NCATE Vocabulary

1. NCATE Vocabulary • Candidates--university/college students • Students--the children in P-12 classrooms • Unit--body with the responsibility for managing or coordinating all programs offered for the initial (1st license) and continuing preparation (after 1st license) of teachers and other school personnel

2. NCATE Vocabulary • Faculty--full and part-time university faculty • School Faculty--teachers in P-12 classrooms • Clinical Faculty--those supervising candidates in P-12 classrooms • Dispositions--professional behaviors demonstrated as educators interact with others in support of student learning and development. • SPAs--Specialized Professional Associations--those organizations responsible for standards for students and for teachers. Key to the external review of programs.

3. NCATE Unit Standards • Standard 1: Candidate Knowledge, Skills, and Professional Dispositions • Standard 2: Assessment System and Unit Evaluation • Standard 3: Field Experiences and Clinical Practice • Standard 4: Diversity • Standard 5: Faculty Qualifications, Performance, and Development • Standard 6: Unit Governance and Resources

4. NCATE Unit Standards • Standard 1: Candidate Knowledge, Skills, and Professional Dispositions • Standard 2: Assessment System and Unit Evaluation • Standard 3: Field Experiences and Clinical Practice • Standard 4: Diversity • Standard 5: Faculty Qualifications, Performance, and Development • Standard 6: Unit Governance and Resources

5. Standard 1: Content Knowledge forTeacher Candidates • Candidates preparing to work in schools as teachers or other professional school personnel know anddemonstrate the content, pedagogical content knowledge, pedagogical, and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.

6. Standard 1 Candidate Knowledge, Skills, and Dispositions • Element 1a. Content knowledge for teacher candidates • know the content that they plan to teach • can explain important principles and concepts delineated in professional, state, and institutional standards. • 80% or more of the unit’s program completers pass the content examinations in states that require examinations for licensure.

7. NCATE Standard 1: Element 1aContent Knowledge for Teacher Candidates

8. How do we know candidates know and understand the content? • Assess the content • State Licensure Test (PRAXIS II Content not PRAXIS II Principles of Learning and Teaching [PLT]) • Grades • Traditional tests (t/f, multiple choice, short answer, essay, annotated timelines) • Comprehensive Exams • Performance Assessment

9. Performance Assessment • Performance Assessment • measure of assessment based on authentic tasks such as activities, exercises, or problems that require students to show what they can do. • Tasks • designed to have students demonstrate their understanding by applying their knowledge to a particular situation. • Sample • Given a current political map of Africa showing the names and locations of countries and a similar map from 1945-- • Traditional assessment: Identify and explain differences and similarities. • Performance assessment: Prepare a newspaper article explaining the changes. The Definition of Performance Assessment http://www.ascd.org/portal/site/ascd/menuitem.4427471c9d076deddeb3ffdb62108a0c/

10. Examples of Assessment: University of Kansas Medical School • Lecture • Digital • Lecture Podcasts • Medical Books • Journals • Computerized module tests • Standardized Tests • Problem-based Learning • Case-based Diagnosis • Clinical Skills Labs • Learn Procedures • Standardized Patient • “Actors” tell symptoms, gather history, honing physical exam skills • Preceptor

11. Sample Assessments by Transition Point • Admission to the Program • Admission to Student Teaching • Exit from Student Teaching • Exit from the Program • Recommendation for Licensure • Follow-up Surveys of Candidates and Employers

12. Program Assessments • The assessment is given to ALL candidates in the program • When given a choice of 2-3 course sections, will all candidates take the same assessment? • When different instructors teach the course, will all candidates take the same assessment?

13. Content Assessment: The Program Template, Section II

14. Content Assessment

15. Assessing Content: PRAXIS II Content Test

16. Assessing Content: Grades • Align the standards to the courses. • Describe the courses for which the grades will be collected (catalog description) • Describe what grades mean (catalog description) • Set a proficiency rate. • Tell what happens when a candidate doesn’t meet proficiency.

17. Content Grades: Description and Proficiency (example)

18. Assessing Content: Grades

19. Assessing Content: Grades Elementary Education

20. Assessing Content: Other Options • Comprehensive Assessment • Description (Collaboratively Developed, Given in Methods Coursework)* • Rubric/Scoring Guide (Sample Questions and Answers per Standard)* • Data Table by Standard • Final Exams from Targeted Courses • Descriptions (Cumulative Exams)* * • Rubric/Scoring Guide (Sample Questions and Answers per Exam--Matched to Standard) • Data Tables (Teacher Education Candidates Only)

21. Written Comprehensive Essay Exams

22. Content: Comprehensive Exam

23. Comprehensive Exams: Data Table

24. Standard 1: Content Knowledge • Element 1c. Pedagogical content knowledge for teachers. • Element 1d. Professional and pedagogical knowledge and skills for teachers. • Element 1f. Professional dispositions. • Element 1g. Student learning for teacher candidates.

