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NCATE Standards

August 2002

Boyce C. Williams

[email protected]


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NCATE

  • The National Council for Accreditation of Teacher Education is the professional accrediting body for schools, colleges, and departments of education. The U.S. Department of Education recognizes NCATE as the accrediting body for teacher preparation.


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NCATE’s Mission

  • Accountability

  • Improvement


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Accreditation

  • Assures that institutions have met rigorous standards

  • Links national standards for teacher preparation with national standards for students

  • Encourages excellence in colleges of education


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WHO IS NCATE?

  • NCATE is a coalition of over 30 national professional organizations representing over 3 million educators and members of the public committed to quality teaching


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NCATE FACTS

  • NCATE accredits 519 institutions that produce approximately two-thirds of the nation’s new teacher grads each year

  • NCATE has a record number of candidates that have filed an intent to seek accreditation--near 90--


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NCATE FACTS

  • NCATE has active partnerships with 46 states to mesh state and professional standards, thereby bringing increased rigor to teacher preparation


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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


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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.


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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.


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Organization of Revised Standards

  • The Standard

  • Rubric

  • Explanation of the Standard

including a rationale for the standard


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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.


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External resources for measuring proficiencies

  • State licensure exams

  • Employer evaluations

  • National and/or state program reviews

  • Multiple choice tests & written essays

  • Transcripts


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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


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Features of Good Assessment Systems

  • Developed collaboratively

  • Provide information on candidate mastery of standards

  • Embedded in instruction

  • Conducted on continuing basis

  • Use multiple indicators at admission

  • Occur at several decision points throughout candidates’ programs

  • Administer multiple assessments


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Good Assessment Systems

  • Make use of candidate proficiency information from external sources.

  • Ensure credibility--fairness, consistency, accuracy, and avoidance of bias.

  • Include rubrics or criteria to determine levels of accomplishment.

  • Use results to improve programs.

  • Include collection of information about the unit’s operations and programs, which is used to improve programs.



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1. Candidate Knowledge, Skills, and Dispositions

Candidates preparing to work in schools as teachers or other profes-sional school personnel know and demonstratethe knowledge,skills, and dispositions


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Dispositions (continued)

Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice.

For example, they might include a belief that all students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive learning environment.


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from INTASC….

  • The teacher believes that all children can learn at high levels and persists in helping all children achieve success.

  • The teacher appreciates and values human diversity, shows respect for students’ varied talents and perspectives, and is committed to the pursuit of “individually configured excellence.”


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from INTASC….

  • The teacher respects students as individuals with differing personal and family backgrounds and various skills, talents, and interests.

  • The teacher is sensitive to community and cultural norms.

  • The teacher makes students feel valued for their potential as people, and helps them learn to value each other.


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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, andprofessionalknowledge, skills, and dispositions


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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 professionalknowledge, skills, and dispositionsnecessary to help all students learn.


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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.


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Performance Evidence in Accreditation

Program Reviews

State Reviews, and

BOE Visits


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Presentation of Performance Evidence

  • Evidence must be related to professional, state, & institutional standards.

  • Performance data must be aggregated and interpreted.

  • Examples of candidate work should illustrate the variety of assessments & depth of candidate proficiencies.


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Presentation (continued)

  • Description of how courses & experiences provide opportunities for candidates to learn & practice the knowledge & skills in professional & state standards.

  • Description of how program faculty determine they make sound judgments about candidates’ readiness for licensure and initial work in their field.


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Sampling Assessment Information

  • Provide a true representation of candidate proficiencies

  • Represent “all candidates”

  • Be quantitative

  • Be qualitative, provide instruments or tasks, rubrics/criteria, candidate responses


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InterpretingAssessment Information

  • Help reviewers makes sense of the data; provide a context

  • Interpret results in relation to the standards

  • Use state licensure tests cautiously


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  • Ask yourself:

    • How am I convinced by data that the candidates have met the standards?

    • How can I help someone who does not know this institution understand what we have achieved?

    • Can I build on what my institution has already done for previous NCATE assessment standards?

    • How do I make sense of data about candidates that come from many faculty, courses, and programs in differing forms?


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Types of Performance Assessments

  • Classroom performance, live and video

    • Micro teaching

    • Early field experiences

    • Student teaching & internships

  • Lesson artifacts

    • Lesson/unit planning

    • Handouts

    • Slides

    • Assessment documents


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Assessment Examples

  • Paper/pencil tests of knowledge

    • Praxis II/state tests

    • End-of-course teacher tests

  • On-demand tasks

    • Simulations

    • Case studies

    • Problem-based scenarios


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Assessment Examples

  • Interviews of candidates

    • Admission

    • Continuation

    • Debriefings

  • Testimonials

    • Attestations by candidates, students, peers, cooperating teachers, & university supervisors


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Standard 3

Field Experiences and Clinical Practice


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design, implement, and evaluate

field experiences and clinical

practice

so that teacher candidates

and other school personnel develop

and demonstrate

The unit and its school partners

the knowledge,

skills, and dispositions necessary

to help all students learn.


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Standard 4

Diversity


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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.


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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.


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UAB Discussion of Diversity

  • Is diversity of faculty & candidates still an expectation of the standard?

    - Yes

  • Does the UAB still expect teams to report numbers in regard to diversity?

    - Yes


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UAB Discussion (continued)

  • If the unit creates experiences—summer programs, visiting scholars, lecture series, etc.—can these be sufficient to meet the intent of the standard?

    - If they are on-going and regularly offered, they may contribute to candidate development of knowledge, skills, & dispositions related to diversity


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UAB Discussion (continued)

  • If “good faith efforts” are being made to recruit & retain di9verse faculty & candidates, but there are no results, should a weakness still be cited?

    - A weakness should be cited, but the “good faith” efforts should be described in the team’s findings


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Standard 5

Faculty Qualifications, Performance, and Development


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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 profes-

sional development.


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Standard 6

Unit Governance and Resources


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Unit Governance and Resources

The unit has the leadership,

authority, budget,

personnel,

facilities,

and resources,including

information technology resources,

for the preparation of candidates

to meet professional, state, and

institutional standards.


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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.


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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.


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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.


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