1. NCATE’s Transformation Initiative Donna M. Gollnick Senior Vice President, NCATE September 16, 2009 Web Seminar will begin at 2:00 (eastern time). Please link to the audio service a few minutes before 2:00.

2. NCATE Transformation Initiatives 2:00 – 2:15Options for Continuing Accreditation 2:15 – 2:30IR & TI Proposal 2:30 – 2:45Offsite Review 2:45– 3:00Onsite Visit 3:00 - 3:15Responsibilities of Piloting 3:15 – 3:30Remaining Q & A

3. NCATE staff on the web seminar Donna M. Gollnick, Senior Vice President Donna M. Gollnick, Senior Vice President Mary Beth Nowinski, Interim Director Mary Beth Nowinski, Interim Director Mary Anne Kirkland, Assistant to Donna Mary Anne Kirkland, Assistant to Donna

4. Two Options for Continuing Visits: 1.Continuous Improvement 2.Transformation Initiative

5. Option 1: Continuous Improvement

6. Focus of the Review: Continuous Improvement The unit will engage in continuous improvement between on-site visits. – –Submit annual reports – –Describe changes in the IR – –Submit IR at least one year before visit for feedback The unit will assess itself against the target level of one or more standards.

7. Option 2: Transformation Initiative

8. Focus of the Transformation Initiative Focus of the Transformation Initiative Engagement in an initiative for self-improvement and contribution to the improvement & reform of the profession, including learning in P-12 schoolsEngagement in an initiative for self-improvement and contribution to the improvement & reform of the profession, including learning in P-12 schools

9. Transformation Initiatives Candidate recruitment Candidate recruitment Clinical practice Clinical practice Induction & mentoring Induction & mentoring Diversity-based skills Diversity-based skills Educator retention Educator retention Follow-up performance data Follow-up performance data Validity studies of assessments Validity studies of assessments Professional development Professional development Partnerships with P-12 schools for the transformation of student learning & conditions that support learning Partnerships with P-12 schools for the transformation of student learning & conditions that support learning Improving P-16 system (e.g., college readiness, access, & completion) Improving P-16 system (e.g., college readiness, access, & completion) Use of formative assessments to improve student learning Use of formative assessments to improve student learning

10. Eligibility for TI Unit must clearly show that it has been engaged in continuous improvement since the last visit & continues to meet standards. Unit must clearly show that it has been engaged in continuous improvement since the last visit & continues to meet standards. –Submission of TI IR three years before visit (adjusted for pilots) –TI IR reviewed by Offsite BOE Team along with other evidence to determine eligibility

11. TI IR 1.How has the unit been engaged in continuous improvement related to standards since the last visit  What data/research supported work?  What changes resulted?  What are the unit’s plan for continuing to improve? 2.Cross-walk to standards if IR is organized by changes or work undertaken since last visit

12. Proposal for TI 1.Importance of TI for educator preparation &/or P-12 student learning 2.Goal(s) of the TI 3.Plan for TI, including research question, research methodology, collaborators, research evaluation plan, dissemination plan, timelines, & budget 4.Capacity of the unit to conduct the TI 5.(Optional) Potential consultants for TI

13. Exhibits To be available for the Offsite Review & Onsite Visit

14. Available to BOE Teams in AIMS 1.Program reports submitted for national review 2. National recognition reports 3. Reports from the previous NCATE visit 4. 3 rd party testimony 5. Annual Reports 6. Other relevant national or state reports uploaded in AIMS

15. General Background and Conceptual Framework 1.Links to unit catalogs and other printed documents describing general education, specialty/content studies, and professional studies. 2. Syllabi for professional education courses 3. Conceptual framework(s) 4. Findings of other national accreditation associations related to the preparation of education professionals (e.g., ASHA, NASM, APA, CACREP)

