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Preparing for the NCATE Visit: Practical Tips Dr. Marilyn Feldmann Coastal Carolina University, Conway, SC. 1. http://www.ncate.org. Sample IRs and SPA Program Reports BOE Training Modules BOE Updates and UAB Summaries Info on Preparing for BOE visit

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slide1
Preparing for the NCATE Visit:

Practical Tips

Dr. Marilyn Feldmann

Coastal Carolina University, Conway, SC

1

http www ncate org
http://www.ncate.org
  • Sample IRs and SPA Program Reports
  • BOE Training Modules
  • BOE Updates and UAB Summaries
  • Info on Preparing for BOE visit
  • Info on Web Seminars and Conferences
  • Resources (e.g., DVDs, publications, papers, presentations)
  • Lots of other valuable information

2

http aims ncate org
http://aims.ncate.org
  • Accreditation Info (unit and programs)
  • Accreditation Process (BOE team, visit reports, BOE evaluations, program review system, annual report system, manage faculty info)
  • Institutional Information (profile)
  • Resources

3

http aims ncate org examples of resources
http://aims.ncate.orgExamples of Resources
  • Timeline
  • IR Template and IR Online Instructions
  • Guidelines for Completing Required Tables
  • Exhibits List
  • Guidelines for Electronic Exhibits Room
  • Visit Template
  • BOE Report Template

4

keep in mind
Keep in Mind
  • NCATE is an institution-wide effort.
  • NCATE is faculty-driven.
  • NCATE Standards are developed by the profession, not by NCATE.
  • We “do” NCATE and assessment, not for NCATE, but to make our programs, candidates, and future P-12 teachers and other school professionals better.

5

ncate redesign
NCATE Redesign
  • Continuous Improvement Option OR
  • Transformation Initiative Option

Begins with Fall 2012 visits

ncate redesign cont
NCATE Redesign (cont.)
  • Institutions with Spring 2010 to Spring 2012 visits can pilot test parts of either option.
  • NCATE is e-mailing institutions with timelines for redesigned process and parts they can pilot test.
  • NCATE is holding numerous web seminars.
continuous improvement option
Continuous Improvement Option
  • Move towards “target” level of one or more NCATE Standards
  • Make case to show that institution meets standards at “acceptable” level
  • Focus on changes
transformation initiative option
Transformation InitiativeOption
  • Exercise leadership for transforming educator preparation to improve P-12 student learning
  • Submit mid-cycle report to show that institution meets standards at “acceptable” level
  • Focus on changes
  • Submit Transformation Initiative Proposal
examples of redesign changes
Examples of Redesign Changes
  • Focus of IR
  • NCATE’s revised/limited list of Exhibits
  • Timeline for Submission of IR to Pre-visit BOE Team
  • Submission of Response by institution to Feedback Report from Pre-visit BOE Team
  • Sunday to Tuesday visit by 3-5 BOE Team members
steps before boe visit
Steps before BOE Visit
  • Preconditions (first visit only)
  • Annual reports (continuing visit only)
  • SPA Program Reports (if required) and Re-submission(s) (if necessary)
  • Intent Form
  • Third-party Testimony
  • Mock Visit/Consultant (if desired)
  • Submission of IR
  • Pre-visit

11

streamlined components
Streamlined Components
  • AIMS (Accreditation Information Management System) is used as a mechanism for assigning teams, sharing information about visits, reading and writing BOE reports online, and conducting evaluations.

(Per BOE Update, Fall 2008)

12

streamlined components cont
Streamlined Components (cont.)
  • shorter IR
  • limited and clearly specified Exhibits
  • some elimination of duplication of reporting assessment data
  • shorter BOE Report

13

streamlined components cont14
Streamlined Components (cont.)
  • BOE team will indicate if each element of each standard is met at unacceptable, acceptable, or target level for the initial preparation programs and also for the advanced preparation programs.

