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TEC Agenda and Notes. March 24, 2014 1:00 pm to 3:00 pm Exhibition Lounge, Corey Union. CELEBRATION. SUNY CORTLAND s uccessfully s ubmitted 24 Program Reports to the Specialized Professional Associations for National Recognition Review.

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tec agenda and notes

TEC Agenda and Notes

March 24, 2014

1:00 pm to 3:00 pm

Exhibition Lounge, Corey Union

  • SUNY CORTLAND successfully submitted 24 Program Reports to the Specialized Professional Associations for National Recognition Review.
  • Congratulations & thanks toall the folks who contributed to completing this important work.
caep standards overview
CAEP Standards Overview
  • The new Standards are framed to highlight new expectations in terms of teachers and do not include explicit references to education leaders or other school personnel.
  • New focus and emphasis is on performance and outcomes rather than on resources or capacity factors.
primary focus
Primary Focus
  • In developing the new CAEP Standards the motives that have guided the Commission in their work have been “to foster innovation and rigor, to draw from research, and to create a performance-based, evidence-informed accreditation system.”
  • Priority will be on measures of impact on student learning and development and candidate readiness to teach effectively at the completion of preparation.
by the numbers
By the numbers

CAEP Standards

  • Standard 1-Content and Pedagogical Knowledge
  • Standard 2-Clinical Partnerships and Practices
  • Standard 3 - Candidate Quality, Recruitment, and Selectivity
  • Standard 4 - ProgramImpact
  • Standard 5 - Provider Quality Assurance and Continuous Improvement

NCATE Standards

  • Standard 1- Candidate’s Knowledge, Skills and Professional Dispositions
  • Standard 2 – Assessment System and Unit Evaluation
  • Standard 3- Field Experiences and Clinical Practices
  • Standard 4- Diversity
  • Standard 5- Faculty Qualifications, performance and development
  • Standard 6- Unit governance and resources
caep standard 1 content and pedagogical knowledge
CAEP Standard 1:Content and Pedagogical Knowledge
  • Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) in the following categories: the learner and learning; content; instructional practice; and professional responsibility.
  • Providers must:
    • Ensure completers use research-based practices in instruction and assessment of P-12 learners.
    • Align completer outcomes with SPA standards
    • Ensure completers can support P-12 students to meet national standards (CCLS, NGSS, etc.)
    • Ensure completers can use technology appropriately
caep standard 2 clinical partnerships and practice
CAEP Standard 2: Clinical Partnerships and Practice
  • The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development.
  • Partnerships for Clinical Preparation: Teacher Prep and Field Partners co-construct curriculum.
  • Clinical Educators: Teacher Prep and Field Partners co-select and evaluate clinical educators
  • Clinical Experiences: Teacher Prep and Field Partners co-construct field experiences and assessment of candidate performance.
caep standards 3 candidate quality recruitment and selectivity
CAEP Standards 3Candidate Quality, Recruitment, and Selectivity
  • The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification.
  • Provider responsibilities include:
    • Recruitment of diverse candidates who meet employment needs
    • Establishment of standards that indicate candidates have high academic achievement and ability
    • Establishment of additional selectivity factors (dispositions) and means of maintaining selectivity during the program and at completion.
caep standard 4 program impact
CAEP Standard 4: Program Impact
  • The provider demonstrates the impact of its completers on P-12 student learning and development, classroom instruction, and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation.
  • Provider is expected to:
    • Document that program completers contribute to an expected level of student-learning growth (via state data).
    • Demonstrates completers effectively apply the professional knowledge, skills, and dispositions (via observations and student surveys).
    • Demonstrate satisfaction of completers and employers.
caep standard 5 provider quality assurance and continuous improvement
CAEP Standard 5: Provider Quality Assurance and Continuous Improvement
  • The provider maintains a quality assurance system using valid data from multiple measures, including evidence of candidates’ and completers’ positive impact on P-12 student learning. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements, and continually improve.
  • Providers are expected to:
    • Employ multiple measures and methods to insure all CAEP standards are met.
    • Ensure reliability and validity of measures used.
    • Demonstrate continuous improvement.
    • Ensure multiple stakeholders are aware of results and contribute to analysis.
the big question
The Big Question????
  • What data do we have (or would we need) to meet these standards?
    • Divide into 5 small groups.
    • Each group will discuss one standard and discuss what data we have and/or we would need to meet that standard.
unit wide data collection
Unit Wide Data Collection
  • We need to continue work on collecting unit-wide data.
  • https://webapp.cortland.edu/Rubrics/Index.aspx
  • A tutorial will be developed in the next month to help folks enter data with a help session offered if needed.
  • Ideally, data will be entered by June 1.
tec bylaws revisions
TEC Bylaws Revisions




Role and Function

TEC Chair and Function of the Chair and Unit Head for TEC

Registration of Membership

Voting Membership

Meeting and Agenda



No Revision


No Revision

No Revision

Pending Revision



No Revision

dasa carr save workshop registration process for fall 2014
DASA, CARR, SAVE Workshop Registration Process for Fall 2014
  • Students should sign up for workshops via the course registration process this spring – just as they would a course.
  • Workshops CRN’s and dates/times will be posted on the Field Experiences and School Partnerships Website.
  • A flyer with this information will also be sent out to campus this week.
  • On-line registration for workshops will be available through May 30th and then again during drop/add.
  • Paper registration for workshops will be allowed at the registrar’s office through the second quarter of each semester.
  • Encourage students to register early – workshops close out.
  • Implementation of new NYS Teacher Certification Exams.
    • edTPA Updates
    • Other NYSTCE Updates

Two presentations tomorrow (Tuesday, 3/25) as part of our Inclusion 2.0 Conference. Both are free and open to the campus:

"What is Universal Design For Learning?" 

8:30 – 9:30 AM Corey Union Exhibition Lounge

Jennifer Gondek, Inclusive Education Instructional Specialist at TST BOCES will present an overview of Universal Design for Learning (UDL) and the use of technology to support multiple modes of engagement, expression, and representation for all students.

"Believing in 'All Students Will Learn”Keynote Address by 2014 New York State Teacher of the Year, AshliSkuraDreher.  

2:00 – 2:45 PM Corey Union Exhibition Lounge