2 Candidate Performance Candidate Knowledge, Skills, & Dispositions Assessment System and Unit Evaluation Unit Capacity Field Experiences and Clinical Practice Diversity Faculty Qualifications, Performance, and Development Unit Governance and Resources
3 Components of Standard The Standard Rubrics Supporting Explanation
4 Candidate Knowledge, Skills, and Dispositions Standard 1
5 The Standard 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.
6 Content Knowledge for Teacher Candidates (Initial and Continuing Preparation of Teachers) UnacceptableAcceptableTarget Teacher candidates have inadequate knowledge of subject matter that they plan to teach as shown by their inability to give examples of important principles or concepts delineated in professional, state, and institutional standards. Fewer than 80 percent of the unit’s program completers pass the academic content examinations in states that require such examinations for licensure. Teacher candidates know the subject matter that they plan to teach as shown by their ability to explain important principles and concepts delineated in professional, state, and institutional standards. Eighty percent or more of the unit’s program completers pass the academic content examinations in states that require such examinations for licensure. Teacher candidates have in-depth knowledge of the subject matter that they plan to teach as described in professional, state, and institutional standards. They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject. All program completers pass the academic content area examinations in states that require such examinations for licensure.
7 Dispositions for All Candidates UnacceptableAcceptableTarget Candidates are not familiar with professional dispositions delineated in professional, state, and institutional standards. They do not model these dispositions in their work with students, families, and communities. Candidates are familiar with the dispositions expected of professionals. Their work with students, families, and communities reflects the dispositions delineated in professional, state, and institutional standards. Candidates’ work with students, families, and communities reflects the dispositions expected of professional educators as delineated in standards. Candidates recognize when their own dispositions may need to be adjusted and are able to develop plans to do so.
8 Supporting Explanation: The public expects that teachers of their children have sufficient knowledge of content to help all students meet standards for P–12 education. The guiding principle of the teaching profession is that student learning is the goal of teaching. NCATE’s Standard 1 reinforces the importance of this goal by requiring that teacher candidates know their content or subject matter, can teach effectively, and can help all students learn. All professional school personnel are expected to carry out their work in ways that are supportive of student learning.
9 Program Reviews as Evidence of Meeting Standard 1 National Reviews by SPAs (Specialized Professional Associations) State Reviews by the State Agency Responsible for Program Approval
11 5 Sections 1.6-page Context Statement –Course of Study –Number of completers –Brief information about faculty 2.List of assessments, scoring guides, and data tables being submitted 3.Table aligning assessments to SPA standards
12 4.Discussion of assessments and data –Content knowledge –Pedagogical and professional knowledge, skills and dispositions –Effects on student learning 5.3 pages delineating how faculty have used data to improve the program
13 Data available from national (& sometimes state) program reviews 1.State licensure exam for program area (if available—otherwise another content based assessment) 2.Content Assessment 3.Assessment of Planning (e.g., unit plan) 4.Student teaching/internship assessment 5.Assessment of candidate impact on student learning or providing a supporting learning environment 6.Other assessment to show SPA standards are met
14 How much data are needed? Beginning fall 2008, three years of data for both Spring 2011 On Site Visit –Data for three years 2006-2007 2007-2008 2008-2009 –SPA Reports due Feb 2009 for visit during Spring 2011.
15 And Remember Why We Are Doing All of this Work…