PESB Standards Standard 4: Program Design

How Standards are Judged Standards are deemed unmet, met or exemplary. A standard is deemed ‘met’ if: A program offers credible evidence which is related to the standard being addressed. A program offers evidence which reflects the program. A program offers evidence from a multitude of sources. Some of the evidence is student- or candidate-based. The evidence as a whole is persuasive.

How Standards are Judged Continued A standard is deemed ‘exemplary’ if: All of the requirements under the ‘met’ rating are addressed. The requirements listed under met are addressed. The committee members demonstrate initiative by presenting cohesive, innovative data.

Standard 4: Program Design This standard is concerning recruitment, field experience, collaboration, diversity and transition to the field.

Standard 4.1a Coherence of Curriculum, Instruction, Field Experience, Clinical Practice, Candidate Assessment and Program Evaluation In order to meet this standard, programs are to demonstrate coherence of curriculum, instruction, field experience, clinical practice, candidate assessment and program evaluation. Evidence includes publications, syllabi and examples of how the program is aligned with specific standards given in the handbook.

Standard 4.1d State Goals for Standard 5 The conceptual framework should be aligned with the expectations of standard 5. To achieve and exemplary rating, faculty may demonstrate an understanding of how their program is aligned with the requirements of standard 5.

Standard 4.2a Recruitment, Admittance, Retention and Transition of Candidates The PEAB is currently working to open communication with the Cross Campus Education Committee to discuss and define how programs may go about each of these stages during a student’s college career. Evidence includes WEST-E and WEST-B scores, personalized lesson plans, program redesign documents, disposition assessments and regional/district assessments.

Standard 4.2c Faculty Review of Recruitment and Retention Data Programs can share data with PEAB to discuss and define the backgrounds of candidates. The needs of candidates during their education should be properly documented as well. Evidence includes a self-study, student feedback surveys and recruitment and retention plans.

Standard 4.3b Field Experience is Integrated Throughout Program Instruction Faculty are encouraged to collaborate to ensure that candidates are provided with the necessary tools through their education. Candidates should reflect upon their learning experience while faculty strive to provide as diversified of an education as possible. Evidence includes handbooks, field assessments, field syllabi, placement records and the candidate reflection for final evaluation.

Standard 4.4a Faculty Collaborate for the Sake of Program Improvement Faculty are to meet regularly to discuss program goals and progress. Evidence includes strategic plans, timelines, benchmarks and decisions inspired by stakeholder input.

Standard 4.4b Faculty Collaborate with Specialist Faculty from each program are to collaborate with a specialist of the standards in order to make informed decisions regarding their program. To achieve an exemplary rating, a program may contribute in the development of standards. Evidence includes feedback and assessment from collaborators.

Standard 4.4c Workforce Development The faculty within a program, among multiple programs and with a local school may collaborate to find a shared vision of the roles of candidates. Evidence includes video clips, written agreements and design elements that are in response to P-12 needs.

Standard 4.4d Involvement in the Broader Professional Community While faculty within a common institution are encouraged to collaborate, certain members of the institution should take part in gatherings of a state or national caliber for the benefit of the faculty. To achieve an exemplary rating, faculty may demonstrate their leadership by means of articles and other publications, grants, research, design proposals and documentation of correspondence with stakeholders.

Standard 4.4e Collaboration with Under-Represented Populations Faculty are encouraged to reach out to under-represented groups for input regarding program design and individual contribution. Evidence includes video clips, blog posts, case studies and program design based on conversations with under- represented groups.

Source for Information All information is paraphrased from the Professional Educator Standards Board (PESB) website.