NCATE Standards 1 & 2 January 2002 Donna M. Gollnick & Antoinette Mitchell

NCATE 2000 Standards  Candidate Performance Candidate Knowledge, Skills, & Dispositions Assessment System and Unit Evaluation  Unit Capacity Field Experiences and Clinical Practice Diversity Faculty Qualifications, Performance, and Development Unit Governance and Resources

Conceptual Framework The conceptual framework(s) establishes the shared vision for a unit’s efforts in preparing educators to work effectively in P-12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit account- ability. The conceptual framework(s) is knowledge- based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated.

Conceptual Framework Units will be expected to describe their conceptual frameworks in an early section of the institutional report to provide an important context for the unit’s approach to meeting the standards. For initial institutions, conceptual frameworks will be submitted with preconditions in the future.

Organization of Revised Standards  The Standard  Rubric  Explanation of the Standard including a rationale for the standard

Candidate Knowledge, Skills, and Dispositions Standard 1

1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes- sional school personnel know and demonstrate the content knowledge, skills, and dispositions

Content Knowledge for Teacher Candidates (Initial and Continuing Preparation of Teachers) UnacceptableAcceptableTarget 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. 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. 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.

Teacher candidates…  Meet professional standards for the subjects that they plan to teach as defined in standards for P-12 students & standards for the preparation of teachers.  Meet professional standards of other national accrediting organizations (e.g., NASM) or NCATE’s program standards.  Meet state licensure requirements. pp of NCATE’s Standards

Experienced teachers… Build upon & extend their knowledge & experiences to improve their own teaching & student learning in classrooms. Further develop their knowledge, skills, & dispositions to meet the propositions of the NBPTS. pp of NCATE’s standards

Content Knowledge for Other Professional School Personnel UnacceptableAcceptableTarget Candidates for other professional school roles have an inadequate understanding of their field as shown by their inability to give examples of important principles or concepts delineated in professional, state, and institutional standards. Candidates for other professional school roles know their fields as shown by their ability to explain principles and concepts delineated in professional, state, and institutional standards. Candidates for other professional school roles have a thorough understanding of the central concepts, tools of inquiry, and structures of their fields as delineated in professional, state, and institutional standards and shown through inquiry, critical analysis, and synthesis.

Other school personnel… Demonstrate the knowledge, skills, & dispositions necessary to meet professional,* state, & institutional standards. *Professional standards are (1) the NCATE program standards and (2) standards of other national accrediting organizations (e.g., ALA). p. 20 of NCATE’s standards

1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes- sional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions

Pedagogical Content Knowledge

Definition The interaction of the subject matter and effective teaching strategies to help students learn the subject matter. It requires a thorough understanding of the content to teach it in multiple ways, drawing on the cultural backgrounds and prior knowledge and experiences of students.

Teacher candidates Have broad knowledge of instructional strategies drawing on content and pedagogical knowledge & skills in standards. Facilitate student learning of the subject matter. Integrate technology to help students learn the subject matter.

Pedagogical Knowledge, Skills, and Dispositions

Candidates…  Provide learning opportunities supporting students’ intellectual, social, & personal development.  Create instructional opportunities adapted to diverse learners.  Encourage students’ development of critical thinking, problems solving, & performance skills.

Candidates can (cont.) Create learning environments encouraging positive social interaction, active engagement in learning, & self-motivation. Foster active inquiry, collaboration & supportive interaction in the classroom etc. (p. 18 of Standards)

Professional Knowledge, Skills, and Dispositions

Candidates understand and are able to apply knowledge related to The social, historical, & philosophical foundations of education. Professional ethics, law, & policy. The ways children & adolescents learn & develop & the relationship to learning. Language acquisition, cultural influences on learning, exceptionalities, diversity, inclusion, & equity.

Professional Knowledge (p. 19) Technology & information literacy and its integration in instruction to support student learning. Use of research in teaching & other professional roles. Roles & responsibilities of the profession.

1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes- sional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

Candidates Assess student learning Use assessments in instruction Develop meaningful learning experiences for students based on their developmental levels & prior experience.

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  Candidate work (assignments, pre- and post- tests, analyses, etc.) demonstrating positive impact on student learning.

