1. Tuesday, April 19, 2011 Van Houten South 9:30 a.m. – 4:00 p.m. 9:30 – 10:30Introduction, Overview and Timeline 10:30 – 12:00Sharing SPA data by program 12:00 – 12:30Lunch will be provided 12:30 – 1:00Overview of Standards needs 1:00 – 1:50Dr. Phillip Ginnetti sharing his experiences as an NCATE Board of Examiner 1:50 – 2:00Break 2:00 – 4:00Review of Conceptual Framework

2. Program assessment and continuous improvement of our programs NCATE is an institution-wide effort. NCATE is faculty-driven. NCATE Standards are developed by the profession, not by NCATE.

3. Consists of:  Art Education  Early Childhood & Special Education  Health & Physical Education  Middle & Secondary Education  Music Education  Professional Studies  Speech - Language Pathology

4. Edinboro University’s Assessment System Professional Standards Edinboro University’s Mission/Goals State Licensure Requirements Unit Mission/Goals CONCEPTUAL FRAMEWORK Performance- Based Assessments Advanced Certification Major Assessments Candidate Data Unit/Program Data Transition 1 Admission Transition 2 Pre-Candidacy Transition 3 Candidacy Transition 4 Clinical Experience Program Review Transition 5 Graduate Unit and Program Improvement Plans Initial Certification

6. Conceptual Framework: What are the basic tenets of the conceptual framework and how has the conceptual framework changed since the previous visit? Standard One: What do candidate assessment data tell the unit about candidates’ meeting professional, state, and institutional standards? For programs NOT nationally/state reviewed, summarize data from key assessments and discuss these results. Standard Two: How does the unit use its assessment system to improve the performance of candidates and the unit and its programs? Standard Three: How does the unit work with school partners to deliver field experiences and clinical practice to enable candidates to develop the K, S, Ds necessary to help all students learn? Standard Four: How do the assessments demonstrate that candidates can demonstrate and apply proficiencies related to diversity? Do experiences provided for candidates include working with diverse populations, including higher education and P-12 school faculty, candidates, and students in P-12 schools? Standard Five: How are faculty qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance? Do they collaborate with colleagues in the disciplines and schools? Does the unit systematically evaluate faculty performance and facilitate professional development? Standard Six: How does the unit provide leadership authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards?

8.  Describe work done to move towards target  Significant changes related to improvement of the selected standard

9.  Meet the same standards as on-campus ◦ How do distance education programs ensure  field experiences are well sequenced  supervised by trained personnel  Integrated into the program

10.  The following ten questions have been approved  by the UAB as guides for BOE teams and  institutions in the assessment of distance  learning programs. These questions were  developed to assist teams and units in  determining whether distance learning offerings  meet NCATE standards to the same degree as  other programs offered by the unit through  traditional means.  http://www.ncate.org/documents/boeMaterials/  distlearning.pdf

11.  What assessments are used to monitor candidate performance and determine that proficiencies in standards are being met by candidates in distance learning programs?  What do the data suggest about the performance of candidates in distance learning programs as compared to candidates in traditional programs?

12.  What evaluations of the distance learning programs provide systematic and ongoing data for use in program improvement?  What changes have occurred as a result of these evaluations?

13.  How do distance learning programs in professional education ensure that field experiences and clinical practice are well sequenced, supervised by trained personnel and monitored by unit faculty, and integrated into the program?

14.  How does the unit ensure that the curriculum provided through distance learning reflect diversity and prepares candidates to work with all students?  How does the unit ensure that candidates interact with diverse faculty and peers?  How does the unit ensure that candidates work with diverse student populations?

15.  What are the qualifications of faculty members who teach via distance delivery that indicate they are proficient in the methods of delivery?

16.  To what extent are the design and delivery of distance learning programs consistent with the mission of the institution and the unit, supported by a conceptual framework and knowledge base, guided by a long-range plan, and supported by adequate resources?

