1. Performance-Based Accreditation
NCATE
Performance-Based Accreditation

2. NCATE
Recognized by U.S. Dept. of Ed. as an accrediting body for SCDE’s
Scope includes programs that prepare teachers and other professional personnel for work in elementary and secondary schools
NCATE accredits the unit, not individual programs

3. NCATE’s Member Organizations
State &
Local
Policymakers
Teacher
Education
Specialized
Professional
Associations
Teachers

4. NCATE = 30+ Ed. Associations
NCATE constituents are divided into 4 quadrants:
Teacher education (AACTE)
Teachers (NEA/AFT)
State and Local Policy Makers (CCSSO, NSBA, NASBE, State standards boards)
Specialized Professional Organizations (NCTM, NCTE,NCSS, NSTA)

5. NCATE’s Mission
Accountability
Improvement

6. Accreditation Voluntary On-going (Initial and Continuing) Peer review
Public
High stakes

7. Accreditation Process
Self-study by Institution
Program Review Process using appropriate program standards (where applicable)
On-site visit by BOE team using Unit Standards
Accreditation decision by Unit Accreditation Board

8. Program Review Process
Programs need to be reviewed by experts
NCATE has different relationships with states to ensure that this done
Some states require a program review by NCATE and some conduct the review themselves
Programs reviews happen before or during the visit
BOE members will review the reports on programs provided by NCATE or by the state.

9. NCATE Unit Standards 1. Candidate skills, knowledge and dispositions
2. Assessment system and unit evaluation
3. Field experiences and clinical practice
4. Diversity
5. Faculty qualifications, performance, and development
6. Unit governance and resources

10. What does performance-based accreditation mean?
Performance-based accreditation means accreditation based on results, results that demonstrate that candidates know the subject matter and can teach effectively so that all students learn.

11. Institutional Reports
The Institutional Report for First-time (100 pages) and Continuing Accreditation (50 pages)
Overview of the unit, including descriptions of programs
A separate response for each of the six standards
Responses to all standards shall address each element of the standard
Data tables required by NCATE & others identified by the institution

12. IR Outline Overview (2 sections, 3 pages, 2 tables)
Conceptual Framework (2 sections, 3 pages)
Standard 1 (7 sections, 12 pages, 2 table)
Standard 2 (3 sections, 6 pages, 1 table)
Standard 3 (3 sections, 6 pages, 1 table)
Standard 4 (4 sections, 6 pages, 3 tables)
Standard 5 (6 sections, 6 pages, 0 tables)
Standard 6 (5 sections, 4 pages, 0 tables)

13. IR: Standard 1a 1a. Content Knowledge for Teacher Candidates
If the state has a licensure test for content, what is the overall pass rate? What programs do not have an 80% or above pass rate? ADD TABLE

15. IR: Standard 1a (cont.)
What other key assessments provide the unit information about candidates’ content knowledge as expected in professional, state, and institutional standards? What do the data indicate about the candidates’ knowledge? (Institutions that have submitted programs for national review or a similar state review are required to respond to this question only for programs not reviewed such as master’s programs for licensed teachers.)

16. IR: Standard 1a (cont.)
What do follow-up surveys of graduates and employers indicate about graduates’ preparation in the content area? (A table summarizing the results related to content knowledge could be included here.)

17. Option for each standard in the IR
What does your unit do particularly well related to Standard 1?
What research related to Standard 1 is being conducted by the unit?