16. Standard 1: Candidate Knowledge, Skills, and Professional Dispositions 1.State program review documents and state findings. [1] (Some of these documents may be available in AIMS.) [1] 2. State licensure test scores aggregated by program area and reported over multiple years (Title II data reports submitted to the state for the last year must be available to the team.) 3. Data tables and summaries that show how teacher candidates (both initial and advanced) have performed on key assessments over the past three years for programs not included in the national program review process or a similar state process 4. Key assessments and scoring guides used by faculty to assess candidate learning against standards and the outcomes identified in the unit’s conceptual framework for programs not included in the national program review process or a similar state process 5. Samples of candidate work (e.g., portfolios at different proficiency levels) 6. Follow-up studies of graduates and data tables of results 7. Employer feedback on graduates and summaries of the results 8.List of candidate dispositions, including fairness and the belief that all students can learn, and related assessments, scoring guides, and data

17. Standard 2: Assessment System & Unit Evaluation 1.Description of the unit’s assessment system in detail including the requirements and key assessments used at transition points 2. Data from key assessments used at entry to programs 3. Procedures for ensuring that key assessments and unit operations are fair, accurate, consistent, and free of bias 4. Policies and procedures that ensure that data are regularly collected, compiled, aggregated, summarized, analyzed, and used to make improvements 5. Sample of candidate assessment data disaggregated by alternate route, off-campus, and distance learning programs 6. Policies for handling student complaints 7. File of student complaints and the unit’s response (available onsite) 8. Examples of changes made to courses, programs, and the unit in response to data gathered from the assessment system

18. Standard 3: Field Experiences & Clinical Practice 1.Memoranda of understanding, contracts, and/or other documents that demonstrate partnerships with schools 2. Criteria for the selection of school faculty (e.g., cooperating teachers, internship supervisors) 3. Documentation of the preparation of school faculty for their roles (e.g, orientation and other meetings) 4. Descriptions of field experiences and clinical practice in programs for initial and advanced teacher candidates and other school professionals 5. Guidelines for student teaching and internships 6. Assessments and scoring rubrics/criteria used in field experiences and clinical practice for initial and advanced teacher candidates and other school professionals (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.)

19. Standard 4: Diversity 1. Proficiencies related to diversity that candidates are expected to develop 2. Curriculum components that address diversity proficiencies (This might be a matrix that shows diversity components in required courses.) 3. Assessment instruments, scoring guides, and data related to diversity (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.) 4. Policies and practices for recruiting and retaining a diverse faculty 5. Policies and practices for recruiting and retaining diverse candidates 6. Policies, practices, and/or procedures that facilitate candidate experiences with students from diverse groups

20. Standard 5: Faculty Qualifications, Performance, and Development 1.Licensure information on school faculty (e.g., cooperating teachers, internship supervisors) [1] 2. Samples of faculty scholarly activities 3. Summary of service and collaborative activities engaged in by faculty with the professional community (e.g., grants, evaluations, task force participation, provision of professional development, offering courses, etc.) 4. Promotion and tenure policies and procedures 5. Samples of forms used in faculty evaluation and the resulting data summaries 6. Opportunities for professional development activities provided by the unit [1] [1] The faculty chart in AIMS will also be used as evidence for this standard.

21. Standard 6: Unit Governance and Resources 1. Policies on governance and operations of the unit 2. Organizational chart or description of the unit governance structure 3. Unit policies on student services such as counseling and advising 4. Recruiting and admission policies for candidates 5. Academic calendars, catalogs, unit publications, grading policies, and unit advertising 6. Unit budget, with provisions for assessment, technology, and professional development 7. Budgets of comparable units with clinical components on campus or similar units at other campuses 8. Faculty workload policies 9. Summary of faculty workloads 10. List of facilities, including computer labs and curriculum resource centers 11. Description of library resources 12. Description of resources for distance learning, if applicable.

