1. NCATE Vocabulary Candidates--university/college students
Students--the children in P-12 classrooms
Unit--body with the responsibility for managing or coordinating all programs offered for the initial (1st license) and continuing preparation (after 1st license) of teachers and other school personnel

2. NCATE Vocabulary Faculty--full and part-time university faculty
School Faculty--teachers in P-12 classrooms
Clinical Faculty--those supervising candidates in P-12 classrooms
Dispositions--professional behaviors demonstrated as educators interact with others in support of student learning and development.
SPAs--Specialized Professional Associations--those organizations responsible for standards for students and for teachers. Key to the external review of programs.

3. NCATE Unit Standards
Standard 1: 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

4. NCATE Unit Standards
Standard 1: 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

5. Standard 1: Content Knowledge for Teacher Candidates
Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical content knowledge, pedagogical, and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.

6. Standard 1 Candidate Knowledge, Skills, and Dispositions
Element 1a. Content knowledge for teacher candidates
know the content that they plan to teach
can explain important principles and concepts delineated in professional, state, and institutional standards.
80% or more of the unit’s program completers pass the content examinations in states that require examinations for licensure.

7. NCATE Standard 1: Element 1a Content Knowledge for Teacher Candidates
Unacceptable
Acceptable
Target
Teacher candidates have inadequate knowledge of subject matter that they plan to teach as shown by their inability to give examples of important principles or concepts delineated in professional, state, and institutional standards. Fewer than 80 percent of the unit’s program completers pass the academic content examinations in states that require such examinations for licensure.
Teacher candidates know the subject matter that they plan to teach as shown by their ability to explain important principles and concepts delineated in professional, state, and institutional standards. Eighty percent or more of the unit’s program completers pass the academic content examinations in states that require such examinations for licensure.
Teacher candidates have in-depth knowledge of the subject matter that they plan to teach as described in professional, state, and institutional standards. They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject. All program completers pass the academic content area examinations in states that require such examinations for licensure.

8. How do we know candidates know and understand the content?
Assess the content
State Licensure Test (PRAXIS II Content not PRAXIS II Principles of Learning and Teaching [PLT])
Grades
Traditional tests (t/f, multiple choice, short answer, essay, annotated timelines)
Comprehensive Exams
Performance Assessment

9. Performance Assessment
measure of assessment based on authentic tasks such as activities, exercises, or problems that require students to show what they can do.
Tasks
designed to have students demonstrate their understanding by applying their knowledge to a particular situation.
Sample
Given a current political map of Africa showing the names and locations of countries and a similar map from
Traditional assessment: Identify and explain differences and similarities.
Performance assessment: Prepare a newspaper article explaining the changes.
The Definition of Performance Assessment

10. Examples of Assessment: University of Kansas Medical School
Lecture
Digital
Lecture Podcasts
Medical Books
Journals
Computerized module tests
Standardized Tests
Problem-based Learning
Case-based Diagnosis
Clinical Skills Labs
Learn Procedures
Standardized Patient
“Actors” tell symptoms, gather history, honing physical exam skills
Preceptor

11. Sample Assessments by Transition Point
Admission to the Program
Admission to Student Teaching
Exit from Student Teaching
Exit from the Program
Recommendation for Licensure
Follow-up Surveys of Candidates and Employers

12. Program Assessments
The assessment is given to ALL candidates in the program
When given a choice of 2-3 course sections, will all candidates take the same assessment?
When different instructors teach the course, will all candidates take the same assessment?

13. Content Assessment: The Program Template, Section II

14. Content Assessment

15. Assessing Content: PRAXIS II Content Test

16. Assessing Content: Grades
Align the standards to the courses.
Describe the courses for which the grades will be collected (catalog description)
Describe what grades mean (catalog description)
Set a proficiency rate.
Tell what happens when a candidate doesn’t meet proficiency.

17. Content Grades: Description and Proficiency (example)

18. Assessing Content: Grades

19. Assessing Content: Grades
Elementary Education

20. Assessing Content: Other Options
Comprehensive Assessment
Description (Collaboratively Developed, Given in Methods Coursework)*
Rubric/Scoring Guide (Sample Questions and Answers per Standard)*
Data Table by Standard
Final Exams from Targeted Courses
Descriptions (Cumulative Exams)* *
Rubric/Scoring Guide (Sample Questions and Answers per Exam--Matched to Standard)
Data Tables (Teacher Education Candidates Only)

21. Written Comprehensive Essay Exams

22. Content: Comprehensive Exam

23. Comprehensive Exams: Data Table

24. Standard 1: Content Knowledge
Element 1c. Pedagogical content knowledge for teachers.
Element 1d. Professional and pedagogical knowledge and skills for teachers.
Element 1f. Professional dispositions.
Element 1g. Student learning for teacher candidates.

