1. Writing Your Program’s SPA Report(s) Cynthia Conn, Ph.D., Associate Director, Office of Academic Assessment Chris Geanious, Project Director, College of Education Kathy Hildebrand, Ph.D., Assistant Dean of Assessment & Continuous Improvement, College of Education

2. Meeting Objectives Provide opportunity to work on and receive assistance in writing program’s Specialized Professional Association (SPA) report(s) Review examples SPA reports Generate initial data reports from TaskStream and consider ways to improve data collection (if necessary) Receive direct consultation and peer review regarding program report

3. Where are you? Where are you in terms of writing your program’s SPA or assessment plan and report(s)? What would you like to get out of this meeting and any future meetings? What challenges are you encountering in writing your report(s)?

4. NCATE Overview FOCUS: Assessment of Student Learning!  Connects to institutional assessment processes (North Central Association), ABOR 7 year Program Review, and Arizona Department of Education Review NCATE web site:  http://www.ncate.org http://www.ncate.org SPA Standards & Report Forms  http://www.ncate.org/public/programStandards.a sp?ch=4 http://www.ncate.org/public/programStandards.a sp?ch=4

5. Questions your report should answer… General Directions (SPA Report Template, p. 2)  Overarching questions your report should answer: Have candidates mastered the necessary knowledge for the subjects they will teach or the jobs they will perform? Do candidates meet state licensure requirements? Do candidates understand teaching and learning and can they plan their teaching or fulfill other professional education responsibilities? Can candidates apply their knowledge in classrooms and schools? Do candidates focus on student learning?

6. SPA Report Requirements General Directions  Be aware of: formatting and page limits for narrative sections and attachments (see p. 2) NCATE template items vs. SPA language Specific Instructions  Look here for specific information regarding: which programs are eligible for review SPA specific decision rules if grades can be used for assessment purposes

7. SPA Report Requirements General Directions  Connect the brief directions regarding each report section on page 2 with the detailed instructions for each section described later in the report NOTE: Review examples listed in Section IV BEFORE selecting assessments for Section II

8. Don’t Delay…Start Writing Sections I, II, III, and IV (except item 3 and 5.c.) and Attachments A and B should be drafted NOW as part of your assessment planning efforts  Program Assessment PLAN Sections IV 3, 5.c., and V are the ONLY items that require data and analysis  Program Assessment REPORT February 2008!

9. Section 1: Context Six-page maximum narrative, plus three attachments not to exceed five pages each Respond to the items provided (see page 4 of your SPA Report Template) Section 1 Examples:  From NCATE website: http://www.ncate.org/public/ExPgmRepSection. asp?ch=90 http://www.ncate.org/public/ExPgmRepSection. asp?ch=90

10. Section 1: Context (continued) Example: Educational Technology Assessment Portfolio:  To access the portfolio, please go to the following url and enter the password listed. url: http://www.taskstream.com/ts/administrator3/EdT echAssessmentPortfolio.htmlhttp://www.taskstream.com/ts/administrator3/EdT echAssessmentPortfolio.html password: isteassessment

11. Section 1: Context (continued) Added introductory item:  0. Description of program and required course work. Item 3. Description of the criteria for admission…  Admission requirements can be pulled directly from the catalog Item 4. Description of the relationship of the program to the unit’s conceptual framework.  Consider adapting a table Kathy created that align NAU’s Values to the Professional Education Unit’s Conceptual Framework Values

12. Section 1: Context (continued) NAU ValueProfessional Education Unit Value Educational Technology Program Value Student SuccessLearner-Centered Education: We value programs that give candidates the greatest chance of success by including components that are experiential, collaborative (often in mutually-beneficial partnerships with schools), problem-centered, reflection- oriented, outcome-based, research-guided, and technology-rich. We are committed to modeling effective learner-centered practices and dispositions. Learning Paradigm: We strive to create environments and experiences that support students in discovering and constructing knowledge for themselves. We encourage candidates to form a community of learners that discuss ideas, share experiences, and solve problems. Educational Access; Diversity Commitment to Diversity: We actively promote diversity among administration, faculty, staff and candidates. We endorse respect for diversity in our curriculum and pedagogical applications. Commitment to Diversity: Throughout our curriculum, we advocate the use of technology to support the needs of diverse learners. Specifically, we engage our candidates in the integration of technology to support second language learners, and promote cultural diversity. We also emphasize assistive technologies available to support special needs learners.

13. Section 1: Context (continued) Item 5. Indication of whether the program has a unique set of program assessments and their relationship of the program’s assessments to the unit’s assessment system.  Consider using the Rubric Alignment Table Template Attachments  Attachment A: Program of Study  Attachment B: Enrollment and Program Completion Data Pull from PAIR website: http://www4.nau.edu/pair/EnrollmentDegree/EnrollmentDegree.asp http://www4.nau.edu/pair/EnrollmentDegree/EnrollmentDegree.asp  Attachment C: Faculty Information For COE faculty some data is available through the Faculty Vita database; other information will need to be collected directly from faculty members

14. Data Collection How much data has your program collected?  Step 1: Complete worksheet for monitoring data collection  Step 2: Check the PAIR website for past and current course enrollments  Step 3: For current semester courses ONLY, send table to program faculty members to insert assessment due date information  Step 4: Generate preliminary TaskStream reports to compare enrollment with data collected  Step 5: Send table to appropriate program faculty members to follow-up in terms of data collection for past semester or once the due date for an assessment has past during the current semester

15. Step 1: Complete Worksheet Monitoring Worksheet  Current semester  Past semesters Summer 2007 Spring 2007

16. Step 2: Check Enrollment Course Enrollment Data  Go to: http://www4.nau.edu/pair/Enrol lmentDegree/EnrollmentDegre e.asp http://www4.nau.edu/pair/Enrol lmentDegree/EnrollmentDegre e.asp Data Updated Daily, Current Class Information Final Grade, Class Grade Distribution

17. Step 3: Send to Faculty Assessment due date  Send chart to program faculty members to insert assignment due date for current semester

18. Steps 4 & 5: Generate Report Generate Preliminary TaskStream Report  Check by course to compare the data collected with the course enrollment data Use in combination with due date information to monitor data being collected this semester Use to follow-up with faculty members for missing data from past semesters

19. What’s Next? Action Items  Draft Section 1: Context  Complete Data Collection Worksheet, and follow-up with faculty members regarding data collection efforts for this semester as well as missing data When would you like to meet again?  Two weeks from now?  Monthly?

20. Direct Consultation  How can we help?