1. The next generation of NCATE program standards
July 6, 2009
Rachelle Bruno, Task Force Chair
Emerson Elliott, NCATE
Please remember to set-up your audio
Go to “tools”, then “audio”, then “audio set-up wizard”
For those of you who have a microphone, we will do a “microphone sound check”
one by one starting at 1:30
1:30pm – First audio sound check
1:45pm - Second audio sound check
1:55pm - Final audio sound check
2:00pm Webinar will begin 1 1

2. Orienting you to today’s web-conference format…

4. Agenda Why a Task Force? What will remain the same? What will change?
The principles
Formatting changes
Questions? Comments?

5. What NCATE has been told about program standards and program reviews
There are too many standards for any specialty area
The standards look too different from one specialty to another and cover different kinds of topics
The standards were written before NCATE’s shift in program review reports and evidence and do not fit program reviews
The review process takes too much time
The review process costs more than its value
Reviewers reach inconsistent conclusions 5 5

6. SPA program standards are the basis for program review
NCATE concluded in 2007 that guidelines for writing of SPA standards need to be updated and revised
Take comments into account
Look at the research and knowledge base
Take account of the national debate on standards
Create a Task Force on Program Standards
Rachelle Bruno, Chair, Northern Kentucky University
Gene Martin, former Chair of SASB, Texas State University-San Marcos
Joe Prus, Executive Board, Winthrop University
Gail Dickinson, Chair of SASB P&E Committee, Old Dominion University
John Johnston, SASB, University of Memphis
Charles Duke, Chair of SASB, Appalachian State University
Ron Colbert, SASB, Fitchburg State University
Work now ready for a final round of vetting 6

7. What guidelines remain the same?
Standards focus on student learning
Standards describe and use the knowledge base and evolution of state and national standards
Standards describe what candidates should know and be able to do 7 7

8. What Guidelines are new?
Four Principles to guide standards development
Principles draw from current research findings
Formatting guidelines to create a common structure
Guidelines for evidence limit number of required assessments and limit program decision to “preponderance” of evidence.

9. The principles, p. 8
Candidates’ knowledge of content they plan to teach or use as other school professionals and their ability to explain important principles and concepts (p. 8).
Effective teaching strategies that make the discipline comprehensible to P-12 students (p. 9).
Candidates’ ability to apply their knowledge by creating and maintaining safe, supportive, fair, and effective learning environments for all students (p. 13).
Candidates knowledge of professional practices in their field and readiness to apply them (p. 15). 9 9

10. About the principles p. 7 Serve several purposes
Structure SPA standards so they will be perceived as more coherent by institutions
Create a common expectation that SPAs will apply important research findings to their standards
Direct the focus of standards to core areas of knowledge and skills that candidates need for teaching or other professional roles in education
Assure alignment with NCATE unit standard 1
Draw directly from the model of “core propositions” or “principles” to guide standards writing that NBPTS and INTASC have followed

11. Questions or Comments?

12. Other School Professionals, p. 22
May make a case for adapting the principles
Focus on student learning
Base on research in the specialized field

13. About formatting, p. 17
Standards are written around the four principles
Standards and elements; elements appear in the language of the standard
Numerical limits –
4-7 standards
up to 4 elements per standard
Program review decisions made on the standard not element level based on preponderance of evidence
SPA-specific not generic

14. Questions or Comments?

15. Optional features p. 23
SUPPLEMENTAL DOCUMENT - Elaborated and comprehensive description of good preparation programs. Might include:
Curricula
Clinical and field experiences
Faculty qualifications
Technology
Assessments
Relationship to school partners
SPAs may specify up to one additional assessment beyond the five specified by NCATE (Assessment #6)
SPAs may have a clinical/field standard when the field requires something different from the institutional norm

16. Other comments???

17. Additional opportunities for comment
Meetings with SPAs (Emerson Elliott and Margie Crutchfield)
Electronic input (

18. THANK YOU!!!