NCATE Unit Meeting Agenda

1. NCATE Unit Meeting Agenda Tuesday, April 19, 2011 Van Houten South 9:30 a.m. – 4:00 p.m. 9:30 – 10:30 Introduction, Overview and Timeline 10:30 – 12:00 Sharing SPA data by program 12:00 – 12:30 Lunch will be provided 12:30 – 1:00 Overview of Standards needs 1:00 – 1:50 Dr. Phillip Ginnetti sharing his experiences as an NCATE Board of Examiner 1:50 – 2:00 Break 2:00 – 4:00 Review of Conceptual Framework

2. WHY NCATE ACCREDITATION? Program assessment and continuous improvement of our programs NCATE is an institution-wide effort. NCATE is faculty-driven. NCATE Standards are developed by the profession, not by NCATE.

3. Edinboro University’s Unit Consists of: • Art Education • Early Childhood & Special Education • Health & Physical Education • Middle & Secondary Education • Music Education • Professional Studies • Speech - Language Pathology

4. Edinboro University’s Assessment System Edinboro University’s Mission/Goals Professional Standards State Licensure Requirements Unit Mission/Goals CONCEPTUAL FRAMEWORK Performance- Based Assessments Initial Certification Advanced Certification Transition 1 Admission Transition 2 Pre-Candidacy Unit/Program Data Program Review Candidate Data Major Assessments Transition 3 Candidacy Transition 4 Clinical Experience Unit and Program Improvement Plans Transition 5 Graduate

6. Big Questions Conceptual Framework: What are the basic tenets of the conceptual framework and how has the conceptual framework changed since the previous visit? Standard One: What do candidate assessment data tell the unit about candidates’ meeting professional, state, and institutional standards? For programs NOT nationally/state reviewed, summarize data from key assessments and discuss these results. Standard Two: How does the unit use its assessment system to improve the performance of candidates and the unit and its programs? Standard Three: How does the unit work with school partners to deliver field experiences and clinical practice to enable candidates to develop the K, S, Ds necessary to help all students learn? Standard Four: How do the assessments demonstrate that candidates can demonstrate and apply proficiencies related to diversity? Do experiences provided for candidates include working with diverse populations, including higher education and P-12 school faculty, candidates, and students in P-12 schools? Standard Five: How are faculty qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance? Do they collaborate with colleagues in the disciplines and schools? Does the unit systematically evaluate faculty performance and facilitate professional development? Standard Six: How does the unit provide leadership authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards?

8. Continuous Improvement Expectations • Describe work done to move towards target • Significant changes related to improvement of the selected standard

9. Distance Education • Meet the same standards as on-campus • How do distance education programs ensure • field experiences are well sequenced • supervised by trained personnel • Integrated into the program

10. Questions for Distance Learning • The following ten questions have been approved • by the UAB as guides for BOE teams and • institutions in the assessment of distance • learning programs. These questions were • developed to assist teams and units in • determining whether distance learning offerings • meet NCATE standards to the same degree as • other programs offered by the unit through • traditional means. • http://www.ncate.org/documents/boeMaterials/ • distlearning.pdf

11. NCATE Standard 1 • What assessments are used to monitor candidate performance and determine that proficiencies in standards are being met by candidates in distance learning programs? • What do the data suggest about the performance of candidates in distance learning programs as compared to candidates in traditional programs?

12. NCATE Standard 2 • What evaluations of the distance learning programs provide systematic and ongoing data for use in program improvement? • What changes have occurred as a result of these evaluations?

13. NCATE Standard 3 • How do distance learning programs in professional education ensure that field experiences and clinical practice are well sequenced, supervised by trained personnel and monitored by unit faculty, and integrated into the program?

14. NCATE Standard 4 • How does the unit ensure that the curriculum provided through distance learning reflect diversity and prepares candidates to work with all students? • How does the unit ensure that candidates interact with diverse faculty and peers? • How does the unit ensure that candidates work with diverse student populations?

15. NCATE Standard 5 • What are the qualifications of faculty members who teach via distance delivery that indicate they are proficient in the methods of delivery?

