Donna M. Gollnick Senior Vice President, NCATE April 2008 101 Donna M. Gollnick Senior Vice President, NCATE April 2008

An accrediting body for schools, colleges, and departments of education recognized by the U.S. Department of Education and the Commission on Higher Education Accreditation

NCATE’s Mission

of teacher performance through quality teacher preparation IMPROVEMENT of teacher performance through quality teacher preparation ACCOUNTABILITY to children, their parents, and the public at-large for quality teacher preparation

NCATE’s Constituent Members State & Local Policymakers Teacher Education Specialized Professional Associations Teachers

provides overall leadership NCATE GOVERNANCE Executive Board provides overall leadership Unit Accreditation Board (UAB) makes accreditation decisions, writes standards, & oversees Board of Examiners State Partnership Board (SPB) approves state partnerships Specialty Area Studies Board (SASB) approves program standards

State Partnerships

State Partnerships Type of Visit Standards Joint State & NCATE Visit Concurrent State & NCATE Visit NCATE Only Visit Standards State Unit & Program Stds NCATE Unit & Program Stds Combination State Program Stds NCATE Unit Stds

BOE Team Composition for Joint Visits Voting Members 3-8 NCATE Board of Examiners members 2-7 or fewer state representatives Non-voting Members State consultant from the State Agency Observers from state affiliates of AFT & NEA

Team Report NCATE format for the BOE team report State addendum (optional)

How does the state partnership work in your state?

Annual Report Submit AACTE/NCATE annual report by deadline. Part A: Contacts & Characteristics Part B: Data on candidates, faculty, & budget Part C: Progress on AFIs States may have access to annual report data for its institutions. Some states request supplemental information with Part C .

Accreditation Decisions by NCATE Accreditation with provisions or conditions Accreditation with probation Deny or revoke accreditation

Continuing Accreditation Visit Conditional Probation Within 18 months Within 6 months Within 18 months Full Visit Written Documentation Focused Visit Within 12 months Accreditation Accreditation Revocation

First Accreditation Visit Provisional Denial Within 6 months Within 18 months Written Documentation Focused Visit Within 12 months Accreditation Accreditation Revocation

Decisions by States Program Approval (usually for licensure areas) Unit Approval May be same or different from NCATE

NCATE Standards

NCATE Standards Candidate Knowledge, Skills, & Dispositions Assessment System and Unit Evaluation Field Experiences and Clinical Practice Diversity Faculty Qualifications, Performance, and Development Unit Governance and Resources

Before we start…. Initial Teacher Preparation Advanced Preparation Bachelor’s programs MATs for first teaching license Alternate route programs Post-baccalaureate programs for 1st license Advanced Preparation Master’s programs for licensed teachers Programs for other school professionals

Components of Standard The Standard Rubrics Supporting Explanation

Candidate Knowledge, Skills, and Dispositions Standard 1 Candidate Knowledge, Skills, and Dispositions

The Standard Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content knowledge, pedagogical content knowledge and skills, 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.

1a. Content Knowledge for Teacher Candidates (Initial and Advanced Preparation of Teachers) Unacceptable Acceptable Target Teacher candidates have inadequate knowledge of content that they plan to teach and are unable to give examples of important principles and concepts delineated in professional, state, and institutional standards. Fewer than 80 percent of the unit’s program completers pass the content examinations in states that require examinations for licensure. Candidates in advanced programs for teachers do not have an in-depth knowledge of the content they teach. Teacher candidates know the content that they plan to teach and can 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 examinations for licensure. Candidates in advanced programs for teachers have an in-depth knowledge of the content they teach. Teacher candidates have in-depth knowledge of the content 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 content examinations in states that require examinations for licensure. Candidates in advanced programs for teachers are recognized experts in the content that they teach.