14

streamlined components cont15
Streamlined Components (cont.)
  • In 2009-2010 unit must respond to questions OR respond to each element
  • For some elements in Standard 1, must include data in IR only for programs that were not nationally reviewed
  • Summarize data for the unit
  • Comply with character or page limit

15

program review cycles new per aims for spring 2009
Program Review Cycles(new per AIMS for Spring 2009)
  • February 1 and September 15 (main cycle): IHEs submit initial reports, revised reports, and response to conditions reports.
  • April 15 (smaller cycle: IHEs submit only revised reports and response to conditions reports originally submitted by the previous September 15.

16

mat like programs per sasb 10 08
MAT-like Programs(per SASB, 10/08)
  • “MAT-like programs that are currently scheduled to submit Program Reports in Spring 2009, Fall 2009, and Spring 2010 have the option to defer program review for at least one year while NCATE staff, in consultation with interested parties, develops a new process for evaluating these kinds of programs.”

17

mat like programs cont per ncate redesign 5 09
MAT-like Programs (cont.)(Per NCATE Redesign, 5/09)
  • A new process for the review of MAT-like secondary programs is being developed in collaboration with the appropriate SPAs. A proposal for action will be presented to the Specialty Areas Study Board (SASB) and Executive Board in October 2009.
low enrollment programs per ncate redesign 5 09
Low Enrollment Programs(per NCATE Redesign, 5/09)
  • A new approach to programs with very low enrollments will be developed. A proposal for action will be presented to the SASB and Executive Board in October 2009.
advanced programs per ncate redesign 5 09
Advanced Programs(per NCATE Redesign, 5/09)
  • The requirement for the submission of program reports for advanced teaching programs for which NCATE has approved standards (early childhood, middle level, P.E.) will be revisited by the SASB. The requirement may be suspended, at least until NCATE has approved a preponderance of advanced teaching standards from the SPAs.
slide21
TIPS ON

PREPARING THE

INSTITUTIONAL

REPORT (IR)

21

ir tip 1
IR Tip #1
  • The IR is the FIRST impression that the BOE team makes of your institution.
  • We all know how important FIRST impressions are!!!

22

ir tip 2
IR Tip #2
  • BRAG !!! The IR is your opportunity to tell about many of the wonderful and exciting things that you and your colleagues do to prepare P-12 educators.

23

ir tip 3
IR Tip #3
  • Include NCATE’s 11 required tables in IR (see “Guidelines for Completing…”):

- Overview: Tables #1 and #2 and #3

- Standard 1: Tables #4 and #5

- Standard 2: Table #6

- Standard 3: Table #7

- Standard 4: Tables #8 and #9 and #10

- Standard 5: Table 11

24

ir tip 4
IR Tip #4
  • In the Overview:

- Describe the unique characteristics

of the institution and the unit.

- Tables #2 and #3 (programs offered) are

probably the most important tables in

the IR--be sure they are accurate and

agree with State Department’s list!!!

25

ir tip 4 cont
IR Tip #4 (cont.)

- Clearly describe the differences

among the traditional,

alternative route (e.g., Teaching

Fellows, PACE), off-campus,

and distance-learning programs

26

slide27
Conceptual Framework (CF)
  • Represents guiding structure and vision of unit
  • Is shared by all stakeholders
  • Is addressed throughout all standards
  • Is reflected in all assessments
  • Has elements to address in IR

27

slide28
Standard #1: Candidate Knowledge, Skills, Dispositions
  • 1a. Content Knowledge for Teacher

Candidates (I & A)

  • 1b. Pedagogical Content Knowledge and

Skills for Teacher Candidates (I & A)

  • 1c. Professional and Pedagogical

Knowledge and Skills for Teacher

Candidates (I & A)

28

standard 1 cont
Standard #1 (cont.)
  • 1d. Student Learning for Teacher Candidates

(I & A)

  • 1e. Knowledge and Skills for Other School

Professionals (A)

