Presentation on theme: "Writing an NCATE/IRA Program Report"— Presentation transcript:
1 Writing an NCATE/IRA Program Report Prepared by Barbara Chesler, Longwood University, on behalf of the International Reading Association
2 Questions That Guide Reports Do candidates meet state licensure requirements?Have candidates mastered the content knowledge?Can candidates conceptualize and plan their teaching or other professional educational responsibilities?Are candidates effective in promoting student learning?
3 Focus of Reports Assessments are aligned with IRA standards 7-8 required assessmentsReviewers will examine:the quality of assessmentsthe appropriateness of the assessments to the standards
4 New Report Format Section I: Contextual Information Section II: Standards-Assessment ChartSection III: Required AssessmentSection IV: Evidence for Meeting StandardsSection V: Use of Assessment Results to Improve Candidate and Program Performance
5 Cover Sheet Information on the Institution Information on the State Grade levels candidates are prepared to teachDegree awardedIf program is offered at more than one siteTitle of state licenseProgram report statusInformation on the StateIs there a state licensure test for reading specialist/literacy coach
6 Section I: Contextual Information Information is provided that will be used later for the Unit’s Institutional Report (IR)
7 Section I: Contextual Information (cont.) Provides general information and description of the program.Provides information for the “Overview” of the Unit Institutional Report (IR).Number of candidates and completers are reported.Provides information on three years’ of data on candidates enrolled and completing the program.
8 Section I: Contextual Information (cont.) Provides information on faculty (used for IR report – Standard 5)Links to a tableDescribes the relationship of the program to the Unit’s Conceptual Framework
9 Section I: Contextual Information (cont.) Describes the relationship of assessments used in the program to the Unit’s Assessment System (Standard 2).Key assessments used in the program, are derived from or inform, the assessment system of the Unit.
10 Section II: Assessment Chart List of key assessments that are used with all candidates in the program.Assessments will probably provide evidence for more than one standard.Think about the four transition points in the program assessment system or the unit assessment system.
11 Section II (cont.)For each assessment listed (7-8), an attachment will be sent of the following:The assessment with instructions to candidates about the assigned task.Scoring guides or criteria used to score candidate response on assessment.A table with aggregated results of the assessment providing recent data.Data organized according to scoring guideProvide percentage of candidates achieving at each category
12 Samples of Assessments Research reportsTeacher work samplesUnit/lesson plansCase studyInterviewsObservationsAction research projectsOnline tutorialComprehensive exams
13 Section III: Standards Assessment Chart Assessments are aligned with the IRA standardsMust meet:ALL 5 standardsAll 19 elementsComponents within the elements will be a holistic assessment by reviewers
14 Section III (cont.) Assessment evidence in three categories: Content knowledgePedagogical/professional: Knowledge, skills, and dispositionsCandidates effects on student learning
15 Section IV: Evidence for Meeting Standards Information provided on each of the 7-8 requiredassessmentsEach assessment is briefly described and limited to 2 pages each.Statement on how the assessment aligns with the specific standard indicated in Section III.Brief summary statement of the data findings that were attached with Section II.Interpretation of how data provides evidence for meeting standards.
16 Assessment #1: Content Knowledge Data from state licensure tests or professional examination of content knowledgeAssessment must show alignment with IRA standardsMust have 80% pass rate
17 Assessment #2: Content Knowledge Includes but not limited to standards1 and 5Appropriate assessments may be:Child studiesPortfoliosResearch reportsAction research
18 Assessment #3: Pedagogical and Professional Knowledge Includes but not limited to standards 2 –5Assessments that demonstrate:candidates knowledge, skills, and dispositionscandidates can effectively plan reading and literacy educationcandidates can fulfill other professional responsibilitiesExamples are lesson plans, teacher work samples, literacy profiles, coaching experiences, staff development experiences
19 Assessment #4: Pedagogical and Professional Knowledge Includes but not limited to standards 2-5Assessment instrument used to evaluate internships, practicum, or clinical experiences should be submittedAssessment should demonstrate candidates knowledge, skills, and dispositions are applied effectively in practice
20 Assessment #5: Effect on Student Learning Includes but not limited to standards 2–5Assessment of candidates effectiveness on student learning and provision of supportive learning environments for student learningExamples are teacher work samples, literacy profiles, follow-up studies
21 Assessment 6 to 7 or 8: Additional Assessment Includes but not limited to standards 2 –5Additional assessment that is needed meet standards
22 Section V: Use of Assessment Results for Candidate and Program Performance Evidence that the results of the assessment have been analyzed and used by faculty.A summary of principle findings should include:faculty interpretationschanges made to the programsteps taken in using dataOrganized around (Unit Standard 1):Content KnowledgeProfessional and Pedagogical Knowledge SkillsEffects on Student Learning and creating environments that support learning
23 Tips…… Align assessments instructions with IRA standards. Align rubrics and other scoring instruments with IRA standards.Scoring guides need to be clear, fair, and free from bias.Scoring guides should have written and shared criteria for judging performance that indicate the qualities by which levels of performance can be differentiated.
24 More Tips………..We suggest you do not use GPA or grades from classes. If you do you must show how these align with the standards.If you use a generic practicum or internship evaluation you must align this with IRA standards and possibly write an addendum to evaluation.
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