1g. Professional Dispositions for All Candidates Unacceptable Acceptable Target Candidates are not familiar with professional dispositions delineated in professional, state, and institutional standards. Candidates do not demonstrate classroom behaviors that are consistent with the ideal of fairness and the belief that all students can learn. They do not model these professional dispositions in their work with students, families, colleagues, and communities. Candidates are familiar with the professional dispositions delineated in professional, state, and institutional standards. Candidates demonstrate classroom behaviors that are consistent with the ideal of fairness and the belief that all students can learn. Their work with students, families, colleagues, and communities reflects these professional dispositions. Candidates work with students, families, colleagues, and communities in ways that reflect the professional dispositions expected of professional educators as delineated in professional, state, and institutional standards. Candidates demonstrate classroom behaviors that create caring and supportive learning environments and encourage self-directed learning by all students. Candidates recognize when their own professional dispositions may need to be adjusted and are able to develop plans to do so.

Supporting Explanation: The knowledge, skills, and professional dispositions outlined in this standard are based on current research in teaching and learning and on best practices in professional education. Each element reflects an important component of the knowledge, skills, and professional dispositions that educators need to develop in order to help all students learn. The knowledge, skills, and professional dispositions in this standard should be reflected in the unit’s conceptual framework and assessed as part of the unit’s assessment system. The data from the assessment system should be used to demonstrate candidate learning of the knowledge, skills, and professional dispositions stated herein.

Program Reviews as Evidence of Meeting Standard 1 National Reviews by SPAs (Specialized Professional Associations) State Reviews by the State Agency Responsible for Program Approval

NCATE Program Review System (PRS)

Data available from national (& sometimes state) program reviews State licensure exam for program area (if available—otherwise another content based assessment) Content Assessment Assessment of Planning (e.g., unit plan) Student teaching/internship assessment Assessment of candidate impact on student learning or providing a supporting learning environment Other assessment to show SPA standards are met

Alignment of Program Review with Standard 1 Content Rubric element 1a Professional & Pedagogical Knowledge & Skills Rubric elements 1b, 1c, & 1e P-12 Student Learning Rubric elements 1d & 1f

The Accreditation Process

Intent to Seek Accreditation Preconditions Program Reports Due 2-3 years before visit 3 semesters before visit 1 year before visit (Feb. 1 & Sept. 15)

Institutional Report Due Previsit with Team Chair The On-site Visit 60 days before visit 30-60 days before visit Visit Date

Board of Examiners Teams Teacher Education Specialty & Policy Teachers

The NCATE Visit

Prior to the Visit Receive name and contact information for team chair BOE members assigned to team Institutional report completed Previsit by team chair 4-6 months before visit 2-3 months before visit 2 months before visit 1-2 months before visit

Interaction between Team & Institution During the Visit “Poster Sessions” on Sunday Interviews on Mon & Tues Daily meetings between team chair, dean, & NCATE coordinator Exit report on Wed After the Visit Review of BOE report for accuracy Receipt of final BOE report

Team Work during the On-site Visit National and state teams share information and cross-check conclusions based on standards.

BOE Report Finished UAB Meeting Notification of Accreditation Within 52 days after visit March/April & October Within 2 weeks after UAB

What happens next? Members of the Unit Accreditation Board (UAB) Work in Audit Committees of 3-4 persons Review the BOE Report & Institutional Rejoinder Have IR , catalogs, & annual report data available as reference Determine accreditation Bring consistency across 50-70 institutions reviewed at each meeting Evaluate BOE reports

Unit Accreditation Board (UAB) Audit Committees 3-4 Members with 6-7 cases Joint Audit Committees 2 Audit Committees Together Consent Agenda Full UAB 32 Members Recommendations for Conditions/Provisions, Denial, Probation, or Revocation

Continuing Accreditation Cycle

Focused Visit Visit Probation Conditional YEAR 7 Accreditation 18 months Visit Probation Conditional Focused Visit 18 months YEAR 7 Institutional Report & Visit Accreditation Decision YEAR 6 Annual Report & Program Review Documents YEAR 1 Annual Report YEAR 5 Annual Report YEAR 2 Annual Report YEAR 4 Annual Report YEAR 3 Annual Report

Key to Preparing for Next Visit Continue to develop and retain your Unit Assessment System (UAS) by regularly & systematically collecting, aggregating, analyzing, summarizing, & discussing assessment data on candidates & unit operations Continue to refine your conceptual framework