1. NCATE Accreditation: Views from the Field Christopher Cratsley Fitchburg State College Robert A. Cohen East Stroudsburg University

2. How many reports? One for each program One for each program Each program may have multiple certifications that share the same assessments Each program may have multiple certifications that share the same assessments All science areas are typically considered to be part of one program and, as such, are expected to share the same assessments All science areas are typically considered to be part of one program and, as such, are expected to share the same assessments ALL of the assessments must be required for ALL program completers ALL of the assessments must be required for ALL program completers

3. List of Assessments (2004) 1.Content Knowledge –Licensure Tests 2.Content Knowledge – Conceptual* 3.PPKSD – Planning Instruction 4.PPKSD – Student Teaching 5.Effects on Student Learning 6.PPKSD – Research & Investigation 7.PPKSD – Legal/Safety/Ethical Issues 8.Content Knowledge – Contextual PPKSD = Pedagogical and Professional Knowledge, Skills and Dispositions

4. List of Assessments (1998) 1.Content Knowledge –Licensure Tests 2.Content Knowledge – Contextual 3.Content Knowledge – Research & Investigation 4.PPKSD –Safety and Living Things 5.PPKSD – Planning 6.PPKSD – Assessment* 7.PPKSD – Teaching Practices and Dispositions 8.Effects on Student Learning PPKSD = Pedagogical and Professional Knowledge, Skills and Dispositions

5. Parts of a Program Report I.Context Programs of study Number of candidates and completers Program faculty expertise and experience II.List of Assessments III.Relationship of Assessments to Standards IV.Evidence for Meeting Standards Description of assessments Alignment with standards Tabulation of data V.Use of Assessment Results to Improve Candidate and Program Performance

6. How did ESU do? SPA Decision: National Recognition Programs covered: -Biology (7-12) -Chemistry (7-12) -Earth and Space Science (7-12) -Physics (7-12) -General Science (7-12)

7. ESU Program I.Strengths a.Standard five (skills of teaching) b.Intern training program (action research?) c.“Assessments are reviewed and reflected upon in a systematic manner” II.Weaknesses a.Lack of data for student teaching b.Rubrics lacked criteria for some Nature of Science, Context of Science and Social Context standards

8. Difficulties ESU Encountered 1.All candidates had to complete all assessments 2.We weren’t allowed to add credits 3.The target kept changing 4.Student teaching evaluation forms at ESU didn’t match science standards 5.General pedagogy was left out of the loop 6.State Dept of Ed requirements are different 7.The feedback lacked detail

9. How did FSC do? Program covered: 9-12 Single-Field Biology. Program covered: 9-12 Single-Field Biology. SPA decision: Nationally recognized with conditions. SPA decision: Nationally recognized with conditions. Strengths: Research Report and Teacher Work Sample. Strengths: Research Report and Teacher Work Sample. Areas for Improvement: More data and improved Assessment 2 demonstrating contextual content knowledge including the Nature of Science, inquiry and applications Areas for Improvement: More data and improved Assessment 2 demonstrating contextual content knowledge including the Nature of Science, inquiry and applications

10. Difficulties FSC Encountered This process required creating new assessment instruments for contextual content knowledge, research & investigation, safety and living things and effects on student learning. This process required creating new assessment instruments for contextual content knowledge, research & investigation, safety and living things and effects on student learning. NSTA standards suggest that candidates should integrate elements such as the nature of science, inquiry, applications and safety throughout their classes, but as we try to model this in our curricula, single assessments become more difficult. NSTA standards suggest that candidates should integrate elements such as the nature of science, inquiry, applications and safety throughout their classes, but as we try to model this in our curricula, single assessments become more difficult.

11. Required Courses in Science and Mathematics Courses in biology: Courses in related sciences: BIOL 1800General Biology I CHEM 1300General Chemistry I BIOL 1900General Biology II CHEM 1400General Chemistry II BIOL 2300Introduction to Ecology CHEM 2000Organic Chemistry I BIOL 2800Genetics CHEM 2100Organic Chemistry II BIOL 3250Cell Biology PHYS 1300General Physics I BIOL 3550Developmental Biology PHYS 1400General Physics II 4 additional Biology electives. 2 courses at or above Math 1250 Additional Requirements for BS in Biology with Initial Teacher Licensure EDUC 1021Orientation to Education (1 credit course) GEOG 1100 Introduction to Earth Systems Science BIOL 2860 Introduction to Secondary School Teaching SPED 3800Secondary Programs for Adolescents (14-22) with Special Needs ENGL 4700Teaching Writing in Middle and Secondary Schools BIOL 4850Biology Teaching Methods BIOL 4860/Biology Practicum in a Secondary School I and II FSC Program

12. ExperimentalDesign Does not Meet standard Acceptable with revision TargetDistinguished Objective Objective lacks clarity, doesn’t take into account published literature and addresses irrelevant questions. Objective is clear but lacks brevity, takes some published literature into account and addresses relevant questions. Objective is clear and concise, takes into account most published literature and addresses unresolved questions. Objective is clear and concise, takes into account all published literature and addresses significant questions. Hypotheses Not all alternative hypotheses are recognized and the results will not adequately support of rule out any of the hypotheses. Not all alternative hypotheses are recognized but the results will support or rule out one hypothesis for further tests. All alternative hypotheses are recognized in design such that the results will support or rule out one hypothesis for further tests. All alternative hypotheses are recognized and addressed in design such that the results will support a single hypothesis. Subjects Subjects are collected or reared and selected for experimentation in a manner that doesn’t address variation. Subjects are collected or reared and selected for experimentation taking into account some sources of variation. Subjects are collected or reared and selected for experimentation taking into account most sources of variation. Subjects are collected or reared and selected for experimentation in a manner that accounts for all individual variation. Conditions Experiment doesn’t occur under appropriate experimental conditions and allows for unwanted variation Experiment occurs under appropriate experimental conditions and attempts to control for sources of unwanted variation. Experiment occurs in an environment approximating the natural context of the biological process controlling most unwanted variation. Experiment occurs in an environment appropriate to the natural context of the biological process, controlling for all unwanted variation.

13. Standard Does not meet standard Requires revision Meets standard Exceeds standard Unifying Concepts of Science The goals and objectives of Science Education as identified in the National Science Education Standards are ignored or misunderstood. The goals and objectives of Science Education as identified in the National Science Education Standards are explained but require additional clarity or detail. The goals and objectives of Science Education as identified in the National Science Education Standards are explained and related to curricular decisions. The goals and objectives of Science Education as identified in the National Science Education Standards and other sources are explained and contrasted for planning curricula. Science as a discipline Types of science inquiry and science as compared to other disciplines are not addressed properly and without reference to lesson plan design and learning. The philosophy, assumptions, goals and values of different approaches to science, technology and other fields are described without clear distinctions. The philosophy, assumptions, goals and values of different approaches to science, technology and other fields are contrasted with reference to lesson plans. The philosophy, assumptions, goals and values of different approaches to science, technology and other fields are contrasted in terms of how students learn. Honest assessment and applications of science No applications of science in the real world are addressed nor is the diverse nature of student learning in a skills and capabilities present in a classroom. Applications of science in the real world are addressed in terms of assessing student learning without addressing the true range of skills and capabilities in the classroom. Applications of science in the real world are addressed in terms of assessing student learning in a number of different ways that may be appropriate to diverse student skills. Applications of science in the real world are addressed in terms of assessing student learning in a way that recognizes the diverse skills and capabilities present in the classroom.