  • 1f. Student Learning for Other School

Professionals (A)

  • 1g. Professional Dispositions for All

Candidates (I & A)

29

data needed for continuing institutions
Data Needed for Continuing Institutions

Fall 2009 and Afterwards:

SPA Program Reports: 3 years of data

Site Visits: 3 years of data

(per NCATE’s web site)

30

data needed for first time institutions
Data Needed for First-Time Institutions

February 1, 2008 and Afterwards:

SPA Program Reports: 1 year of data

Spring 2009 and Afterwards:

Site Visits: 3 years of data

(per NCATE’s web site)

31

ir tip 5
IR Tip #5
  • BOE will read all SPA National Recognition Reports and review a sample of the SPA Program Reports.

(per BOE Update, Fall 2008)

32

ir tip 6
IR Tip #6
  • Since the SPA Program Reports are submitted at least 1 year prior to the BOE visit, the data for the subsequent year(s) must also be available for the BOE team.

33

ir tip 7
IR Tip #7
  • Institutions will not repeat in their IRs the data for programs that were nationally reviewed. They should include under Standard 1 in the IR information about the assessments and data for programs that were not nationally reviewed.

(per BOE Update, Spring 2008)

34

ir tip 8
IR Tip #8
  • Also in the IR, summarize and discuss what the data tell about candidate performance for the unit.
  • Data from follow-up studies of graduates and employers are expected to be provided and discussed in the IR for each element of Standard 1.

35

ir tip 9
IR Tip #9
  • Candidate assessment data must be disaggregated by campus programs, off-campus programs, and distance learning programs for the national program review process and for unit accreditation.

(per BOE Update, Fall 2007 )

36

ir tip 10
IR Tip #10
  • At least 80% of completers in initial programs combined and in advanced programs combined must pass state licensure test in content field for Standard 1 to be MET.

37

ir tip 11
IR Tip #11

Element 1d.: Student Learning for Teacher

Candidates (I)

Per Acceptable rubrics: “Teacher candidates focus on student learning. Teacher candidates assess and analyze student learning, make appropriate adjustments to instruction, and monitor student progress. They are able to develop and implement meaningful learning experiences for students based on their developmental levels and prior experience.”

38

ir tip 12
IR Tip #12
  • Element 1d.: Student Learning for Teacher

Candidates (A)

Per Acceptable rubrics: “Candidates in advanced programs for teachers have a thorough understanding of the major concepts and theories related to assessing student learning and regularly apply these in their practice. They analyze student, classroom, and school performance data and make data-driven decisions about strategies for teaching and learning so that all students learn. They are aware of and utilize school and community resources that support student learning.”

39

ir tip 13
IR Tip #13
  • Element 1f.: Student Learning for Other

School professionals (A)

Per Acceptable rubrics: “Candidates for other professional school roles are able to create positive environments for student learning. They understand and build upon the developmental levels of students with whom they work; the diversity of students, families, and communities; and the policy contexts within which they work.”

40

ir tip 14
IR Tip #14
  • Clearly state in the IR the professional dispositions that candidates are expected to demonstrate.

41

ir tip 15
IR Tip #15
  • The two professional dispositions that NCATE expects institutions to assess are fairness and the belief that all students can learn.

(per NCATE’s revised Glossary)

42

slide43
Standard #2: Assessment System and Unit Evaluation
  • 2a. Assessment System
  • 2b. Data Collection, Analysis,

and Evaluation

  • 2c. Use of Data for Program

Improvement

43

ir tip 16
IR Tip #16
  • Consider writing the response for Standard 2 before the response for Standard 1.

44

ir tip 17
IR Tip #17
  • Real Reason to Assess

- Because it’s the right thing to do

- Because it will make programs,

candidates, P-12 teachers and

other school professionals better

45

ir tip 18
IR Tip #18
  • What to Avoid:

- Considering assessment a mandate

- Making assessment too

complicated

- Collecting too much data

- Not using data

46

ir tip 19
IR Tip #19
  • The following strands should be

reflected in assessment instruments:

- Conceptual framework

- Professional and State standards

- Dispositions

- Diversity

- Use of technology

47

ir tip 20
IR Tip #20
  • Standard 2 is often NOT MET because:

- Faculty can not articulate the

assessment system.

