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The NCATE Journey
Kate Steffens
St. Cloud State University
AACTE/NCATE Orientation - Spring 2008
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Lifting The Fog
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Goals Provide an overview of the NCATE process
Discuss strategies for integrating accreditation efforts into daily functions
Provide a blueprint for organization in preparation for an NCATE visit
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Challenges Stakes are higher
Focus on accountability Increasing competition Increasing demands at the state level
Focus on performance-based assessment Regional accreditation agencies
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Challenges
Accreditation requires involvement by the entire university and a solid relationship with school partners - shared vision.
We can no longer assume that we are preparing good professionals, we must provide evidence of that fact.
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Institutional Context A Starting Point To Consider
Land grant institution, state university, private college
Where are you in the NCATE process? Initial or continuing accreditation visit Probationary visit or focused visit Expectations at last visit New leadership? New faculty?
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
What Are Your Goals? Continuing or initial accreditation Web-based visit Involvement of more faculty in process Change the attitude toward accreditation Create a culture of assessment and
accountability
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
The Question of “Why”? Fundamental Question:
Why do we want NCATE accreditation? Why do we do this work? What do we want out of it?
Importance of “framing our work” in a context that serves all stakeholders.
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Concept of Self-Study Engage in ongoing accreditation work
Annual goals and objectives related to NCATE
Develop institutional procedures that promote ongoing self-study Committee structure Budget priorities Annual reports Focused efforts at the program, department, and unit level
Ongoing documentation of your work
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Initial Steps
Know the standards
Know the preconditions
Know the program review process
Use the NCATE website
Develop a work plan and timeline with annual goals and objectives
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Where Do We Begin?
NCATE Champion
NCATE Coordinator Changing role as the importance of NCATE
accreditation has grown Team Approach: Deans, Associate Deans,
Assessment Directors, and NCATE Coordinators
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Where Do We Begin?
“The Big Picture”
Understanding of National and state activities, NCLB, Title II NCATE Standards Program review process, state partnership
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Where Do We Begin? Organizational Structure
Leadership structure (NCATE Steering Committee, Standards Committees)
Identification of roles and responsibilities
Identification of support staff
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Where Do We Begin? Committee Structure
NCATE Steering Committee Clinical and Field Experience Committee Assessment Committee Teacher Education Committee Technology and Space Committee Graduate Committee Global Education Committee External Advisory Committees Dean’s Advisory Committees
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Where Do We Begin? Communication Structure
Administration
Professional Education faculty
Arts and Sciences faculty
School partners
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Where Do We Begin? Work Plan and Timeline
Annual goals and objectives
Professional development activities
Countdown to NCATE
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Share the Vision Accreditation is the highest priority within
the unit
Accreditation stands for excellence
Accreditation means that our candidates are meeting the highest standards
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Initial Step - Where Are We?
NCATE Scan: comprehensive analysis of each element within a standard
Individual standard vs. all standards
Conducted at the unit, program, department, or leadership team level
Serves as a starting point / work plan
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
For Example:
Standard 1: Candidate Knowledge, Skills and Dispositions Element A: Content Knowledge
What is our current status? What evidence do we have that our candidates have
content knowledge? What data can we provide?
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Putting The Pieces Together
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
A Strong Infrastructure The key to a successful NCATE accreditation
process is building a strong infrastructure!
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Build Your Foundation Conceptual Framework Assessment System Data System
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Conceptual Framework
Critical Questions:
“Are we living our conceptual framework?”
“Do our candidates completing our programs reflect the conceptual framework?”
Need to collect data to answer the critical questions!
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Conceptual Framework Foundation Review of the literature to reflect the
new standards Alignment of conceptual framework with
professional and state standards Alignment of conceptual framework with course
outcomes within programs Determine what data are needed related to the
conceptual framework
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Assessment / Data Focus Levels of Assessment / Data
Institutional Level Unit Level Program Level Candidate Level
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Example Standard 1: Candidate Knowledge, Skills and
Dispositions Content Knowledge
Unit Level - Praxis II Data, Clinical Experience Data Program Level - Praxis II Data, Clinical Experience
Data, Portfolio Data Candidate Level - Praxis II Data, Clinical Experience
Data, Portfolio Data
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Building an Assessment Foundation Alignment of course outcomes with professional
standards
Identification of key assessments in courses (connecting outcomes with assessments)
Development of transition points within programs
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Development and/or refinement of scoring
criteria/rubrics
Collecting / analyzing/ disseminating data (data system)
Using data to make changes
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Goal: Using data to make decisions at all levels:
Unit - Example: Praxis Center Program - Example: Follow-up Studies Candidate - Example: Transition Points
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Course Level Analysis
Asked faculty to analyze their course outcomes in terms of alignment with: Conceptual Framework INTASC Principles / NBPTS Standards State Standards / Professional Standards Assessments
Outcome: Faculty Discussions/Curricular Changes
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Syllabus - Alignment Matrix
Course Outcomes
(Content Standards)
Standards of Effective Practice
(Minnesota)
INTASC Principles
Conceptual Framework
Assessment
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Program Level Analysis
Conceptual Framework
Professional standards / Program competencies
Types of assessments
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Data, Data, Data Internal Data External Data Institutional Data Unit Data Department Data Program Data Candidate Data
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Internal Data Internal Data
Candidate work samples (i.e., reflections, essays,
lesson plans, course exams, portfolios)
Performance data (clinical and field experiences)
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
External Data External Data
Follow-up studies Employers Candidates Cooperating Teachers
Title II data / Statewide testing
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Building Your Data Infrastructure
What data are available?
What data are needed but not collected?
What are our goals for data collection?
How do we use our data?
Goal: Comprehensive Data System
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Data Collection Inventory What? Who? When?
Data Dissemination Plan Who gets what? When?
Use of Data Process How are data used?
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
The Power of Data Data provides the answers to
accountability questions.
Data is the force behind needed change.
Data should guide decisions and changes within programs and the unit.
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
The Impact of Accreditation Work
Shift in the context of teaching for faculty Shift in learning for our candidates Move toward a system of providing evidence of
what candidates know and are able to do (data-based system)
Using data to drive decision-making at the candidate, program, and unit level
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
The NCATE Challenge
Present evidence that the institution is meeting each element of the standards at an acceptable level.
Build Your Foundation: Conceptual Framework Assessment System Data System
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Streamlined Process Goal of the streamlined process Intensive self-study process:
Leads to a stronger infrastructure Analysis of your data system Understand your strengths and areas for
improvement Future planning and investment
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Remember
The value of accreditation is in the journey toward the visit!
AACTE/NCATE - Spring 2008
The Standard of ExcellenceIn Teacher Preparation
Have a great conference!
Kate Steffens
ksteffens@stcloudstate.edu
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