1. BIR Update Program Sampling Cluster November 2010 Ensuring Educator Excellence

2. 2 Topics to be Addressed—Part I 1. Accreditation Handbook 2. Team Member Ethics 3. Responsibilities Prior to Arriving at the Site 4. Travel Information 5. Technology on the Visit

3. 3 Topics continued 6. Working as a team member 7. Interview strategies 8. Standard Findings 9. Accreditation Recommendation 10. Evaluating the visit Plus Part II—Program Sampling

4. 4 Accreditation Handbook ► ► Accreditation Handbook (2009)   Best resource for team members   Chapter 10: Accreditation Site Visit Team Member Information   Review this chapter before arriving at the site visit

5. 5 Team Member Ethics ► Accreditation requires the highest standard of ethical behavior and professionalism  Interviews are held in strict confidence  Team deliberations are confidential and not to be shared with non-team members ► Ethical and professional behavior of BIR members should not end when the site visit is complete:  BIR members should never discuss the details of a review with others  While reports are public, BIR members must always use good professional judgment when asked about reviews The success of the accreditation system depends upon YOU!

6. 6 Prior to the Visit   Make travel arrangements   Submit food/special needs   Read document (s) appropriate for your team assignment   Review electronic evidence   Formulate basic questions Member information page

7. 7 Travel Information ► ► Team Member Information from Teri A. ► ► Use Travel Store to book flights ► ► Use the most economical mode of transportation   Hotel shuttle, if available   A Shuttle Service   A Taxi if necessary ► ► Submit transportation receipts for reimbursements !

8. 8 Technology at the Visit ► Standards documents—electronic ► Site Visit Documentation—electronic ► Exhibits—Usually electronic  Notify staff if you plan to bring a laptop  Notify staff if you will need a hard copy of your document (s)

9. 9 Working as a Team Member ► Understand your assigned role ► Leave your own program at home ► Use your time wisely ► Understand the timelines for getting draft of report submitted to team lead ► Assist in gathering information for other team members ► Participate in team discussions

10. 10 Interview Strategies 1. 1. Introduce Yourself 2. 2. Explain Why You Are Interviewing Each Person 3. 3. Reduce Anxiety 4. 4. Assure Confidentiality 5. 5. Maintain a Professional Perspective 6. 6. Use Active Listening 7. 7. Take Notes 8. 8. Ask Questions Related to Standards 9. 9. Avoid Questions That Can Be Answered “Yes” or “No” 10. 10. Pursue Questions Until You Are Sure They Are Answered 11. 11. Do Not Accept Unsupported Conclusions 12. 12. Be Aware of Time—Adhere to the Schedule 13. 13. Ask a Wrap-Up Question 14. 14. Cross-Check Information

11. Interviews ► Program Coordinator—morning of the first full day (Monday) ► Group Interviews—across your programs  Candidates  Completers  Supervisors—program and district or Support Providers  Faculty/Instructional Personnel  Employers 11

12. Group Interviews ► Use the Interview Placemat to tally individuals, by program and constituency ► Know who/which program responds to each question ► Confirm information shared with others in the room, across programs  Solicit input from everyone in the group  Moderate those individuals who want to respond to each question 12

13. Focus/Purpose of Interviews ► Day 2—am: Exploring and Gathering  “Tell me about the program…”  “Describe your role in…” ► Day 2—pm: Confirming and Clarifying  “Let me see if I understand…can you share with me…”  “ 13

14. Purpose of Interviews-Day 3 ► Day 3—am: Final Issues  “I have talked with a good number of individuals, I have 2 or 3 specific questions for you and then will invite you to share any comments you have…” 14

15. 15 Standard Findings The team must reach a decision on each standard— Common and Program — Met—All phrases of the standard are evident and effectively implemented. Met with concern (s)—One or more phrases of the standard are not evident or are ineffectively implemented. Not Met — Significant phrases of the standard are not evident or are so ineffectively implemented that it is not possible to see the standard in the program.

16. 16 Accreditation Recommendation ► Accreditation ► Accreditation with Stipulations ► Accreditation with Major Stipulations ► Accreditation with Probationary Stipulations

17. 17 Stipulations ► If the recommendation is not “Accreditation,” the team must write proposed stipulations. ► Identify the specific area where the institution/program is not meeting the standard(s). ► Consultant and Team Lead will guide this process.

18. 18 Evaluating the visit   Electronic survey ► ► Team members ► ► Team Lead ► ► Institution Complete the survey within one week. Contact Administrator of Accreditation (or Division Director) if concerns you do not want to put into writing.