16. Conceptual Framework and NCATE Standard 6 • To what extent are the design and delivery of distance learning programs consistent with the mission of the institution and the unit, supported by a conceptual framework and knowledge base, guided by a long-range plan, and supported by adequate resources?

17. NCATE Standard 6 • How are distance learning programs, including programs that are acquired through contract with an outside vendor or delivered in a consortium arrangement, controlled, coordinated, and evaluated by the unit?

18. NCATE Standard 6 • How are distance learning candidates provided advisement and personal access to faculty similar to that provided traditional candidates?

19. NCATE Standard 6 • To what extent is the balance of part-time and full-time faculty, requirements for scholarship and service, and evaluation processes similar for faculty members who teach via distance learning and for other faculty members?

20. Advanced Programs • Field experience • Meeting Standard 3 Clinical Experiences • What is the Clinical component • Programs without a SPA

21. Advanced Programs • NCATE accreditation includes all programs that prepare professionals to work in P-12 settings. • Exceptions are programs in nursing, physical therapy, occupational therapy, and social work.

22. Definition of Advanced Programs • Programs at the post-baccalaureate levels for • The continuing education of teachers who have previously completed initial preparation OR • The preparation of other school professionals for work in P-12 school settings…including master’s, specialists, and doctoral degree programs, as well as non-degree licensure programs.

23. Examples of Advanced Programs • Programs for the continuing education of teachers, including: • Master’s in Curriculum and Instruction • Master’s degrees in elementary education, secondary education, etc. • Programs for the preparation of: • Superintendents • Principals • School counselors • School psychologists • Reading specialists • Educational technology specialists

24. Are advanced programs included in the NCATE unit review? In the NCATE program review process?

25. Yes, they are included in the NCATE Unit Review • Yes, they are included in the NCATE Program Review if NCATE has standards for those programs • State protocols indicate if programs must be submitted for national review

26. What if the program is accredited by another organization? • If the programs are accredited by another accrediting agency recognized by NCATE (CACREP, ASHA, APA), they need only be included in the unit review for Standard 6 • Institutions should have a letter from the other accrediting agency and the report submitted to the other accrediting agency available for BOE review • See NCATE policy on Relationships with other Nationally Recognized Accrediting Bodies for additional information: http://www.ncate.org/Governance/NCATEPolicies/AccreditationPolicies/OtherAccreditationBodies/tabid/333/default.aspx

27. AACSB International – The Association to Advance Collegiate Schools of Business • American Association of Family and Consumer Sciences (AACS) • American Library Association (ALA) • American Psychological Association (APA) • Council on Academic Accreditation in Audiology and Speech-Language Pathology • Council for Accreditation of Counseling and Related Educational Programs (CACREP) • Montessori Accreditation Council for Teacher Education (MACTE) • National Association of Schools of Art and Design (NASAD) • National Association of Schools of Dance (NASD) • National Association of Schools of Music (NASM) • National Association of Schools of Theatre (NAST)

28. Are the advanced programs for educators or non-educators? • For whom was the program designed? • Where do the majority of program completers work after they complete the program? • Are they working in the P-12 school setting? • When there are questions, contact the NCATE office

29. For assistance, check NCATE’s website • Accreditation/Preparing for the Visit/Resources Programs included in the NCATE Review at • http://www.ncate.org/Accreditation/PreparingfortheVisit/Resources/tabid/291/default.aspx

31. What does it mean for students to graduate from an NCATE accredited university? The New Professional Teacher graduating from an NCATE-accredited institution:   • is able to handle the demands of a classroom on day one—not through on-the-job training; • knows the subject matter and a variety of ways to teach it to ensure student learning; • can manage classrooms with students from widely diverse backgrounds; • has a broad liberal arts education;

32. Continued… • is able to explain why he or she uses a particular teaching strategy based on research and best practice; • reflects on practice and changes what does not work; • is able to apply effective methods of teaching students of different backgrounds; • has had a number of diverse clinical experiences in P–12 schools and studies under a wide variety of master teachers during a coherent program of clinical education; • nurtures the growth and development of each student in his or her classes

