ncate for dummies aka: everything you wanted to know about ncate, but didn’t want to ask

NCATE for DummiesNCATE for Dummies

AKA: Everything You Wanted to Know About

NCATE, But Didn’t Want to

Ask

AKA: Everything You Wanted to Know About

NCATE, But Didn’t Want to

Ask

What is NCATE?What is NCATE? The National Council for Accreditation of Teacher Education (NCATE) is a national accrediting body for schools, colleges, and departments of education authorized by the U.S. Department of Education.

Approximately seventy percent of the 189 doctoral granting institutions are NCATE accredited or candidates for accreditation

The National Council for Accreditation of Teacher Education (NCATE) is a national accrediting body for schools, colleges, and departments of education authorized by the U.S. Department of Education.

Approximately seventy percent of the 189 doctoral granting institutions are NCATE accredited or candidates for accreditation

NCATE Focus: A ShiftNCATE Focus: A ShiftIs

Outcomes Based Concerned with Candidates’:

Knowledge Skills DispositionsNecessary to promote student learning

Is Outcomes Based Concerned with Candidates’:

Knowledge Skills DispositionsNecessary to promote student learning

Is Not Course Based Concerned with Candidates’ course grades or GPA

Which is inconsistent between universities, programs, and instructors

Is Not Course Based Concerned with Candidates’ course grades or GPA

Which is inconsistent between universities, programs, and instructors

What is NCATE Accreditation?What is NCATE Accreditation?

Accreditation is a process for assessing and enhancing academic and educational quality through voluntary peer review.

Individual Programs (majors) have an opportunity to gain “National Recognition” status

The University educator preparation Unit is the body that is accredited

Accreditation is a process for assessing and enhancing academic and educational quality through voluntary peer review.

Individual Programs (majors) have an opportunity to gain “National Recognition” status

The University educator preparation Unit is the body that is accredited

NCATE Review ProcessNCATE Review Process

Program Level: Individual Programs evidence candidates’ attainment of professional standards in the discipline (Specialized Professional Association)

Unit Level: The overall functioning of preparing persons who work in P-12 education settings

Program Level: Individual Programs evidence candidates’ attainment of professional standards in the discipline (Specialized Professional Association)

Unit Level: The overall functioning of preparing persons who work in P-12 education settings

Program Level ReviewProgram Level Review

Evidence Candidates’ attainment of knowledge skills, and dispositions that meet:

State Standards Standards developed by Professional BodiesConsistent with NAU Office of Academic Assessment requirements

Evidence Candidates’ attainment of knowledge skills, and dispositions that meet:

State Standards Standards developed by Professional BodiesConsistent with NAU Office of Academic Assessment requirements

DataData

Evidence collected in specific Artifacts

Artifacts are actually Candidates’ work with detailed measures of assessing it

6 - 8 Artifacts or Assessments evidence that candidates have met all the standards

Evidence collected in specific Artifacts

Artifacts are actually Candidates’ work with detailed measures of assessing it

6 - 8 Artifacts or Assessments evidence that candidates have met all the standards

DataData

Artifacts from more than one course might be used to evidence that one particular standard has been met (i.e knowledge of the subject matter)

One Artifact might demonstrate Candidates’ proficiency in more than one standard (i.e. Lesson plan)

Artifacts from more than one course might be used to evidence that one particular standard has been met (i.e knowledge of the subject matter)

One Artifact might demonstrate Candidates’ proficiency in more than one standard (i.e. Lesson plan)

5 Outcomes are Prescribed

5 Outcomes are Prescribed

1. Content Knowledge (state licensure exam)

2. Content Knowledge (additional evidence)3. Ability to Plan Instruction or Fulfill

Professional Responsibilities4. Knowledge, Skills and Dispositions

applied in Clinical Practice5. Candidate Impact on Student Learning*

or Ability to Create Supportive Learning Environments

1. Content Knowledge (state licensure exam)

2. Content Knowledge (additional evidence)3. Ability to Plan Instruction or Fulfill

Professional Responsibilities4. Knowledge, Skills and Dispositions

applied in Clinical Practice5. Candidate Impact on Student Learning*

or Ability to Create Supportive Learning Environments

Assessment ProcessAssessment Process

Faculty determine which Artifacts in each of these categories evidence each of the professional standards

Faculty determine which Artifacts in each of these categories evidence each of the professional standards

Assessment RubricsAssessment Rubrics Faculty develop detailed rubrics to evaluate the work of each Artifact

This is Key to evidencing Candidates’ competencies

Must measure outcomes prescribed by the standards Example: Lesson plans include objectives that are observable and measurable

Non Example: Lesson plans are 2 pages long Criteria for evidence that meets the standard must be established - there has to be a “cut point”