- Assessment loop has not been

closed.

48

ir tip 21
IR Tip #21
  • Develop “Assessment Handbook”

(not required by NCATE):

- Professional education unit

- Conceptual framework

- Transition points

- Key assessments

- Alignment with standards

- Monitoring candidate progress

49

ir tip 21 cont
IR Tip #21 (cont.)

- Assessment of unit operations

- Fairness, accuracy, consistency,

elimination of bias

- Use of technologies

- Procedures for data collection,

aggregation, disaggregation, analysis,

dissemination, and use

- Timeline

- Assessments and scoring guides/rubrics

50

ir tip 22
IR Tip #22
  • How many key assessments are needed?

- Not as many as some may think!

- Remember: 6-8 key assessments

are required for Program Review

Reports, and they are:

51

ir tip 22 cont
IR Tip #22 (cont.)

#1--State licensure test for content

#2--Assessment of content knowledge

#3--Assessment of ability to plan

#4--Student teaching/internship assessment

#5--Impact on student learning or providing

supportive learning environment

#6, 7, 8--Other assessment addressing SPA

Standards

52

ir tip 23
IR Tip #23
  • Unit’s key assessments are often same assessments required for national program review.
  • NCATE is interested in key assessments used by unit and its programs to meet professional, state, institutional standards.

(per BOE Update, Spring 2007)

53

ir tip 24
IR Tip #24
  • NCATE does not require identical

assessments across all programs

or use of same rubrics.

  • NCATE does not require data to be presented in specific format.

(per BOE Update, Spring 2007)

54

ir tip 25
IR Tip #25
  • NCATE does require that data be aggregated and analyzed at program level.
  • NCATE does require that some program level data are summarized and analyzed at unit level.

(per BOE Update, Spring 2007)

55

ir tip 26
IR Tip #26
  • Examples of “Fairness,” “Accuracy,” “Consistency,” and “Elimination of Bias” are:

How and when unit develops and reviews assessments, how faculty and school partners are trained to use assessments, use of multiple assessors, degree of alignment between curricula and assessments, candidate knowledge about how assessments are scored, avoidance of cultural insensitivities, etc. See paper on NCATE web site.

(per BOE Update, Spring 2009)

56

ir tip 27
IR Tip #27
  • Examples of “Unit Operations” are:

Services and procedures (e.g., advising and admission), course availability, course evaluations, field experience/ clinical placements and supervision, faculty evaluation, budget.

57

slide58
Standard #3: Field Experiences and Clinical Practice
  • 3a. Collaboration between Unit and School Partners
  • 3b. Design, Implementation, and Evaluation of Field

Experiences and Clinical Practice

  • 3c. Candidates’ Development and Demonstration of

Knowledge, Skills, and Professional Dispositions

to Help All Students Learn

58

ir tip 28
IR Tip #28
  • Licensed teachers in advanced programs for teachers must also complete structured field experiences, but they can occur in schools and classrooms where they work.

59

ir tip 29
IR Tip #29
  • All candidates participate in field experiences or clinical practice that include students with exceptionalities and students from diverse ethnic/racial, linguistic, gender, and socioeconomic groups.

(per acceptable rubric for Standard 3c.)

60

slide61
Standard #4: Diversity
  • 4a. Design, Implementation, and

Evaluation of Curriculum and

Experiences

  • 4b. Experiences with Diverse Faculty
  • 4c. Experiences with Diverse Candidates
  • 4d. Experiences with Diverse Students in

P-12 Schools

61

ir tip 30
IR Tip #30
  • If Element 4a. is NOT MET, entire standard will be NOT MET.

