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NCATE Unit Standards 1 and 2. Antoinette Mitchell Vice President, Unit Accreditation NCATE. NCATE Unit Standards. Developed with input from the professional community Effective for all visits in fall 2008 and beyond. NCATE Vocabulary. Accreditation Unit and Unit Review Unit Standards

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ncate unit standards 1 and 2

NCATE Unit Standards 1 and 2

Antoinette Mitchell

Vice President, Unit Accreditation

NCATE

ncate unit standards
NCATE Unit Standards
  • Developed with input from the professional community
  • Effective for all visits in fall 2008 and beyond
ncate vocabulary
NCATE Vocabulary
  • Accreditation
  • Unit and Unit Review
  • Unit Standards
  • Initial programs vs. advanced programs
  • Program Review
  • SPA Standards = program standards = professional standards
  • Candidates vs. Students
  • BOE vs. UAB
the ncate accreditation process
The NCATE Accreditation Process
  • Self-study by Institution
  • Program Review Process using appropriate program standards (conducted by NCATE or the State, depending on the NCATE-State agreement)
  • On-site visit by BOE team using Unit Standards
  • Accreditation decision by Unit Accreditation Board
the six ncate unit standards
The Six NCATE Unit Standards
  • Unit Standards
    • Standard1: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
structure of the unit standards
Structure of the Unit Standards
  • Six unit standards
  • Apply to all programs, initial teacher preparation and advanced programs
  • Include the standard, a rubric, and an explanation
standard 1 candidate knowledge skills and dispositions
Standard 1: Candidate knowledge, skills, and dispositions
  • Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state and institutional standards.
standard 1 candidate knowledge skills and professional dispositions
Standard #1 Candidate knowledge, skills, and professional dispositions
  • Candidates have knowledge, skills and professional dispositions
    • 1a. Content Knowledge for Teacher Candidates
    • 1b. Pedagogical Knowledge and Skills for Teacher Candidates
    • 1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates
    • 1d. Student Learning for Teacher Candidates
standard 1 candidate knowledge skills and professional dispositions9
Standard #1 Candidate knowledge, skills, and professional dispositions
  • Candidates have knowledge, skills and professional dispositions
    • 1e. Knowledge and Skills for Other School Professionals (combination of two elements in the NCATE 2000 standards)
    • 1f. Student Learning for Other School Professionals
    • 1g.Professional Dispositions
standard 1 candidate knowledge skills and professional dispositions10
Standard #1 Candidate knowledge, skills, and professional dispositions
  • Assessments indicate that candidates meet
    • Professional standards
    • State standards
    • Institutional standards - learning proficiencies identified in the conceptual framework
1a content knowledge teacher candidates
1a.Content knowledge (teacher candidates)
  • Candidates know subject matter
  • Candidates can explain concepts in professional, state, and institutional standards
  • Eighty percent or more of program completers pass the content exam for state licensing, in states that have such an exam
  • *Candidates in advanced programs for teachers have an in-depth knowledge of the content that they teach, can explain instructional choices, have a large pool of strategies, can and do reflect on their practices.
1b pedagogical knowledge and skills for teacher candidates
1b. Pedagogical knowledge and Skills for teacher candidates
  • Candidates have broad knowledge of instructional strategies – pedagogy and content
  • Candidates can present content in clear and meaningful ways
  • Candidates can integrate technology in presenting
1b pedagogical knowledge and skills for teacher candidates con t
1b. Pedagogical knowledge and skills for teacher candidates (con’t)
  • *Advanced level candidates
    • Have an in depth understanding of content and theories related to pedagogy and learning
    • Are able to select and use a broad range of strategies
    • Are able to explain choices
1c professional and pedagogical knowledge and skills for teacher candidates
1c. Professional and pedagogical knowledge and skills for teacher candidates
  • Candidates can apply their professional and pedagogical knowledge and skills
    • Soc., historical, phil. foundations
    • Professional ethics, law and policy
  • Candidates consider school, family and community contexts
  • Candidates consider prior student experiences
  • Candidates know major schools of thought*
  • Candidates can analyze research findings*
1c professional and pedagogical knowledge and skills for teacher candidates15
1c. Professional and pedagogical knowledge and skills for teacher candidates
  • *Advanced candidates
    • Reflect on practice
    • Engage in professional activities
    • Know and can analyze research; implications
    • Collaborate with professional community
    • Know school, family, and community context
1d student learning for teacher candidates
1d. Student learning for teacher candidates