25. Pedagogical Content KnowledgeLesson Plans Step 1. Identify the content standard to be addressed.  Step 2. Identify the Assessment (Lesson Plans) Step 3. Remove “absolutes” from the rubric.

26. Pedagogical Content KnowledgeLesson Plans Step 4. Create the criteria for developing, meets, and exceeds the standard For each part of the standard.

27. Pedagogical Content KnowledgeLesson Plans--Data Table

28. Professional and Pedagogical Knowledge and Skills: Observation

29. Professional and Pedagogical Knowledge and Skills: Observation Addendum

30. Professional and Pedagogical Knowledge and Skills: Portfolios Artifacts • Resume • Philosophy of education • Plan of study • Documentation of meeting standards, 2-3 artifacts per standard Questions: • Consistent across all candidates? • Reflective of content standards? • Reflective of INTASC Principles? • Reflective of NBPTS Standards? • How are data reported? • By artifact? • By portfolio?

31. Professional and Pedagogical Knowledge and Skills: Portfolio Tips • Consistent across candidates • Artifacts not graded a second time • Use the original grade • Grade the reflection • Connect each entry to unit’s conceptual framework • Connect each entry to elements of Standard 1 & 4 of NCATE • Construct a section on content with required items • Content-specific rubric

32. Professional Dispositions • The behaviors demonstrated as educators interact with students, families, colleagues and communities, which are expected of professionals and support student learning and development. NCATE expects candidates to demonstrate classroom behaviors that are consistent with the ideas of fairness and the belief that all students can learn. Based on their mission, professional education units may determine additional professional dispositions they want candidates to develop. NCATE expects institutions to assess professional dispositions based on observable behavior in educational settings.

33. Professional Dispositions

34. Student Learning: Initial Candidates • Assess and analyze student learning, • Make appropriate adjustments to instruction, and • Monitor student progress. • Develop and implement meaningful learning experiences • developmental levels • prior experience.

35. Student Learning: Analysis of Student Work

36. Student Learning: Analysis of Student Work

37. Student Learning: Teacher Work Sample • Provides seven performance areas that if improved will significantly increase the ability of teacher candidates and school practitioners to facilitate learning of all P-12 students. • Contextual Factors • Learning Goals • Assessment • Design for Instruction • Instructional Decision Making • Analysis of Student Learning • Self-Evaluation and Reflection

38. Student Learning: Teacher Work Sample • Caution: The TWS is generic (based in INTASC Principles) in nature, not content specific. • Solutions • Add a section VIII that outlines how content might be used. • Make the TWS content specific; intertwine the language of the content standards throughout. • Integrated unit could be the key for elementary, social studies, general science licenses

39. Recap • Accountable to many masters • Professorial expertise • Institutional standards • Unit conceptual framework • Professional program standards • College or unit accreditation processes

40. Recap • Align assessments to program standards, unit conceptual framework, NCATE elements of Standard 1 and the first element of Standard 4. Start with the Standard Start with the Assessment

41. Recap • Report data for program reports by program standards. Also report it by candidate proficiency (from the conceptual framework) and the appropriate NCATE standards/elements. Start with the Standard Start with the Assessment

42. Standard 2 Assessment System and Unit Evaluation • Element 2a • Process to ensure that information is routinely collected on candidate proficiencies (and unit operations) • Key Assessments • Transition Points (4) • Element 2b. Data Collection, Analysis, and Evaluation • Provides information on candidate qualifications, proficiencies and competence • Internal and external evaluations--collected, compiled, aggregated, summarized, and analyzed • Used to focus on candidate performance, program quality, and unit operations. • Element 2c. Use of Data for Program Improvement

43. 2a. Assessment System

44. 2a. Assessment System

45. 2b. Data Collection, Analysis, and Evaluation • Timeline for collecting data on • candidate performance • unit operation • Process and timeline to collect, summarize, and analyze data? • How? • Who? • What format are the data summarized and analyzed? • When and how often? • What technologies are used? • How does the unit maintain records of formal candidate complaints and their resolutions?

46. 2c. Use of Data for Program Improvement • What do the data indicate? • How are data used by candidates and faculty to improve performance? • How are data used to discuss or initiate program or unit changes on a regular basis? • What data-driven changes have occurred over the past three years? • How are assessment data shared with candidates, faculty, and other stakeholders?

47. Collection and Analysis of the Data • Consider the research process • Statement of the problem • Does our program adequately prepare candidates to be successful in their given field? • Literature Review • Methodology • Analysis of the Data • Conclusions

48. Fairness in Assessments • The assurance that candidates have been exposed to the knowledge, skills, and dispositions that are being evaluated in key assessments and understand what is expected of them to complete the assessments. • Instruction and timing of the assessments should be clearly stated and shared with candidates. • Candidates should be given information on how the assessments are scored and how they count toward completion of programs.