1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes- sional 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.

Required Evidence Admissions Data Internship assessment data Licensure test data Follow-up studies

Presentation of Performance Evidence Evidence must be related to professional, state, & institutional standards. Performance data must be aggregated and interpreted. Examples of candidate work should illustrate the variety of assessments & depth of candidate proficiencies. Data from multiple measures should be presented.

Quality Assessments  There are multiple types of assessment  Written products: essays, letters, position papers, case-study analyses, lesson and unit plans, observation of events, short responses  Oral: talks, micro-teaching, debates  Visual: producing a video, designing a chart, creating a learning center

Quality Assessments  Simulated events: PTA meeting, school board meeting on technology in schools  Clinical and field experiences: reflective logs, teaching performance, diagnostic reports on individual students  Portfolio/Interview Assessments(Alverno College)

External resources for measuring proficiencies State licensure exams Employer evaluations National and/or state program reviews Multiple choice tests & written essays Transcripts

Internal resources for measuring proficiencies Candidate work  Lesson plans  Reflections  Case studies  Portfolios Observations & Assessments of  Interactions with students  Parent communications  Teaching in small and large group settings  Professional activities  Student learning  Student work  Student achievement

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

Teaching Performance During Internship: Final Evaluation Standard Focused Attention Needed Progressing Toward Expectations Meets Expecta- tions Exceeds Expecta-tions Professional Responsibility 100% Understanding Learners 2%5%93% Command of the Subject Matter 98%2% Teaching Practice 3%93%4% Classroom Management 1% 4% 95% Technology 7%88%5% Community and Parental Involvement 2%98%

Presenting Portfolio Assessments 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

Rubrics for Judging Performance on Standards Standard 1 – Professional Responsibility DevelopmentalApplicationProficient 1 Demonstrates an understanding of the impact on student learning of culture, gender, and socioeconomic differences and the implication of bias upon the conduct of professional responsibilities. Plans instruction that demonstrates an understanding of the impact of student diversity upon the conduct of professional responsibility. Creates a learning environment that takes into consideration cultural, gender, and socioeconomic differences in responding to classroom situations. 2 Demonstrates knowledge of local and state and/or national standards for curriculum reform and accountability and an awareness of professional resources (associations, journals, etc.) relevant to the field of teaching. Plans instruction collaboratively with colleagues. Instruction is aligned with local and state and/or national standards. Creates a learning environment collaboratively with colleagues that reflects local and state and/or national standards and that uses information from professional resources (associations, journals, etc.) relevant to the field of teaching.

Secondary Education Candidates (45 Candidates) Standard Rubric Element Developmental Application Proficient 1 - Professional Responsibility 1 100% Understanding Learners 12%4%94% 22%6%92% 32%6%92% 3- Command of the Subject Matter 1 3%97% 2 6%94% 3 10%86%

State Test Results The BOE will recognize that this is one of multiple measures of program quality The BOE will review the results in the context of the Specialized Professional Association Review, when applicable The BOE will review scores in the context of the state Institutions should provide data over several years to identify trends BOE will understand the complexity of using state tests: low vs. high cut scores, strong and weak links to state standards, no national comparison, etc.

Percentage of Candidates Passing Praxis in Academic Year Program# Taking Test # Passing Test Inst Pass Rate Statewide Pass Rate Praxis I – Basic Skills %99% Praxis II – Content Area Bilingual Education 0NA Early Childhood %97% Educational Leadership %98% Elementary Education %99% English Education %98% Foreign Languages 55100%99%

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 low; (e) findings in quantitative terms; and (f) narrative of meaning of findings

Unit Evaluations  Purposes are clearly stated  Evaluation questions are related to conceptual framework  Methods are clearly defined  Data are properly collected and analyzed  Information is used to make positive changes in unit

Standard 1 Data show that candidates have developed the knowledge, skills, and dispositions delineated in state and professional standards and the unit’s conceptual framework. Examples Tests of Content KnowledgeInternship Assessments Portfolio AssessmentsGPAs Admission CriteriaStudent Work Samples Assessments in Induction Years

Standard 2 The unit’s assessment system identifies the collection, analysis, and use of data based on assessments of candidate performance and evaluations of the unit and its programs. The data collected and analyzed in this system provide the data for teams to determine whether Standard 1 is met. Transition Plan NCATE’s transition plan allows a unit to submit its assessment plan in In years thereafter, units are expected to be implementing the plan.

