Commission on Teacher Credentialing Ensuring Educator Excellence 1 Biennial Report October 2008

Commission on Teacher Credentialing Ensuring Educator Excellence 2 History of Accreditation Former accreditation system – Six-year cycle of visits with large teams, little follow-up and no on-going activity Former accreditation system – Six-year cycle of visits with large teams, little follow-up and no on-going activity New accreditation system – Seven-year cycle, smaller teams, focus on common standards, follow-up as needed, required on-going activity New accreditation system – Seven-year cycle, smaller teams, focus on common standards, follow-up as needed, required on-going activity

Commission on Teacher Credentialing Ensuring Educator Excellence 3 Revised Accreditation System An underlying expectation of the revised accreditation system is that all accredited credential programs are engaged in: Continuous, on-going data collection about candidate competence and program effectiveness, an analysis of that data, and making programmatic improvements based upon that data.

Commission on Teacher Credentialing Ensuring Educator Excellence 4 Purposes of Accreditation Accountability to the public and the profession Adherence to Adopted Standards Ensuring High Quality Programs Encouraging Programmatic Improvements

Commission on Teacher Credentialing Ensuring Educator Excellence 5 3 Primary CTC Components in 7 Year Accreditation Cycle Program Assessment Site Visits Biennial Reports

Commission on Teacher Credentialing Ensuring Educator Excellence 6 The Complete Cycle Year 3, Biennial Report Year 4, Program Assessment Year 5, Biennial Report, Prepare for Site Visit Year 6, Site Visit Year 7, Follow-Up Year 1, Biennial Report Year 2, Collect Data

Commission on Teacher Credentialing Ensuring Educator Excellence 7 Relationship to the Standards Common Standard 2 – Unit and Program Evaluation System The education unit implements an assessment system for ongoing program and unit evaluation and improvement. The system collects, analyzes, and utilizes data on candidate and program completer performance and unit operations. (continued on next page)

Commission on Teacher Credentialing Ensuring Educator Excellence 8 Common Standard 2 (continued) Assessment in all programs include on-going and comprehensive data collection related to candidate qualifications, proficiencies, competence, and program effectiveness. Data are analyzed to identify patterns and trends that serve as the basis for programmatic and unit decision-making.

Commission on Teacher Credentialing Ensuring Educator Excellence 9 Common Standard 9 Assessment of Candidate Competence Candidates preparing to serve as teachers and other professional school personnel know and demonstrate the professional knowledge and skills necessary to educate and support effectively all students in meeting the state- adopted academic standards. Assessments indicate that candidates meet the Commission- adopted competency requirements, as specified in appropriate program standards.

Commission on Teacher Credentialing Ensuring Educator Excellence 10 Biennial Report Two sections to the report: A – Report on each approved program A report for each approved program that includes aggregated data, analyses, and program modifications Focus is on candidate performance About 10 pages B - Overall trends and institution action plan submitted by the Dean.

Commission on Teacher Credentialing Ensuring Educator Excellence 11 Biennial Report, Section A Purpose: Snapshot of Institution’s processes for utilizing candidate and completer data to increase program effectiveness. Part I. Contextual Information Part II. Assessments of Candidates and Completers Part III. Analyses of data Part IV. Proposed Program Changes

Commission on Teacher Credentialing Ensuring Educator Excellence 12 Section A Program Specific Information Part I. Part I. Contextual Information – General information to help reviewers understand the program, the context in which it operates and what has changed significantly since the Commission approved the current program document. 1 page

Commission on Teacher Credentialing Ensuring Educator Excellence 13 Examples of Context Number of candidates and completers When begin/end program? Cohort model? Program Features Internship? Bilingual program? Serves inner-city schools? Changes since the last site visit/approval

Commission on Teacher Credentialing Ensuring Educator Excellence 14 Section A continued Part II. Assessments of Candidates and Completers Program describes assessment procedures and instruments it uses to ensure that candidates have the requisite competencies and that the program is effectively meeting its candidates’ academic and professional growth needs.

Commission on Teacher Credentialing Ensuring Educator Excellence 15 Assessments of Candidate Competence, cont. Describe the key assessments used to make decisions about candidate competencies, and program effectiveness (e.g., TPA, portfolios, employer data, retention data or observations) (4-6 assessments), Describe the data collection process, and Provide summaries of the identified assessments, including mean, standard deviation, or other descriptive statistics.