25. Pedagogical Content Knowledge Lesson Plans
Step 1. Identify the content standard to be addressed. 
Step 2. Identify the Assessment (Lesson Plans)
Step 3. Remove “absolutes” from the rubric 

26. Pedagogical Content Knowledge Lesson Plans
Step 4. Create the criteria for developing, meets, and exceeds the standard
For each part of the standard. 

27. Pedagogical Content Knowledge Lesson Plans--Data Table

28. Professional and Pedagogical Knowledge and Skills: Observation

29. Professional and Pedagogical Knowledge and Skills: Observation Addendum

30. Professional and Pedagogical Knowledge and Skills: Portfolios
Artifacts
Resume
Philosophy of education
Plan of study
Documentation of meeting standards, 2-3 artifacts per standard
Questions:
Consistent across all candidates?
Reflective of content standards?
Reflective of INTASC Principles?
Reflective of NBPTS Standards?
How are data reported?
By artifact?
By portfolio?

31. Professional and Pedagogical Knowledge and Skills: Portfolio Tips
Consistent across candidates
Artifacts not graded a second time
Use the original grade
Grade the reflection
Connect each entry to unit’s conceptual framework
Connect each entry to elements of Standard 1 & 4 of NCATE
Construct a section on content with required items
Content-specific rubric

32. Professional Dispositions
The behaviors demonstrated as educators interact with students, families, colleagues and communities, which are expected of professionals and support student learning and development. NCATE expects candidates to demonstrate classroom behaviors that are consistent with the ideas of fairness and the belief that all students can learn. Based on their mission, professional education units may determine additional professional dispositions they want candidates to develop. NCATE expects institutions to assess professional dispositions based on observable behavior in educational settings.

33. Professional Dispositions

34. Student Learning: Initial Candidates
Assess and analyze student learning,
Make appropriate adjustments to instruction, and
Monitor student progress.
Develop and implement meaningful learning experiences
developmental levels
prior experience.

35. Student Learning: Analysis of Student Work

36. Student Learning: Analysis of Student Work

37. Student Learning: Teacher Work Sample
Provides seven performance areas that if improved will significantly increase the ability of teacher candidates and school practitioners to facilitate learning of all P-12 students.
Contextual Factors
Learning Goals
Assessment
Design for Instruction
Instructional Decision Making
Analysis of Student Learning
Self-Evaluation and Reflection

38. Student Learning: Teacher Work Sample
Caution: The TWS is generic (based in INTASC Principles) in nature, not content specific.
Solutions
Add a section VIII that outlines how content might be used.
Make the TWS content specific; intertwine the language of the content standards throughout.
Integrated unit could be the key for elementary, social studies, general science licenses

39. Recap Accountable to many masters Professorial expertise
Institutional standards
Unit conceptual framework
Professional program standards
College or unit accreditation processes

40. Recap
Align assessments to program standards, unit conceptual framework, NCATE elements of Standard 1 and the first element of Standard 4.
Start with the Standard
Start with the Assessment

41. Recap
Report data for program reports by program standards. Also report it by candidate proficiency (from the conceptual framework) and the appropriate NCATE standards/elements.
Start with the Standard
Start with the Assessment

42. Standard 2 Assessment System and Unit Evaluation
Element 2a
Process to ensure that information is routinely collected on candidate proficiencies (and unit operations)
Key Assessments
Transition Points (4)
Element 2b. Data Collection, Analysis, and Evaluation
Provides information on candidate qualifications, proficiencies and competence
Internal and external evaluations--collected, compiled, aggregated, summarized, and analyzed
Used to focus on candidate performance, program quality, and unit operations.
Element 2c. Use of Data for Program Improvement

43. 2a. Assessment System

44. 2a. Assessment System

45. 2b. Data Collection, Analysis, and Evaluation
Timeline for collecting data on
candidate performance
unit operation
Process and timeline to collect, summarize, and analyze data?
How?
Who?
What format are the data summarized and analyzed?
When and how often?
What technologies are used?
How does the unit maintain records of formal candidate complaints and their resolutions?

46. 2c. Use of Data for Program Improvement
What do the data indicate?
How are data used by candidates and faculty to improve performance?
How are data used to discuss or initiate program or unit changes on a regular basis?
What data-driven changes have occurred over the past three years?
How are assessment data shared with candidates, faculty, and other stakeholders?

47. Collection and Analysis of the Data
Consider the research process
Statement of the problem
Does our program adequately prepare candidates to be successful in their given field?
Literature Review
Methodology
Analysis of the Data
Conclusions

48. Fairness in Assessments
The assurance that candidates have been exposed to the knowledge, skills, and dispositions that are being evaluated in key assessments and understand what is expected of them to complete the assessments.
Instruction and timing of the assessments should be clearly stated and shared with candidates.
Candidates should be given information on how the assessments are scored and how they count toward completion of programs.