Assessment System What do you think an assessment system is? Why do you think that there is professional agreement that all programs should be part of an assessment system? What do you think are the major components of an assessment system?

Standard 2 Assessment System and Unit Evaluation

Assessment Systems Definition: A comprehensive and integrated set of evaluation measures that provide information for use in monitoring candidate performance and managing and improving unit operations. Standard 2 calls for an assessment system or an assessment system plan.

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 Unit has an assessment system or a plan for an assessment system that:  Reflects conceptual framework, developed collaboratively  Monitors candidate performance and unit operations  Includes multiple assessments  Identifies key transition/decision points in programs  Includes fair, accurate, and consistent assessments

Assessment systems include the following features: Collaboration with members of the professional community. Alignment with standards. Assessments embedded in programs. Multiple assessments used. Multiple decision points used. Credible assessments used. Rubrics/criteria for scoring used. Reference: pp of Standards book.

Standard #2 Assessment System and Unit Evaluation Data collection, analysis, and evaluation System is maintained, data are collected regularly Data are summarized and analyzed regularly System involves the use of information technology for maintenance

Data Collection & Analysis  NCATE has had a similar requirement in standards for many years.  The unit should have a record of collecting and analyzing data over many years.  The unit should describe policies and procedures related to data collection, timelines, etc.

Standard #2 Assessment System and Unit Evaluation Use of data for program improvement Changes in the unit are discussed and made based on systematic use of data Data are shared with candidates and faculty to encourage reflection and improvement

Use of Data  NCATE has had this requirement for over 15 years.  The unit has policies and procedures in place for the regular use of data for program improvement.  The unit could show changes that have resulted from the collection and analysis of data over the past 2-5 years.

Transition to Full Implementation of an Assessment System

What will BOE teams, program & state reviewers expect to find for reviews & visits?

Fall 2001 & Beyond The unit should have available any performance assessment data that are currently available.  Candidates’ performance on admission assessments.  Candidates’ performance on state licensure tests.  Student teaching & internship assessments.  Employer and graduate studies (surveys)  SPA Reports, where applicable

Fall 2001 & Spring 2002 The unit has developed a plan for an assessment system with timelines and details about the system components and management. The assessment system has been developed collaboratively by the professional community. Outcomes for candidates are based on professional, state, and institutional standards. Outcomes are clearly communicated to candidates.

According to the Transition Plan, assessment system plans must: Identify the major transition points Identify the major assessments/measures that will be used at the transition points Identify timelines for system development Include detailed description of the unit’s design for collecting, analyzing, summarizing, and using candidate assessment information

According to the Transition Plan, assessment system plans must: Identify aspects of the system that address unit operations ( e.g., faculty evaluations; studies of employers, graduates, admissions, policies, counseling, etc.) Identify how information technology will be used in the maintenance of the system

Fall 2002 & Spring 2003 The unit is implementing the first steps of its assessment system. The unit and its professional community have developed some internal performance assessments based on professional, state, and institutional standards. Rubrics/ criteria for scoring and tests for credibility are being developed.

Fall 2003 & Spring 2004 The unit is in the second year of implementing its assessment plan. The unit is using internal performance assessment based on professional, state, and institutional standards to identify the competence of ALL candidates. A system for testing the credibility of the assessments has been developed.

Fall 2004 & Spring 2005 The unit’s assessment system is being implemented, evaluated, and refined. Performance assessments are being tested for credibility. Data on candidate performance from external and internal measurements have been compiled and are being used to improve programs

Let’s Talk

Think of a major assessment in one of your programs. What standard(s)/element does the assessment address? Does it address the unit’s learning expectations as stated in the CF? Do all candidates in the program take this assessment? When? Is the grading consistent across the program? Is the assessment unbiased and accurate? Have the data been summarized and analyzed? Would the data convince a BOE team that you are meeting this element of the standard?

Ask yourselves How will you convince the BOE team that the assessments you are using are credible? How will you summarize the data to provide an overall picture of candidate performance in the institutional report?