Educator Preparation Comprehensive Review Process

1. Educator Preparation Comprehensive Review Process Alabama State Board of Education Work Session June 13, 2019 Dr. Jayne A. Meyer Dr. Anna T. Kozlowski

2. Comprehensive Review Process • Each Educator Preparation Provider (EPP) must undergo a comprehensive review of the EPP and each program at least every seven years to ensure all standards of the Alabama State Board of Education (ALSBE) are met. • EPPs currently have two options: • Seek ALSBE approval by meeting all ALSBE standards. • Seek ALSBE approval by meeting all ALSBE standards and earning accreditation by the Council for the Accreditation of Educator Preparation (CAEP). • Prior to a site visit, EPPs submit evidence to the ALSDE and, if needed, CAEP. Preliminary feedback is sent to the EPP. • All comprehensive reviews require a site visit, which results in a written report on the status of meeting standards. The EPP covers all costs of the visit. • A resolution is prepared for the ALSBE to consider approving all programs. Although the Alabama Procedures Act indicates the ALSBE prescribes “rules,” we prefer to use the word “standards.”

7. Goals of the CIEP Program Review Process • Ensure standards adopted by the ALSBE are truly implemented • Provide greater flexibility and accountability • Foster a “culture of evidence” that uses valid data as the basis of continuous improvement • Promote sequenced, engaged, and meaningful field experiences prior to internship • Encourage more programs to seek national recognition through the specialized professional associations (SPAs)

8. CIEP for Alabama Core Teaching Standards (ACTS) & and Program Standards Curriculum Plan: Does the proposed curriculum adequately address all standards? Field Experiences: Are the field experiences well-planned, sequential, and meaningful? Key Assessments: • Do the key assessments provide evidence that candidates attain the knowledge, skills, and dispositions to be well-prepared and effective educators? • Do the key assessments and data analysis inform program improvement?

9. Continuous Improvement for CIEP • Data analysis is becoming more sophisticated and focused on significant data points. • Continuous improvement focuses on program changes not remediation of individuals. • Field experiences are more structured, often focusing on a component of edTPA. • Key assessment and field experience rubrics have been revised for clarity and to focus on most critical aspects. • Programs are providing stronger evidence of how curriculum and field experiences address professionalism. • Review team templates have been revised to enhance consistency across teams and decrease turnaround time. • Key assessment and field experience rubrics have been revised for clarity and to focus on most critical aspects.

10. Authentic Examples of Continuous Improvement in Programs • Praxis sub-scores for elementary mathematics showed a relative weakness. The program now requires that the mathematics and science methods courses be taken concurrently and require designing and implementing interdisciplinary inquiry lessons that require using mathematics in problem solving, reasoning, communicating, and representing fundamental understanding of science concepts. Data analysis concepts from the program’s required statistics class are included, which helps candidates prepare for edTPA. • A data table for course grades reported fewer grades than expected for a required course. Investigation uncovered an error in advising which has since been corrected. • More programs are now seeking and frequently attaining SPA recognition (Auburn, Auburn Montgomery, Samford, The University of Alabama, The University of Alabama at Birmingham) (NAEYC, ACEI, NCTE, NCTM, NCSS, NASPE, CEC, TESOL, ELCC).

12. Proposing New Programs • An EPP with existing approved programs may request that that ALSBE authorize a review of a new program at any time. • A resolution to authorize a review of the proposed program is prepared for the ALSBE to consider. • The EPP works with the assigned ALSDE staff liaison to determine what documents need to be submitted. • If the ALSBE authorizes the review, the college or university prepares and submits the program review documents for review. • If merited after the review is conducted, a resolution to approve the program is prepared for the ALSBE to consider.