NCATE Unit Standards 1 and 2

NCATE Unit Standards Developed with input from the professional community Effective for all visits Emphasize results over inputs

NCATE Vocabulary Accreditation Unit and unit review Unit Standards Initial programs vs. advanced programs Program review SPA standards = program standards = professional standards Candidates vs. students BOE vs. UAB

The Six NCATE Unit Standards Candidate Performance Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 2: Assessment System and Unit Evaluation

The Six NCATE Unit Standards Unit Capacity Standard 3: Field Experiences and Clinical Practice Standard 4: Diversity Standard 5: Faculty Qualifications, Performance, and Development Standard 6: Unit Governance and Resources

Structure of this Presentation Standard 2: Assessment System and Unit Evaluation Standard 1: Candidate Knowledge, Skills, and Dispositions Quality of Evidence

Standard #2 Assessment System and Unit Evaluation The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs.

Standard #2 Assessment System and Unit Evaluation (element 1) Unit has an assessment system Developed by professional community Reflects the conceptual framework Identifies set of key comprehensive and integrated measures Major assessments - wide range of proficiencies Given to all candidates in program or unit Developed based on the taught curricula Could include the 6-8 assessments from the program review for units that submit program review documents

Standard #2 Assessment System and Unit Evaluation (element 1) Measures/Assessments should be used to Monitor candidate performance Includes use of multiple assessments Includes use of key transition points Monitor unit operations Aggregated data – overall performance of candidates; key systems including advising, placement, course sequencing, field experiences; technology needs, budget priorities, grad/employee studies, program reviews

Standard #2 Assessment System and Unit Evaluation (element 1) The unit works to Avoid and/or eliminate bias Establish fairness Establish accuracy Establish consistency See document on fairness, accuracy and consistency on NCATE website

Standard #2 Assessment System and Unit Evaluation (element 2) Data collection, analysis, and evaluation System is maintained, data are collected regularly on applicant qualifications candidate proficiencies competence of graduates unit operations program quality

Standard #2 Assessment System and Unit Evaluation (element 2) Data collection, analysis, and evaluation System is maintained; data are collected from: applicants candidates recent graduates faculty others in professional community

Data are regularly and systematically (element 2): Compiled Summarized Analyzed Maintained using information technology Note: NCATE does not require electronic portfolios

Most Common Assessments at Key Decision Points Initial Teacher Preparation Before Entry to Exit from Program Admission Clinical Practice Clinical Practice Completion -GPA -GPA -Evaluation of -GPA -Praxis I -GPA in education clinical practice -Praxis II -Faculty recom- courses -Candidate -Candidate mendations -Field experience portfolios portfolios -Writing sample evaluations -Evaluation by -Student -Technology -Dispositions program teaching assessment assessments supervisor -GPA in educa- -Oral com- -Unit/lesson plans -Teacher work tion courses munications -Praxis II sample -Exit surveys assessment -Teacher work -Unit/lesson plans -Self-assess- samples -Dispositions ments -Faculty recom- assessments mendations

Most Common Assessments at Key Decision Points Advanced Preparation Before Entry to Exit from Program Admission Clinical Practice Clinical Practice Completion -GPA -GPA -Evaluation of -GPA -GRE or MAT -Candidacy clinical practice -Theses/projects -Faculty recom- -Course level -Candidate -Dissertations mendations assessments portfolios -Comprehensive -Writing sample -Dispositions examinations -Interviews assessments -Candidate -Candidate portfolios portfolios tion courses -Reflection papers -Praxis II -Faculty recom- mendations -Completion of credits

Standard #2 Assessment System and Unit Evaluation (element 3) Use of data for program improvement Unit systematically and regularly uses data to evaluate the efficacy of courses, programs, and clinical experiences Changes in the unit are discussed and made based on systematic use of data Candidate and faculty data are shared with candidates and faculty respectively to encourage reflection and improvement

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

Standard #1 Candidate Knowledge, Skills, and Dispositions Candidates have knowledge, skills and dispositions Content knowledge for teachers Content knowledge for other school personnel Pedagogical content knowledge Professional and pedagogical knowledge and skills Dispositions Focus on student learning - teachers Focus on student learning – other prof. personnel

Standard #1 Candidate Knowledge, Skills, and Dispositions Assessments indicate that candidates meet Professional standards State standards Institutional standards All should be covered in the proficiencies identified in the conceptual framework

Content knowledge (teacher can.) Candidates know subject matter Candidates can explain concepts in professional, state, and institutional standards Eighty percent of program completers pass the state licensing exam in content, in states that have such exams

Content knowledge for other prof. school personnel Other school personnel know their fields Other school personnel can explain principles and concepts delineated in professional, state, and institutional standards Eighty percent of program completers pass the state licensing exam, in states that have such exams

Pedagogical content knowledge for teacher candidates Candidates have broad knowledge of instructional strategies – ped. and cont. Candidates can present content in clear and meaningful ways Candidates can integrate technology in presenting

Professional and pedagogical knowledge and skills for teacher candidates Candidates can apply their professional and pedagogical knowledge and skills Soc., historical, phil. foundations Professional ethics, law and policy Candidates consider school, family and community contexts Candidates consider prior student experiences

Professional knowledge and skills for other school personnel Others have adequate understanding of prof. knowledge They know students, families, and communities They use research to improve practice They use technology to improve practice They support student learning

Dispositions Candidates are familiar with expected dispositions of professionals Values, commitments, and prof. ethics that influence behaviors, affect student learning, and professional growth Dispositions in professional, state, and institutional standards are reflected in their work

Student learning Candidates focus on student learning as shown in: Assessments of student learning Use of assessments in instruction Development of meaningful learning experiences based on developmental levels and prior experience

Student learning for other professionals Other school personnel create positive learning environments They understand: Developmental levels Student, family, and community diversity The policy context in which they work

Assessing the quality of candidate assessments Assessments should address the standard(s) and be consistent with the conceptual framework. Assessments should be consistent across the program and/or unit. Summarized data should suggest that most candidates are able to successfully complete the assessment. Assessments should improve instruction.

Performance data must be summarized and sampled: Time does not allow BOE to view each candidate’s work- aggregate! The unit is responsible for making links between evidence and standards/elements BOE teams are making judgments about the unit and its programs, not individual candidates.

Portfolios A written description of which candidates are expected to submit portfolios; of what items should be in the portfolios; and of the criteria for judging the portfolios Evidence of how the unit ensures that the rating are consistent Summary and examples of portfolios at each criterion level or level of proficiency Indication of relationship to standards

Test Results Provide information from Title II Report Provide trend data where possible (3 yrs.) Present summarized data at the initial level Present summarized data at the advanced level

Assessment of Student Learning Candidate work that clearly demonstrates the candidates’ ability to assess student learning Assessments of candidates that include items evaluating candidate understanding of assessment and student learning

Assessing Field Experiences and Clinical Practice Data should be summarized The areas assessed linked to the conceptual framework and the standards Provide evidence of a true partnership with K-12 schools Provide evidence of systematic evaluation

Surveys as Evidence Instrument should include focused questions related to the unit’s learning outcomes The analysis of the survey should include: (a) the date administered; (b) a description of the sample; © a response rate; (d) follow-up activities if response rate is below 55%; (e) findings in quantitative terms; and (f) narrative of meaning of findings Be certain to include the response rates!

Resources for Understanding the Unit Standards NCATE Website – Resources Page Presentations Sample IR reports (see Standards 1 and 2) BOE training modules Articles on performance assessment NCATE publications BOE Update