1. NCATE Unit Standards 1 and 2

2. NCATE Unit Standards
Developed with input from the professional community
Effective for all visits
Emphasize results over inputs

3. NCATE Vocabulary Accreditation Unit and unit review Unit Standards
Initial programs vs. advanced programs
Program review
SPA standards = program standards = professional standards
Candidates vs. students
BOE vs. UAB

4. The Six NCATE Unit Standards
Candidate Performance
Standard 1: Candidate Knowledge, Skills, and Dispositions
Standard 2: Assessment System and Unit Evaluation

5. The Six NCATE Unit Standards
Unit Capacity
Standard 3: Field Experiences and Clinical Practice
Standard 4: Diversity
Standard 5: Faculty Qualifications, Performance, and Development
Standard 6: Unit Governance and Resources

6. Structure of this Presentation
Standard 2: Assessment System and Unit Evaluation
Standard 1: Candidate Knowledge, Skills, and Dispositions
Quality of Evidence

7. Standard #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.

8. Standard #2 Assessment System and Unit Evaluation (element 1)
Unit has an assessment system
Developed by professional community
Reflects the conceptual framework
Identifies set of key comprehensive and integrated measures
Major assessments - wide range of proficiencies
Given to all candidates in program or unit
Developed based on the taught curricula
Could include the 6-8 assessments from the program review for units that submit program review documents

9. Standard #2 Assessment System and Unit Evaluation (element 1)
Measures/Assessments should be used to
Monitor candidate performance
Includes use of multiple assessments
Includes use of key transition points
Monitor unit operations
Aggregated data – overall performance of candidates; key systems including advising, placement, course sequencing, field experiences; technology needs, budget priorities, grad/employee studies, program reviews

10. Standard #2 Assessment System and Unit Evaluation (element 1)
The unit works to
Avoid and/or eliminate bias
Establish fairness
Establish accuracy
Establish consistency
See document on fairness, accuracy and consistency on NCATE website

11. Standard #2 Assessment System and Unit Evaluation (element 2)
Data collection, analysis, and evaluation
System is maintained, data are collected regularly on
applicant qualifications
candidate proficiencies
competence of graduates
unit operations
program quality

12. Standard #2 Assessment System and Unit Evaluation (element 2)
Data collection, analysis, and evaluation
System is maintained; data are collected from:
applicants
candidates
recent graduates
faculty
others in professional community

13. Data are regularly and systematically (element 2):
Compiled
Summarized
Analyzed
Maintained using information technology
Note: NCATE does not require electronic portfolios

14. Most Common Assessments at Key Decision Points
Initial Teacher Preparation
Before Entry to Exit from Program
Admission Clinical Practice Clinical Practice Completion
-GPA -GPA -Evaluation of -GPA
-Praxis I -GPA in education clinical practice -Praxis II
-Faculty recom- courses -Candidate -Candidate
mendations -Field experience portfolios portfolios
-Writing sample evaluations -Evaluation by -Student
-Technology -Dispositions program teaching
assessment assessments supervisor -GPA in educa-
-Oral com- -Unit/lesson plans -Teacher work tion courses
munications -Praxis II sample -Exit surveys
assessment -Teacher work -Unit/lesson plans -Self-assess-
samples -Dispositions ments
-Faculty recom- assessments
mendations

15. Most Common Assessments at Key Decision Points
Advanced Preparation
Before Entry to Exit from Program
Admission Clinical Practice Clinical Practice Completion
-GPA -GPA -Evaluation of -GPA
-GRE or MAT -Candidacy clinical practice -Theses/projects
-Faculty recom- -Course level -Candidate -Dissertations
mendations assessments portfolios -Comprehensive
-Writing sample -Dispositions examinations
-Interviews assessments -Candidate
-Candidate portfolios
portfolios tion courses
-Reflection papers -Praxis II
-Faculty recom-
mendations
-Completion of
credits

16. Standard #2 Assessment System and Unit Evaluation (element 3)
Use of data for program improvement
Unit systematically and regularly uses data to evaluate the efficacy of courses, programs, and clinical experiences
Changes in the unit are discussed and made based on systematic use of data
Candidate and faculty data are shared with candidates and faculty respectively to encourage reflection and improvement

17. Standard 1: Candidate knowledge, skills, and dispositions
Candidates preparing to work in schools as teachers or other professional 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.

18. Standard #1 Candidate Knowledge, Skills, and Dispositions
Candidates have knowledge, skills and dispositions
Content knowledge for teachers
Content knowledge for other school personnel
Pedagogical content knowledge
Professional and pedagogical knowledge and skills
Dispositions
Focus on student learning - teachers
Focus on student learning – other prof. personnel

19. Standard #1 Candidate Knowledge, Skills, and Dispositions
Assessments indicate that candidates meet
Professional standards
State standards
Institutional standards
All should be covered in the proficiencies identified in the conceptual framework

20. Content knowledge (teacher can.)
Candidates know subject matter
Candidates can explain concepts in professional, state, and institutional standards
Eighty percent of program completers pass the state licensing exam in content, in states that have such exams

21. Content knowledge for other prof. school personnel
Other school personnel know their fields
Other school personnel can explain principles and concepts delineated in professional, state, and institutional standards
Eighty percent of program completers pass the state licensing exam, in states that have such exams

22. Pedagogical content knowledge for teacher candidates
Candidates have broad knowledge of instructional strategies – ped. and cont.
Candidates can present content in clear and meaningful ways
Candidates can integrate technology in presenting

23. Professional and pedagogical knowledge and skills for teacher candidates
Candidates can apply their professional and pedagogical knowledge and skills
Soc., historical, phil. foundations
Professional ethics, law and policy
Candidates consider school, family and community contexts
Candidates consider prior student experiences

24. Professional knowledge and skills for other school personnel
Others have adequate understanding of prof. knowledge
They know students, families, and communities
They use research to improve practice
They use technology to improve practice
They support student learning

25. Dispositions
Candidates are familiar with expected dispositions of professionals
Values, commitments, and prof. ethics that influence behaviors, affect student learning, and professional growth
Dispositions in professional, state, and institutional standards are reflected in their work

26. Student learning Candidates focus on student learning as shown in:
Assessments of student learning
Use of assessments in instruction
Development of meaningful learning experiences based on developmental levels and prior experience

27. Student learning for other professionals
Other school personnel create positive learning environments
They understand:
Developmental levels
Student, family, and community diversity
The policy context in which they work

28. Assessing the quality of candidate assessments
Assessments should address the standard(s) and be consistent with the conceptual framework.
Assessments should be consistent across the program and/or unit.
Summarized data should suggest that most candidates are able to successfully complete the assessment.
Assessments should improve instruction.

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

30. Portfolios
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

31. Test Results Provide information from Title II Report
Provide trend data where possible (3 yrs.)
Present summarized data at the initial level
Present summarized data at the advanced level

32. 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

33. Assessing Field Experiences and Clinical Practice
Data should be summarized
The areas assessed linked to the conceptual framework and the standards
Provide evidence of a true partnership with K-12 schools
Provide evidence of systematic evaluation

34. 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 below 55%; (e) findings in quantitative terms; and (f) narrative of meaning of findings
Be certain to include the response rates!

35. Resources for Understanding the Unit Standards
NCATE Website – Resources Page
Presentations
Sample IR reports (see Standards 1 and 2)
BOE training modules
Articles on performance assessment
NCATE publications
BOE Update