62

ir tip 31
IR Tip #31
  • Clearly identify proficiencies related to diversity that unit expects candidates to develop.
  • Assessments must reflect those proficiencies.

63

ir tip 32
IR Tip #32
  • Include data under Element 4a. to show that candidates have KSDs to work with students from diverse backgrounds and students with exceptionalities.

64

ir tip 33
IR Tip #33
  • Diverse field experience is required in NCATE Standards 3 and 4.
  • AFI will be cited once--in Standard 4, but narrative in BOE Standard 3 will also reflect lack of diverse opportunities.

(per BOE Update, Spring 2007)

65

slide66
Standard #5: Faculty Qualifications,

Performance, and Development

  • 5a. Qualified Faculty
  • 5b. Modeling Best Practices in Teaching
  • 5c. Modeling Best Practices in

Scholarship

  • 5d. Modeling Best Practices in Service
  • 5e. Unit Evaluation of Faculty

Performance

  • 5f. Unit Facilitation of Professional

Development

66

ir tip 34
IR Tip #34
  • “Professional education faculty” members consist of 3 groups:

- full-time in professional education

- full-time at institution, but

part-time in professional education

- part-time at institution, and

part-time in professional education

67

ir tip 35
IR Tip #35
  • NCATE’s required Table #11 is very important.
  • If SPA Program Reports were submitted, NCATE pulled program summaries of qualifications into document in AIMS.
  • Institution must update list and add faculty in non-SPA programs.

68

slide69
Standard #6: Unit Governance and Resources
  • 6a. Unit Leadership and Authority
  • 6b. Unit Budget
  • 6c. Personnel
  • 6d. Unit Facilities
  • 6e. Unit Resources including

Technology

69

ir tip 36
IR Tip #36
  • Include in IR or in Exhibits, organizational chart that clearly identifies “unit” and “unit head.”

70

ir tip 37
IR Tip #37
  • Clearly explain how education programs that are housed outside Dept./SOE/COE are part of the unit, and how coherent programs are assured.

71

ir tip 38
IR Tip #38
  • 2 main budget questions are:

- Does unit get its fair share of

resources?

- Are resources adequate to offer

quality education programs?

72

ir tip 39
IR Tip #39
  • Include comparable budget info for education unit and for other units on campus with clinical components.

73

ir tip 40
IR Tip #40
  • Be able to explain how the unit ensures that the use of part-time faculty provides coherence and integrity to its programs (especially if a large number of part-time faculty are used).

74

slide75
MORE THINGS

TO KEEP IN MIND

ABOUT

PREPARING THE IR

75

ir tip 41
Clearly address in IR both initial and advanced programs.

If response is same for initial and advanced (e.g., facilities), indicate.

If there are differences in initial and advanced programs, clearly state differences.

IR Tip #41

76

ir tip 42
IR Tip #42
  • While one person should be designated as primary writer of IR, faculty and staff members from across institution who are involved in preparation of P-12 school professionals should be involved in writing IR, as well as some P-12 colleagues.

77

ir tip 43
IR Tip #43
  • Develop a list of acronyms and their meanings that are used in the IR and Exhibits.
  • Post list in team’s workrooms and give copy to each team member.

78

ir tip 44
IR Tip #44
  • Send excerpts of IR to specific individuals on campus to review for accuracy and completeness. For example, send budget section to budget officer, and library section to director of library. Be sure to follow up!

79

ir tip 45
IR Tip #45
  • EVERY little thing is important (e.g., spelling, punctuation, consistency, capitalization, appearance, readability).

80

ir tip 46
IR Tip #46
  • Under Resources in AIMS, refer to:

- “IR Template (non-compiler version)”

- “Institutional Report (Online IR)

Instructions”

- “AIMS: Directions to Institutions for

Submitting the Online IR, Factual

Corrections, and Rejoinder”

81

ir tip 47
IR Tip #47
  • E-mail draft PDF to BOE chair at least 1 week before pre-visit. Team chair must read IR before pre-visit.
  • Soon after pre-visit, make changes or updates, and then submit the IR electronically to NCATE.