33. Requirements for Advanced Programs in the Standards

34. Conceptual Framework • Advanced level programs in the conceptual framework • Mission, goals, philosophy, knowledge base • Proficiencies • Dispositions • Assessment system

35. Advanced Programs in Standard 1 • In Standard 1, advanced programs for teachers are specifically addressed in the first 4 elements • In Standard 1, specific elements are labeled “Other School Professionals” • Professionals knowledge and skills for other school professionals, including 80% rule • Student learning for other school professionals • In Standard 1, some elements are for both initial and advanced • Dispositions for all candidates

36. More on Standard 1 • Advanced level programs can address the elements of most standards in their national or state program reviews* • If there are professional/program standards for a given program, then the program should address those standards. See NCATE website under Program Review for list of program standards • Programs for the continuing education of teachers are encouraged to use the NBPTS propositions • If there are no program standards, the unit may use non-NCATE standards *State reviews must examine assessments, scoring rubrics, and assessment data to be similar to the national program review process

37. 1a: Content Knowledge for Teacher Candidates

38. 1b: Pedagogical Content Knowledge for Teacher Candidates

39. 1c: Professional and Pedagogical Content Knowledge and Skills for Teacher Candidates

40. 1d: Student Learning for Teacher Candidates

41. 1e: Knowledge & Skills for Other School Professionals

42. 1f: Student Learning for Other School Professionals

43. Standard 2 • In Standard 2, advanced programs should be a part of the unit assessment system. • Like initial teacher preparation programs, advanced programs should have: • Links to the conceptual framework (candidate proficiencies) • Transition points • Identified assessment measures • Proof that assessment measures are accurate, consistent, fair, etc. • Studies of graduates (often means surveys of graduates and employers) • A system for the collecting, summarizing, and analyzing data • Regular use of the data collected and examples of change

44. Standard 3 • Advanced programs are expected to have a clinical component • Advanced programs for the continuing education of teachers are expected to have a field component • Most field experiences in programs for the continuing education of teachers can occur in the teacher’s own classroom • Programs for the continuing education of teachers are expected to provide opportunities for candidates to participate in field experiences with students from diverse groups

45. 3b: Design, Implementation, & Evaluation of Field Experiences & Clinical Practice

46. Standard 4 • Advanced programs should assess the unit’s proficiencies related to diversity and should be able to identify where in their curricula they are addressed. • If the programs have additional or slightly different proficiencies, this should be clearly stated in the conceptual framework. • All of the elements on diverse candidates, faculty, and P-12 students apply to advanced level programs.

47. Standard 5 & 6 • Advanced level programs should meet these standards just as initial level programs do.

48. How do units incorporate advanced programs into the process? • Help faculty understand accreditation as a means of accountability and improvement. • Help faculty clearly understand what is and what is not being asked of them. • Help faculty members understand the standards and where advanced programs fit into the standards. • Seek input from top administrators.

49. SPA Writers • CEC (Sped) Dr. Donna Murphy • ELCC - Building (Ed Leadership)  Dr. Andrew Pushchak • ELCC - District (Ed Leadership)    Dr. Andrew Pushchak • IRA (Reading)                        Dr. Denise Finazzo-Gaines • NAEYC (Early Childhood)       Dr. Sandi Waite-Stupiansky • NASP (School Psych)             Dr. Joel Erion • NASPE (HPE)                          Prof. Mary McDade • NCSS (Social Studies)             Dr. Charles Cross • NCTE (English)                     Dr. Jo Ann Holtz • NCTM (Math)                         Dr. Dennis Buckwalter • NSTA (Science)                       Dr. Gwen Price

50. Standards Chairs • Conceptual Framework Dr. Rosemary Omniewski • Standard 1 Dispositions    Dr. John Ziegler • Standard 2 Assessment      Dr. Lisa Brightman • Standard 3 Clinical Experiences    Dr. Kathleen Benson (Ug) Dr. Barb Miller (Gr) • Standard 4 Diversity       Dr. Susan Curtin Dr. Heather Kenny • Standard 5 Faculty Qualifications               Dr. Laura Miller • Standard 6 Governance    Dr. Scott Baldwin • Professional Development Schools Dr. Virginia McGinnis