17.  How are distance learning programs, including programs that are acquired through contract with an outside vendor or delivered in a consortium arrangement, controlled, coordinated, and evaluated by the unit?

18.  How are distance learning candidates provided advisement and personal access to faculty similar to that provided traditional candidates?

19.  To what extent is the balance of part-time and full-time faculty, requirements for scholarship and service, and evaluation processes similar for faculty members who teach via distance learning and for other faculty members?

20.  Field experience  Meeting Standard 3 Clinical Experiences  What is the Clinical component  Programs without a SPA

21.  NCATE accreditation includes all programs that prepare professionals to work in P-12 settings.  Exceptions are programs in nursing, physical therapy, occupational therapy, and social work.

22.  Programs at the post-baccalaureate levels for ◦ The continuing education of teachers who have previously completed initial preparation OR ◦ The preparation of other school professionals for work in P-12 school settings…including master’s, specialists, and doctoral degree programs, as well as non-degree licensure programs.

23.  Programs for the continuing education of teachers, including: ◦ Master’s in Curriculum and Instruction ◦ Master’s degrees in elementary education, secondary education, etc.  Programs for the preparation of: ◦ Superintendents ◦ Principals ◦ School counselors ◦ School psychologists ◦ Reading specialists ◦ Educational technology specialists

25.  Yes, they are included in the NCATE Unit Review  Yes, they are included in the NCATE Program Review if NCATE has standards for those programs ◦ State protocols indicate if programs must be submitted for national review

26.  If the programs are accredited by another accrediting agency recognized by NCATE (CACREP, ASHA, APA), they need only be included in the unit review for Standard 6  Institutions should have a letter from the other accrediting agency and the report submitted to the other accrediting agency available for BOE review  See NCATE policy on Relationships with other Nationally Recognized Accrediting Bodies for additional information: http://www.ncate.org/Governance/NCATEPolicies/Accre ditationPolicies/OtherAccreditationBodies/tabid/333/def ault.aspx

27.  AACSB International – The Association to Advance Collegiate Schools of Business AACSB International – The Association to Advance Collegiate Schools of Business  American Association of Family and Consumer Sciences (AACS) American Association of Family and Consumer Sciences (AACS)  American Library Association (ALA) American Library Association (ALA)  American Psychological Association (APA) American Psychological Association (APA)  Council on Academic Accreditation in Audiology and Speech-Language Pathology Council on Academic Accreditation in Audiology and Speech-Language Pathology  Council for Accreditation of Counseling and Related Educational Programs (CACREP) Council for Accreditation of Counseling and Related Educational Programs (CACREP)  Montessori Accreditation Council for Teacher Education (MACTE) Montessori Accreditation Council for Teacher Education (MACTE)  National Association of Schools of Art and Design (NASAD) National Association of Schools of Art and Design (NASAD)  National Association of Schools of Dance (NASD) National Association of Schools of Dance (NASD)  National Association of Schools of Music (NASM) National Association of Schools of Music (NASM)  National Association of Schools of Theatre (NAST) National Association of Schools of Theatre (NAST)

28.  For whom was the program designed?  Where do the majority of program completers work after they complete the program? ◦ Are they working in the P-12 school setting?  When there are questions, contact the NCATE office

29.  Accreditation/Preparing for the Visit/Resources Programs included in the NCATE Review at ◦ http://www.ncate.org/Accreditation/Preparingforth eVisit/Resources/tabid/291/default.aspx http://www.ncate.org/Accreditation/Preparingforth eVisit/Resources/tabid/291/default.aspx

31. The New Professional Teacher graduating from an NCATE-accredited institution:  is able to handle the demands of a classroom on day one—not through on-the-job training;  knows the subject matter and a variety of ways to teach it to ensure student learning;  can manage classrooms with students from widely diverse backgrounds;  has a broad liberal arts education;