82

slide83
THINGS TO KEEP IN

MIND ABOUT

PREPARING THE

EXHIBITS (EXH)

83

exh tip 1
EXH Tip #1
  • Refer to “Exhibits for NCATE Visits” under Resources in AIMS.
  • Exhibits list includes most exhibits needed, but the list is not exhaustive.
  • Be sure that each Exhibit is clear and meaningful. A brief introductory explanation might be needed and useful.

84

exh tip 2
EXH Tip #2
  • Refer to “Guidelines for Electronic Exhibit Rooms” under Resources in AIMS.
  • As of January 2009, NCATE expects most Exhibits to be available electronically.

85

exh tip 3
EXH Tip #3
  • After a webpage has been designed for the NCATE visit, data entered, documents uploaded, and links tested, burn the site to a CD-ROM.
  • Send a CD to each team member.

86

log tip 1
LOG Tip #1
  • Involve many staff and faculty members.
  • Plan long before pre-visit.
  • Don’t take anything for granted.

88

log tip 2
LOG Tip #2
  • Pre-visit must occur 30-60 days before the BOE visit.
  • Degree of success and smoothness of pre-visit can set the tone for the BOE visit.

89

log tip 3
LOG Tip #3
  • Pre-visit attendees must include:

- BOE Chair

- Unit Head

- NCATE Coordinator

- State Department Rep

- State Team Chair (if applicable)

90

log tip 4
LOG Tip #4
  • Invite administrative assistant to attend pre-visit to focus on logistics and details.

91

log tip 5
LOG Tip #5
  • Prior to the pre-visit, work with the BOE chair (and State chair) on a draft BOE schedule.
  • This will facilitate the pre-visit.

92

log tip 6
LOG Tip #6
  • Logistics for BOE and Pre-visit:

- Hotel (sleeping and workroom)

- Campus workroom

- Supplies

- Technology

93

log tip 6 cont
LOG Tip #6 (cont.)

- Meals/snacks

- Refreshments

- Transportation (airport and

campus)

- Visit schedule

- Welcome Packet

94

log tip 7
LOG Tip #7
  • Send “Information Form” to team members asking for:

- name and contact info

- travel itinerary

- computer needs

- emergency contact info

- special needs (e.g., dietary, church)

95

log tip 8
LOG Tip #8
  • Communicate frequently with team members, such as:

- sending IR and other documents

- airport pick-up

- cell phone #’s of unit head and

NCATE coordinator

- anticipated weather conditions

96

log tip 9
LOG Tip #9
  • After pre-visit, inform persons to be interviewed about:

- nature of BOE visit

- types of questions to be asked

- important areas that need to

be addressed

97

slide98
THINGS TO KEEP IN

MIND ABOUT

PREPARING THE

REJOINDER (REJ)

98

rej tip 1
REJ Tip #1
  • Rejoinder is:

- Response by IHE to the BOE Report,

including supplemental information.

- Vital part of evidence that the UAB

considers in making accreditation

decisions.

99

rej tip 2
REJ Tip #2
  • Why rejoin?

- Remove AFI(s)

- Change NOT MET to MET

- Prevent new AFI(s)

- Cite procedural concerns of visit

- Have nothing to lose

100

rej tip 3
REJ Tip #3
  • Why not rejoin?

- Requires time and effort.

- Institution agrees with all of BOE

Report.

- Institution has no basis on which to

rejoin.

101

rej tip 4
REJ Tip #4
  • Timeline:

- Approximately 5-6 weeks after BOE

visit: unit reviews draft BOE Report

for factual errors only (can begin

Rejoinder then).

- Approximately 8 weeks after BOE

visit: BOE chair sends final BOE

Report to NCATE.