  • Candidates focus on student learning as shown in:
    • Assessments, adjustments, and monitoring of student learning
    • Development of meaningful learning experiences based on developmental levels and prior experience
1d student learning for teacher candidates17
1d. Student Learning for teacher candidates
  • *Candidates in advanced programs
    • Have thorough understanding of major concepts and theories related to assessment
    • Apply these theories and concepts
    • Analyze and use student, classroom, and school performance data
    • Are aware of and use school and community resources
1e knowledge and skills for other school professionals
1e. Knowledge and skills for other school professionals
  • Others have adequate understanding of professional knowledge
  • They know students, families, and communities
  • They use research to improve practice
  • They use technology to improve practice
  • They support student learning
  • * In revised standards, this element is combined with the element on content knowledge for other professional school personnel.
1f student learning for other professionals
1f. Student learning for other professionals
  • Other school personnel create positive learning environments
  • They understand:
    • Developmental levels
    • Student, family, and community diversity
    • The policy context in which they work
1g professional dispositions
1g. Professional dispositions
  • DEFINITION:
    • Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development.
    • NCATE expects institutions to assess professional dispositions based on observable behaviors in educational settings . The two professional dispositions that NCATE expects institutions to assess are fairness and the belief that all students can learn. Based on their mission and conceptual framework, professional education units can identify, define, and operationalize additional professional dispositions.
1g professional dispositions21
1g. Professional dispositions
  • Candidates are familiar with expected professional dispositions
  • Dispositions in professional, state, and institutional standards are reflected in their work
  • All candidates demonstrate classroom behaviors consistent with the ideals of fairness and the belief that all students can learn
  • .
expectations for professional dispositions 1g
Expectations for Professional Dispositions(1g)
  • Fairness and belief that all students can learn …such as
    • Showing respect for students and families
      • tone, knowledge base, goals
    • Working with all students in the class
      • Quality and amount of interaction
      • Adjusting methods of instruction, lesson plans
    • Many dispositions can be assessed through:
      • Observations, guided reflection, peer review,
      • Interviews, papers, lesson plans, analysis of tapes
standard 2 assessment system and unit evaluation element 1
Standard #2 Assessment system and unit evaluation (element 1)
  • Unit has an assessment system or a plan for an assessment system
    • Reflects the conceptual framework
    • Identifies comprehensive/integrated measures
    • Monitors candidate performance and unit operations
    • Includes multiple assessments and key transition points
    • Links assessments to candidate success*
    • Includes fair, accurate, and consistent assessments and unit operations*
standard 2 assessment system and unit evaluation element 2
Standard #2 Assessment system and unit evaluation (element 2)
  • Data collection, analysis, and evaluation
    • System is maintained, data are collected regularly on
      • applicant qualifications
      • candidate proficiencies
      • competence of graduates
      • unit operations
      • program quality
standard 2 assessment system and unit evaluation element 225
Standard #2 Assessment system and unit evaluation (element 2)
  • Data collection, analysis, and evaluation
    • System is maintained; data are collected from:
      • applicants
      • candidates
      • recent graduates
      • faculty
      • others in professional community
data are regularly and systematically element 2
Data are regularly and systematically (element 2):
  • Compiled
  • Summarized
  • Analyzed
  • Maintained using information technology
    • *The unit can disaggregate data for alternate route, off-campus, and distance learning programs.
standard 2 assessment system and unit evaluation element 3
Standard #2 Assessment system and unit evaluation (element 3)
  • Use of data for program improvement
    • Unit systematically and regularly uses data to evaluate the efficacy of courses, programs, and clinical experiences
    • Changes in the unit are discussed and made based on systematic use of data
    • Candidate and faculty data are shared with candidates and faculty to encourage reflection and improvement
    • Faculty have access to data or data systems*
resources for understanding the unit standards
Resources for Understanding the Unit Standards
  • NCATE Website – Resources Page
    • Presentations
    • Sample reports
    • Articles on performance assessment
    • Recorded web seminars
    • NCATE publications
    • BOE Update
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