19. 19 Topics to be addressed—Part II 1. 1. Program Sampling Process 2. 2. Addressing areas of concern in one program when all others are OK. 3. 3. Format for Program Reports 4. 4. MS and SS programs--TPA 5. 5. Intern programs—   Early Completion Option and how this impacts the findings on program standards.   120 hour Pre-service requirement and how this is reviewed at the site visit 6. 6. How to review programs that are transitioning from one set of standards to another 7. 7. Prior to the Visit

20. Program Sampling ► Focus at the 10,000 foot level—Do not consult the adopted program standards  Program Design  Course of Study (Curriculum and Field Experience)  Candidate Competence ► Interview across Programs, but within one constituency 20

21. Assigned Programs ► Usually teaching or services programs ► Assigned to 3-4 specific programs before arriving at the visit ► If the institution sponsors a single program, the Program Sampling team member will also focus on one or two Common Standards 21

22. Program Sampling Assignments 22 Program Sampling Team Member 1. MS/SS Preliminary Program 2. Education Specialist :MM Program 3.Reading Certificate Program Sampling Team Member 1.Administrative Services Preliminary Program 2.PPS-Counseling Program 3.PPS-School Psychology Program Program Sampling Team Member 1.BTSA Induction Program 2.Common Standard Focus

23. Prior to arriving at the site visit ► For each program read  Program Summary  Preliminary Report of Findings  Biennial Report  CTC Feedback to the Biennial Report ► For each program complete  Program Planning Document 23

24. Program Summary (PS) ► Read PS as the introduction to each of your assigned program(s) ► Program Narrative is available for reference but does not need to be read prior to arriving at the site visit 24

25. PA Preliminary Report of Findings ► Review the Preliminary Report of Findings for each program assigned to you  Look over the standards where the initial readers asked questions—note the issues for the interviews.  If any standards have not been deemed “Preliminarily Aligned” plan to investigate with Program Coordinator and appropriate stakeholders  Note-- 25

26. 26 Utilizing Biennial Reports ► Carefully read the Biennial Reports for each of your assigned programs.  Note the key assessments reported on in the BR  Note the program modifications identified in the BR ► Review CTC Feedback on the Biennial Reports ► Decide if any note should be made on the Planning Document regarding the BR or assessments used in the program

27. Program Planning Document ► Complete a Program Planning Document for each program assigned to you  Note any concerns within the 3 ‘categories’  Identify specific questions you want to ask for certain  Identify evidence to review at the visit 27

28. 28 Program Standards ► ► Responsible for familiarity with the set of program standards you are assigned to focus on ► ► Visit the Program Standard web page http://www.ctc.ca.gov/educator-prep/STDS-prep- program.html ► ► Flash Drive will have an electronic copy of the standards ► ► State Consultant is the resource on interpretation of program standards

29. 29 Addressing areas of concern ► If concerns are raised in the interviews or review of evidence, investigate and draw conclusion about  The issue  The program or programs involved ► As soon as possible, update the team lead or the state consultant— do not move to the standard level until the team lead has agreed

30. If You Move to a Standard Focus ► Identify which standard or standards in which program or programs—use Standards Categories document if needed ► Team Lead will update the dean/director ► For the identified program(s) investigate the issue relative to the adopted standard language 30

31. Drafting the Program Report ► Use PS as the very rough draft of the program report  Delete text that is too specific for the COA (i.e. course listings)  Confirm all text that remains  Remove text if no confirmation  Cite evidence gathered at visit  Add examples gathered in interviews or documentation 31

32. 32 Report Format ► ► The report on each Program is about two-three pages in length. ► Team members should be able to corroborate their findings with multiple sources of evidence. ► Statements made in the Team Report must be tied to the standard. ► ► Use Times New Roman, 12 pt., 1 inch margins, single spaced.

33. 33 Report writing ► No personal opinions. ► No identification of individuals—either positive or negative. ► Grammar and spelling do count. ► This is a public, professional document. ► In identifying groups of people, use candidates for those in preparation programs and students for those in K-12 schools.

34. Program Report Template ► Program Report Template—First Evening!  Copy and paste from the Program Summary into the Report Template  Only take language that has been confirmed and add language that cites evidence and gives examples. ► Findings on standards—boiler plate language. If not all standards are met, provide a “Rationale” 34

35. Multiple and Single Subject ► Teaching Performance Assessment (TPA)  CalTPA  PACT  FAST ► Sample questions for a variety of stakeholders 35

36. 36 Intern Programs MS and SS Intern Programs   Early Completion Option MS, SS, and Ed Sp Intern Programs   120 hour Pre-Service

37. 37 Transitioning Programs ► ► May not have completed Program Assessment ► ► Review the program through Program Sampling ► ► If issue is found and you move to the standard level: Need to hold the transitioning program to all concepts in both the new and prior standards

38. 38 Programs Transitioning ► MS/SS Clear ► Career Technical Education ► Education Specialist Programs ► Reading Certificate and Credential ► Adult Education ► Teacher Librarian Programs will complete Program Assessment 6-12 months after completing the transition

39. Timeline Prior to Arriving at SV ► 2 Months Prior to the Site Visit  Expect to receive the documents from the state consultant/team lead or download from the accreditation web page ► 1 Month prior to the Site Visit  Working on the Program Planning Document ► 1 Week prior to the Site Visit  Program Planning Document completed—email to team lead, may have phone call 39