18. Who’s on the on-site team?
All NCATE team
No state team
Joint team
NCATE team and state team work together
Concurrent team
NCATE team and state team work separately
Also present
State representative
NEA/AFT representative

19. Board of Examiners Teams
Teacher
Education
Specialty
& Policy
Teachers

20. Each BOE team includes at least one:
Teacher educator
Teacher
Representative from other constituent groups
On joint visits, teams also include State BOE members

21. BOE Activities while On-Site
The team will
examine the data generated by the unit’s assessment system and review other evidence supplied by the unit.
conduct individual and group interviews.
determine if the Standards are met.
write the BOE Report

22. BOE Activities while On-Site
BOE will use the rubrics associated with the standards to make judgments about the extent to which the unit is meeting the standards. Use of the rubrics will:
identify areas in which the judgments of team members differ
alert team of needed additional data gathering activities; and
focus discussion as BOE deliberates on its findings

23. The Exhibit Room should include:
Internal and external evidence being collected that demonstrates that the unit is meeting the standards, including state test scores, employer and graduates surveys, assessments of F.E.

24. The Exhibit Room should include:
Evidence that is clearly labeled and keyed to the standards and elements
Evidence from external and internal sources that is currently being collected
Assessment evidence that is presented in summary form
Evidence that demonstrates that previously cited areas for improvement have been met

25. Types of Evidence Standard 1 Standard 2
Summaries of candidate assessments
Summaries of candidate work
Results of state assessments
Program reviews and program review docs.
Standard 2
Conceptual Framework
Assessment system or assessment system plans
Sample candidate assessments
Unit evaluations

26. Types of Evidence Standard 3 Standard 4
Descriptions of field experiences
Faculty evaluations of candidates
Summary results of candidate assessments
Candidate work samples
Standard 4
Components of curriculum that address diversity
Assessments of proficiencies related to diversity
Evaluations of policies and practices related to diversity

27. Types of Evidence Standard 5 Standard 6
Samples of faculty publications
Faculty qualifications
Faculty development
Faculty evaluations
Standard 6
Unit budget, with provisions for technology
Lists of facilities, including computer labs and curriculum resource centers
Summaries of faculty workload
Prof.dev. expenditures

28. BOE Report An overview of the unit
A brief review of the conceptual framework, using the Structural Elements outlined in the standards as a guide
For each standard:
Findings of the BOE team (this includes a discussion of the evidence presented and reviewed)
A statement of areas for improvement and the supporting rationale for the areas for improvement

29. BOE Report (con’t)
A list of previously cited weaknesses/areas for improvement and whether they were adequately addressed or are no longer valid under the new standards
A BOE Recommendation as to whether the standard is met
A list of evidence that was reviewed and all persons interviewed

30. Accreditation Decisions
Continuing Institutions
Continuing Accreditation
Accreditation with Conditions
Accreditation with Probation
First-time Institutions
Accreditation
Provisional Accreditation
Denial of Accreditation

31. Continuing Accreditation Visit
Conditional
Probation
Within
2 years
Within 6 months
Within 18 months
Full Visit
Written
Documentation
Focused
Visit
Within 12 months
Accreditation
Accreditation
Revocation

32. NCATE timeline leading up to visit by the BOE team:
2 years prior - continuing institutions receive accreditation folder explaining accred. process and status of programs
12 months prior (February 1 or September 15) - Continuing institutions submit program review documents, according to state partnership agreement
12 months prior – institutions submit Date Preference Form

33. 6-3 months prior - Third party testimony 2 months prior –
Institutions submit Institutional Report (includes status report on programs)
Institutions host previsit by team chair
Visit - BOE members review institution, including using NCATE/state agency reports as evidence for Standard 1

34. NCATE timeline after the visit by the BOE team:
35 days after visit- BOE Chairs submit draft reports to NCATE; revisions occur, and NCATE sends final reports to institutions about three weeks later
1 month after receiving report - Institution submits rejoinder
April/March or Sept./Oct.- UAB Acts
Within 14 days after UAB meeting - NCATE sends Action Letter

35. What are the big questions?
Is this unit preparing quality candidates who can be effective educators?
How do we know?

36. The objectives of this three-day session include:
Reviewing evidence
Conducting interviews
Writing the BOE Report
Understanding the accreditation decisions
Understanding Conceptual Frameworks
Interpreting the NCATE standards