suggestions  Provide the evidence, by program, the unit uses to determine that candidates apply professional and pedagogical knowledge.  Provide evidence, by program, that candidates consider school, family, and community contexts.  Provide evidence, by program, that candidates consider prior experiences of students in planning and implementing instruction and assessment.

20. PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATES Evidence Needed (By program)  Assessment of ability to plan instruction e.g., unit or lesson plan assignment e.g., unit or lesson plan assignment  Evidence of candidates’ ability to set classroom tests

21. PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATES Evidence Needed (By program)  Evidence that candidates’ use results of various tests to plan and improve student learning

22. Professional and Pedagogical Content Knowledge Evidence Needed (By program)  PEPE scores, by program

23. PROFESSIONAL KNOWLEDGE AND SKILLS FOR OTHER SCHOOL PERSONNEL  TARGET Candidates for other professional school roles have an in-depth understanding of professional knowledge in their fields as delineated in professional, state, and institutional standards.  They collect and analyze data related to their work, reflect on their practice, and use research and technology to support and improve student learning.

24. PROFESSIONAL KNOWLEDGE AND SKILLS FOR OPSP Evidence Needed  Candidates’ ability to use data to improve student learning  Candidates’ professional knowledge and understanding of other school personnel by program

25. PROFESSIONAL KNOWLEDGE AND SKILLS FOR OPSP Evidence Needed  Candidates know students, families, and communities  Candidates use research to improve their practice.  Candidates use of technology to improve their and others’ practice.

26. Professional Knowledge and Skills of OPSP  Candidates’ practicum/internship assessment by program (Available)  PEPE results showing assessment of candidates’ impact on student learning or providing a supporting learning environment -- includes ability to use technology  Employer Evaluations  Graduate and other external surveys

27. DISPOSITIONS FOR ALL CANDIDATES  TARGET Candidates work with students, families, and communities in ways that reflect the dispositions expected of professional educators as delineated in professional, state, and institutional standards.  Candidates recognize when their own dispositions may need to be adjusted and are able to develop plans to do so.

28. DISPOSITIONS FOR ALL CANDIDATES Needed  Agreement on Dispositions  Evidence that candidates’ have the dispositions espoused by the Unit as outlined in the Conceptual Framework  Report on how and when candidates are introduced to and become familiar with expected dispositions.  Assessments of candidates’ dispositions at various transition points

29. Dispositions Reflective Practitioner  Believe that all children can learn at high levels and persist in helping all children achieve success  Are committed to reflection on teaching practices in the pursuit of excellence  Are committed to use ongoing assessment to identify students’ strengths and weaknesses

30. Dispositions Change Agent  Take pride in their work environment  Be voices for educational and social justice  Meet ethical standards of practice  Value human diversity and help students learn to value one another

31. Dispositions Lifelong Learner  Join and participate in professional and educational organizations  Keep abreast of new ideas in the field.  Value the use of educational technology in the teaching/learning process

32. STUDENT LEARNING FOR TEACHER CANDIDATES Teacher candidates  accurately assess and analyze student learning  make appropriate adjustments to instruction  monitor student learning  have a positive effect on learning for all students.

33. STUDENT LEARNING FOR TEACHER CANDIDATES Evidence Needed  Student teaching/internship assessment  Assessment of candidates’ ability to plan instruction, e.g., unit or lesson plan assignment  Assessment of candidates’ impact on student learning or providing a supporting learning environment

34. STUDENT LEARNING FOR TEACHER CANDIDATES Evidence Needed  Candidate/Teacher work samples or other classroom-based project  PEPE results  Cooperating teachers’ assessment of candidates’ impact  Administrator assessment of candidates’ impact  University internship personnel assessment of candidates’ impact

35. STUDENT LEARNING FOR TEACHER CANDIDATES Evidence Needed  Other external surveys  Parent assessments of candidates’ impact

36. STUDENT LEARNING FOR OTHER PROFESSIONAL SCHOOL PERSONNEL  Candidates for other professional school roles critique and are able to reflect on their work within the context of student learning.  They establish educational environments that support student learning, collect and analyze data related to student learning, and apply strategies for improving student learning within their own jobs and schools.

37. STUDENT LEARNING FOR OPSP Evidence Needed  Candidates’ practicum/internship assessment by program  Assessment of candidates’ impact on student learning or providing a supporting learning environment

38. STUDENT LEARNING FOR OPSP Assessment of candidate impact on student learning Assessment of candidate impact on student learning  PEPE  Administrator assessments  University internship personnel  Employer  Other external surveys

39. Important Question  What decisions for program improvement have been made as a result of analyzing the data?

40. Important Questions Do we have the following?  Matrices which demonstrate program alignment with NCATE and INTASC and NBPTS standards  Matrices which align conceptual framework with state and national standards  Rubrics for grading assignments

41. Artifacts Needed for Exhibits Candidates’ work which demonstrate Examples of Inquiry – investigate, examine, analyze, survey, probe, ask questions, course related assignments Examples of Inquiry – investigate, examine, analyze, survey, probe, ask questions, course related assignments Examples of Critical Analysis – research papers, research based units, reflective journals found in Methods courses Examples of Critical Analysis – research papers, research based units, reflective journals found in Methods courses

42. Artifacts Needed for Exhibits Candidates’ work which demonstrate Examples of Synthesis – candidate portfolio, lesson and unit plan, student teaching evaluation Examples of Synthesis – candidate portfolio, lesson and unit plan, student teaching evaluation