102

rej tip 4 cont
REJ Tip #4 (cont.)
  • Timeline (cont.):

- NCATE notifies unit that BOE

Report is available in institution’s

AIMS file.

- Within 30 days of notification by

NCATE, institution submits

Rejoinder.

103

rej tip 5
REJ Tip #5
  • UAB Role:

- Determines accreditation status

- Develops standards and

procedures

- Oversees on-site visits and

training of BOE team members

104

rej tip 6
REJ Tip #6
  • UAB Composition (32 members):

- 10 from IHE

- 10 from P-12

- 5 from State Department

- 5 from SPA

- 1 student

- 1 public representative

105

rej tip 7
REJ Tip #7
  • Documents reviewed by UAB:

- BOE Report

- Institutional Rejoinder

- BOE Chair’s Response to Rejoinder

- Institutional Report, if needed

106

rej tip 8
REJ Tip #8
  • UAB Process:

- Audit Teams (day 1)

- Joint Audit Teams (day 2)

- Full UAB (day 3)

- If necessary, remand a case to another

audit team and then back to the full

UAB (day 4)

107

rej tip 9
REJ Tip #9
  • Conditions of Rejoinder:

- All evidence in the Rejoinder must describe what

existed at the time of the visit and must have been

available to the BOE team (changes made after

the visit cannot be considered).

- All evidence must relate directly to the NCATE

standards and procedures that applied at the time

of the visit.

108

rej tip 10
REJ Tip #10
  • DO NOT in the Rejoinder:

- be defensive or whine

- criticize BOE team

- blame calls on BOE team member

- show emotions

- be sarcastic about process

109

rej tip 11
REJ Tip #11
  • BOE makes recommendations to UAB.
  • If IHE does not respond to AFIs cited in BOE Report, UAB will assume that IHE concurs with BOE recommendations.

110

rej tip 12
REJ Tip #12
  • Sometimes Rejoinder will cause UAB to change NOT MET to MET or remove AFI(s) especially if Rejoinder is done well or if BOE Report does not make a strong case.
  • Sometimes Rejoinder has no impact on UAB decision, especially if Rejoinder is not done well or if sufficient information is not provided to reverse BOE recommendation.

111

rej tip 13
REJ Tip #13
  • UAB is responsible for applying standards evenly across institutions. While the UAB does not compare institutions, if it reads a negative statement in the BOE Report that leads to an AFI for some institutions but not for others, the UAB might add an AFI unless the institution has convincingly addressed the negative statement in the Rejoinder.
  • Therefore, also address in Rejoinder ALL negative statements not related to AFIs.

112

rej tip 14
REJ Tip #14
  • BOE team members are trained that if they are “fence sitting,” they should recommend NOT MET or cite AFI, so that institution can rejoin.
  • Most UAB members are former BOE members or have been through the extensive BOE training.

113

rej tip 15
REJ Tip #15
  • Be concise, clear, and logical-- presentation is very important.
  • Use language from NCATE standards and acceptable rubrics.

114

rej tip 16
REJ Tip #16
  • Do not just make assertions. Provide documentation.
  • Reference page #’s and paragraphs of BOE Report.
  • Clearly mark or highlight specific sections of Appendices.

115

rej tip 17
REJ Tip #17
  • Have someone external to the institution read the Rejoinder to look for whining, sarcasm, undocumented claims, etc.
  • Refer to NCATE web site for instructions in preparing “Institutional Rejoinder,” and paper on “How to Write a Rejoinder That Will Make a Difference.”

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rej tip 18
REJ Tip #18
  • Clearly identify under each standard:

- AFI

- BOE Rationale

- Institution’s Response

- Other negative statements

- Institution’s Response

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rej tip 19
REJ Tip #19
  • Write Rejoinder from a lawyer’s perspective:

- stick to the facts

- be logical

- be succinct

- use third person

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rej tip 20
REJ Tip #20
  • UAB meets in:

- October for spring BOE

visits

- April for fall BOE visits

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