32.  is able to explain why he or she uses a particular teaching strategy based on research and best practice;  reflects on practice and changes what does not work;  is able to apply effective methods of teaching students of different backgrounds;  has had a number of diverse clinical experiences in P–12 schools and studies under a wide variety of master teachers during a coherent program of clinical education;  nurtures the growth and development of each student in his or her classes

34.  Advanced level programs in the conceptual framework ◦ Mission, goals, philosophy, knowledge base ◦ Proficiencies ◦ Dispositions ◦ Assessment system

35.  In Standard 1, advanced programs for teachers are specifically addressed in the first 4 elements  In Standard 1, specific elements are labeled “Other School Professionals” ◦ Professionals knowledge and skills for other school professionals, including 80% rule ◦ Student learning for other school professionals  In Standard 1, some elements are for both initial and advanced ◦ Dispositions for all candidates

36.  Advanced level programs can address the elements of most standards in their national or state program reviews* ◦ If there are professional/program standards for a given program, then the program should address those standards. See NCATE website under Program Review for list of program standards ◦ Programs for the continuing education of teachers are encouraged to use the NBPTS propositions ◦ If there are no program standards, the unit may use non-NCATE standards *State reviews must examine assessments, scoring rubrics, and assessment data to be similar to the national program review process

37. AcceptableTarget Candidates in advanced programs for teachers have an in-depth knowledge of the content that they teach. Candidates in advanced programs for teachers are recognized experts in the content that they teach.

38. AcceptableTarget Candidates in advanced programs for teachers demonstrate an in- depth understanding of the content of their field and of the theories related to pedagogy and learning. They are able to select and use a broad ranges of instructional strategies and technologies that promote student learning and are able to clearly explain the choices they make in their practice. Candidates in advanced programs for teachers have expertise in pedagogical content knowledge and share their expertise through leadership and mentoring roles in their schools and communities. They understand and address student preconceptions that hinder learning. They are able to critique research and theories related to pedagogy and learning. They are able to select and develop instructional strategies and technologies, based on research and experience, that help all students learn.

39. AcceptableTarget Candidates in advanced programs for teachers reflect on their practice and are able to identity their strengths and areas of needed improvement. They engage in professional activities. They have a thorough understanding of the school, family, and community contexts in which they work, and they collaborate with the professional community to create meaningful learning experiences for all students. They are aware of current research and policies related to schooling, teaching, learning, and best practices. They are able to analyze education research and policies and can explain the implications for their own practice and for the profession. Candidates in advanced programs for teachers develop expertise in certain aspects of professional and pedagogical knowledge and contribute to the dialogue based on their research and experiences. They take on leadership roles in the professional community and collaborate with colleagues to contribute to school improvement and renewal.

40. AcceptableTarget Candidates in advanced programs for teachers have a thorough understanding of the major concepts and theories related to assessing student learning and regularly apply these in their practice. They analyze student, classroom, and school performance data and make data- driven decisions about strategies for teaching and learning so that all students learn. They are aware of and utilize school and community resources that support student learning. Candidates in advanced programs for teachers have a thorough understanding of assessment. They analyze student, classroom, and school performance data and make data-driven decisions about strategies for teaching and learning so that all students learn. They collaborate with other professionals to identify and design strategies and interventions that support student learning.

41. AcceptableTarget Candidates for other professional school roles have an adequate understanding of the knowledge expected in their fields and delineated in professional, state, and institutional standards. They know their students, families, and communities; use data and current research to inform their practices; use technology in their practices; and support student learning through their professional services. Eighty percent or more of the unit’s program completers pass the academic content examinations in states that require such examinations for licensure. Candidates for other professional school roles have an in-depth understanding of knowledge in their fields as delineated in professional, state, and institutional standards and demonstrated through inquiry, critical analysis, and syntheses. They collect and analyze data related to their work, reflect on their practice, and use research and technology to support and improve student learning. All program completers pass the academic content examinations in states that require such examinations for licensure.