22. Presentation of Exhibits 1.Online Exhibit Room 2.List of exhibits identified in Prompt #3 of the IR provides links to key exhibits supporting each standard ***Please use NCATE’s list of exhibits***

23. The Offsite Review 3 years before visit (adjusted for pilots)

24. Offsite BOE Team Team of 3-5 persons that meets electronically with state consultant & NCATE staff member If state protocol calls for joint visit, state team member may join team If possible, one of team members will be assigned to Onsite BOE Team

25. New Feature Unit head & NCATE coordinator be available to answer questions during the Offsite Review

26. Offsite Reviews Offsite BOE Team will meet electronically to review Mid-cycle IR, determine eligibility for TI, & write BOE Feedback Report Offsite BOE Team will meet electronically to review Mid-cycle IR, determine eligibility for TI, & write BOE Feedback Report Committee on Transformation Initiative will review TI proposal & provide feedback &/or request additional information or clarification Committee on Transformation Initiative will review TI proposal & provide feedback &/or request additional information or clarification

27. Offsite Review The Offsite BOE Team reviews the following electronically & prepares feedback report for unit: Institutional report Annual reports Title II data Program reviews by SPAs or states Exhibits related to standards

28. Feedback Report by Offsite BOE Team 1. 1.Statement about the evidence Does the evidence make the case that standards continue to be met? What, if any, key evidence was not available to the team? 2. 2.Comments on unit’s progress toward meeting target level 3. 3.Feedback on correcting previous AFIs 4. 4.List of areas of concern by standard 5. 5.List of evidence for the Onsite BOE Team to validate during the onsite visit

29. Timeline: Offsite Review for TI 12 months before visitUnit submits IR 1-3 months after the IR is submitted Offsite BOE Team meets electronically to review IR & write BOE Feedback Report Generally within 1-2 weeks after Offsite BOE Team meeting BOE Feedback Report is available in AIMS 1-2 months before the onsite visit and before the previsit with the team chair, state team co-chair, & state consultant Unit submits IR Addendum, which responds to Areas of Concern in the BOE Feedback Report

30. The Onsite Visit

31. Onsite Visit: TI Follows CI onsite visit process with the addition of feedback on the implementation of the TI Follows CI onsite visit process with the addition of feedback on the implementation of the TI Onsite BOE Team has access to Onsite BOE Team has access to –Offsite BOE Feedback Report –Updated data for Standard 1 –Updated exhibits & other data Expert or consultant on the TI may be asked to serve as a resource to the Onsite BOE team Expert or consultant on the TI may be asked to serve as a resource to the Onsite BOE team

32. Onsite Visit: Continuous Improvement Smaller team will conduct shorter visit by 1. 1.Focusing on areas of concern raised by Offsite Visit BOE Team 2. 2.Validating that standards continue to be met 3. 3.Providing feedback on progress toward the target level on one or more standards

33. Activities: Sunday Team members arrive onsite by 1 pm Team members arrive onsite by 1 pm Team meeting Team meeting Orientation by institution & state Orientation by institution & state (Optional) Poster sessions (Optional) Poster sessions

34. Activities: Monday Visits to 2-4 schools Visits to 2-4 schools Observations Observations Interviews Interviews Sampling of Evidence Sampling of Evidence Team Meetings Team Meetings

35. Activities: Tuesday Follow-up interviews as needed Follow-up interviews as needed Team meeting Team meeting –Complete writing of BOE report Exit report to unit Exit report to unit Team leaves by 3 pm Team leaves by 3 pm

36. Timeline: TI Option Spring Visit CycleActionFall Visit Cycle February 1 (3 yrs. before visit) Program reports due for national review. September 15 (3 yrs. before visit) September 15 (2½ yrs. before visit) TI IR & proposal dueFebruary 1 (1½ yrs. before visit) October/December (1-3 mos. before visit) Offsite BOE Team reviews IR & writes BOE Feedback Report March/April (1-3 mos. before visit) DecemberCommittee on TI meetsMay AprilCTI findings reported to UABOctober Unit engages in TI 1-2 mos. before visitUnit submits response to Offsite BOE Feedback Report 1-2 mos. before visit Onsite BOE Team conducts visit

37. Thank you for joining NCATE in designing & refining a more streamlined & valuable accreditation process.