Commission on Teacher Credentialing Ensuring Educator Excellence 16 Examples of Assessments of Candidate Competence Candidate competence can be demonstrated throughout coursework or fieldwork: * critical assessments in coursework * evaluation of fieldwork/practicum/clinical practice * demonstrations/presentations prior to being recommended for a credential * teaching performance assessment Others

Commission on Teacher Credentialing Ensuring Educator Excellence 17 Examples of Assessments of Program Effectiveness Program effectiveness can be assessed through Program effectiveness can be assessed through * post program surveys * employer feedback * hiring information * retention rate in employment Others

Commission on Teacher Credentialing Ensuring Educator Excellence 18 Additional Information Include a Include any additional information about candidate performance or effectiveness that is collected and analyzed that informs programmatic decision making? * Requests for expansion * Change in district partners * Other

Commission on Teacher Credentialing Ensuring Educator Excellence 19 Section A continued III. Analyses of Data Program analyzes data and interprets the results within the context of the program and relevant standards. Program discusses results of analyses within the context of the current instructional and fieldwork offerings. 1-3 pages

Commission on Teacher Credentialing Ensuring Educator Excellence 20 Analyses of Data Describe what the analysis of the data says about candidate competence or program effectiveness for each assessment used Note strengths of the program Identify and discuss areas for improvement that have been identified through the analyses of the data, and Describe changes the program believes should be made to improve candidate readiness and program quality.

Commission on Teacher Credentialing Ensuring Educator Excellence 21 Example of Analyses of Data First time passage rates for TPA tasks 1, 2, and 4 are strong. First time passage rates for TPA task 3 lag considerably behind. First time passage rates for TPA tasks 1, 2, and 4 are strong. First time passage rates for TPA task 3 lag considerably behind. Explanations include that administration of TPA task 3 comes too early in the student teaching semester. Explanations include that administration of TPA task 3 comes too early in the student teaching semester.

Commission on Teacher Credentialing Ensuring Educator Excellence 22 Section A continued IV. Use of Assessment Results to Improve Candidate and Program Performance any changes necessitated by analyses of the data and links those changes to the relevant standards. The program describes any changes necessitated by analyses of the data and links those changes to the relevant standards. 1-2 pages

Commission on Teacher Credentialing Ensuring Educator Excellence 23 Proposed Program Changes List program modifications that are planned based on the analysis of the data Note how the modifications strengthen the programs alignment with the Program or Common Standards

Commission on Teacher Credentialing Ensuring Educator Excellence 24 Example of Proposed Program Change Proposed change: provide more direct instruction and practice, revise student learning outcomes to better reflect task 3 skills, consider administering task 3 later in the semester. Proposed change: provide more direct instruction and practice, revise student learning outcomes to better reflect task 3 skills, consider administering task 3 later in the semester.

Commission on Teacher Credentialing Ensuring Educator Excellence 25 Biennial Report, Section B All program reports are submitted to a central individual: Dean, Director or Superintendent Office reviews all Program Reports (Section A) Identifies and discusses: Trends Areas of strength Areas for improvement Next steps or a plan of action for institution Summary is signed and submitted by the unit leader: Dean, Director of Education, Superintendent, or Head of the Governing Board of the Program Sponsor. 1-2 pages

Commission on Teacher Credentialing Ensuring Educator Excellence 26 Page Parameters Each part has a suggested page limitation. Each program’s Section A of the report should be approximately 10 pages. Section B should be only 1-2 pages. Typically, additional evidence will be submitted during Program Assessment and the Site Visit.

Commission on Teacher Credentialing Ensuring Educator Excellence 27 Due dates Three Cohorts Due in Fall 2009: Red, Yellow, Indigo Select one of the following August 15, 2009 October 15, 2009 December 15, 2009 Focusing on the , candidate cohorts (approx. July 2007-June 2008)

Commission on Teacher Credentialing Ensuring Educator Excellence 28 How will Biennial Reports be Reviewed? staff will review the reports and, if necessary, seek additional information. CTC staff will review the reports and, if necessary, seek additional information. Feedback will be provided to program sponsors in a timely manner--6-8 weeks Feedback will be provided to program sponsors in a timely manner--6-8 weeks A summary of the information from the Biennial Reports will be shared with the Committee on Accreditation. A summary of the information from the Biennial Reports will be shared with the Committee on Accreditation.

Commission on Teacher Credentialing Ensuring Educator Excellence 29 Review of Biennial Reports Was a report submitted? Did the report include aggregated candidate data? Was the data analyzed? Are the planned modifications linked to the analysis of the data presented

Commission on Teacher Credentialing Ensuring Educator Excellence 30 Uses for Biennial Reports Reports will be provided to review teams for both Program Assessment and the Site Visit. All of the accreditation activities together (Biennial Reports, Program Assessment and Site Visits) give a more comprehensive picture of a program sponsor over time.

Commission on Teacher Credentialing Ensuring Educator Excellence 31 Resources The Biennial Report template and more can be found at: prep/program-accred-biennial-reports.htmlhttp:// prep/program-accred-biennial-reports.html Questions? Cheryl Hickey or Rebecca Parker