42. AcceptableTarget Candidates for other professional school roles are able to create positive environments for student learning. They understand and build upon the developmental levels of students with whom they work; the diversity of students, families, and communities; and the policy contexts within which they work. Candidates for other professional school roles critique and are able to reflect on their work within the context of student learning. They establish educational environments that support student learning, collect and analyze data related to student learning, and apply strategies for improving student learning within their own jobs and schools.

43.  In Standard 2, advanced programs should be a part of the unit assessment system.  Like initial teacher preparation programs, advanced programs should have: ◦ Links to the conceptual framework (candidate proficiencies) ◦ Transition points ◦ Identified assessment measures ◦ Proof that assessment measures are accurate, consistent, fair, etc. ◦ Studies of graduates (often means surveys of graduates and employers) ◦ A system for the collecting, summarizing, and analyzing data ◦ Regular use of the data collected and examples of change

44.  Advanced programs are expected to have a clinical component ◦ Advanced programs for the continuing education of teachers are expected to have a field component ◦ Most field experiences in programs for the continuing education of teachers can occur in the teacher’s own classroom ◦ Programs for the continuing education of teachers are expected to provide opportunities for candidates to participate in field experiences with students from diverse groups

45. AcceptableTarget Candidates in advanced programs for teachers participate in field experiences that require them to apply course work in classroom settings, analyze P-12 student learning, and reflect on their practice in the context of theories on teaching and learning. Candidates in programs for other school professionals participate in field experiences and clinical practice that require them to engage in structured activities related to the roles for which they are preparing. These activities involve the analysis of data, the use of technology and current research, and the application of knowledge related to students, families, and communities. Candidates in advanced programs for teachers participate in field experiences that require them to critique and synthesize educational theory related to classroom practice based on their own applied research. Candidates in programs for other school professional participate in filed experiences and clinical practice that require them to design, implement, and evaluate projects related to the roles for which they are preparing. These projects are theoretically based, involve the use of research and technology, and have real-world application in the candidates’ field placement setting.

46.  Advanced programs should assess the unit’s proficiencies related to diversity and should be able to identify where in their curricula they are addressed. ◦ If the programs have additional or slightly different proficiencies, this should be clearly stated in the conceptual framework.  All of the elements on diverse candidates, faculty, and P-12 students apply to advanced level programs.

47.  Advanced level programs should meet these standards just as initial level programs do.

48.  Help faculty understand accreditation as a means of accountability and improvement.  Help faculty clearly understand what is and what is not being asked of them.  Help faculty members understand the standards and where advanced programs fit into the standards.  Seek input from top administrators.

49.  CEC (Sped)Dr. Donna Murphy  ELCC - Building ( Ed Leadership ) Dr. Andrew Pushchak  ELCC - District ( Ed Leadership ) Dr. Andrew Pushchak  IRA (Reading) Dr. Denise Finazzo-Gaines  NAEYC (Early Childhood) Dr. Sandi Waite-Stupiansky  NASP (School Psych) Dr. Joel Erion  NASPE (HPE) Prof. Mary McDade  NCSS (Social Studies) Dr. Charles Cross  NCTE (English) Dr. Jo Ann Holtz  NCTM (Math) Dr. Dennis Buckwalter  NSTA (Science) Dr. Gwen Price

50.  Conceptual Framework Dr. Rosemary Omniewski  Standard 1 Dispositions Dr. John Ziegler  Standard 2 Assessment Dr. Lisa Brightman  Standard 3 Clinical Experiences Dr. Kathleen Benson (Ug) Dr. Barb Miller (Gr)  Standard 4 Diversity Dr. Susan Curtin Dr. Heather Kenny  Standard 5 Faculty Qualifications Dr. Laura Miller  Standard 6 Governance Dr. Scott Baldwin  Professional Development SchoolsDr. Virginia McGinnis

51. http://www.edinboro.edu/departments/education/ncate- retreat-april-2011.dot