Faculty develop detailed rubrics to evaluate the work of each Artifact

This is Key to evidencing Candidates’ competencies

Must measure outcomes prescribed by the standards Example: Lesson plans include objectives that are observable and measurable

Non Example: Lesson plans are 2 pages long Criteria for evidence that meets the standard must be established - there has to be a “cut point”

Artifacts are assigned, collected, and evaluated (usually within specified courses)

Artifacts are assigned, collected, and evaluated (usually within specified courses)

Data CollectionData Collection Electronic Portfolio

Provides students a mechanism by which they see learning as a whole in their major, rather than a compilation of courses

Allows us to automatically download data into electronic spreadsheets

Allows us to provide necessary reports by standard to the programs

Electronic Portfolio Provides students a mechanism by which they see learning as a whole in their major, rather than a compilation of courses

Allows us to automatically download data into electronic spreadsheets

Allows us to provide necessary reports by standard to the programs

NCATE TimelinesNCATE Timelines

Spring ’09 NCATE Board of Examiners Visit

Jan. ’08 Submit Specialized Professional Association (SPA) Report (includes one full year of data)

Spring ’07 Launch full data collection processes

Spring ’09 NCATE Board of Examiners Visit

Jan. ’08 Submit Specialized Professional Association (SPA) Report (includes one full year of data)

Spring ’07 Launch full data collection processes

Fall 2006Fall 2006

Finish any signature assignments and rubrics

Finalize Master Syllabi Communicate with Statewide faculty

Training: Use of assignments and rubrics, TaskStream

Pilot finalized assessments

Finish any signature assignments and rubrics

Finalize Master Syllabi Communicate with Statewide faculty

Training: Use of assignments and rubrics, TaskStream

Pilot finalized assessments

Program Level CategoriesProgram Level Categories Initial: Any program that prepares candidates for entry into a specialized position. This can include Undergraduate or Graduate degrees.

Advanced: Any program that furthers a certified and/or practicing professional’s preparation. Cannot include undergraduate degrees.

Initial: Any program that prepares candidates for entry into a specialized position. This can include Undergraduate or Graduate degrees.

Advanced: Any program that furthers a certified and/or practicing professional’s preparation. Cannot include undergraduate degrees.

Unit Requirements of Programs: Artifact DataUnit Requirements of

Programs: Artifact Data Content Knowledge Pedagogical Content Knowledge Professional and Pedagogical Knowledge and Skills

Dispositions Student Learning Effectiveness

Content Knowledge Pedagogical Content Knowledge Professional and Pedagogical Knowledge and Skills

Dispositions Student Learning Effectiveness

Unit Requirements of Programs: Other DataUnit Requirements of Programs: Other Data

Design, Implementation, and Evaluation of Field and Clinical Experiences

Candidates’ Development and Demonstration of Knowledge, Skills, and Dispositions To Help All Students Learn

Ability to Plan and Implement Instruction that Addresses Diverse Students

Design, Implementation, and Evaluation of Field and Clinical Experiences

Candidates’ Development and Demonstration of Knowledge, Skills, and Dispositions To Help All Students Learn

Ability to Plan and Implement Instruction that Addresses Diverse Students

Unit Requirements of Programs: Functional Unit Requirements of Programs: Functional

Transition Points: points in the program at which candidates are evaluated to determine whether they have the knowledge, skills, and dispositions to continue further

Minimum of 4 Transition Points Must be stated generally enough to be used by all programs at the same level in the unit

Transition Points: points in the program at which candidates are evaluated to determine whether they have the knowledge, skills, and dispositions to continue further

Minimum of 4 Transition Points Must be stated generally enough to be used by all programs at the same level in the unit

Proposed Transition Points

Proposed Transition Points

Initial Programs Admission to Teacher Program

Admission to Capstone Course

Completion of Capstone Course

Completion of Program

Initial Programs Admission to Teacher Program

Admission to Capstone Course

Completion of Capstone Course

Completion of Program

Advanced Programs Admission to Program? Completion of Foundation Coursework?

Admission to Capstone Course?

Completion of Capstone Course?

Completion of Program?

Advanced Programs Admission to Program? Completion of Foundation Coursework?

Admission to Capstone Course?

Completion of Capstone Course?

Completion of Program?

Conceptual FrameworkConceptual Framework

Candidate Competencies Initial Advanced

Candidate Competencies Initial Advanced

Entering Fall 2006: Process

Entering Fall 2006: Process

Practice Effective Communication Reduce Work Redundancy Assist with Technical Support/Training

Help with Challenges: departmental, college, university

Help Accomplish Goals of Effective Programs

Practice Effective Communication Reduce Work Redundancy Assist with Technical Support/Training

Help with Challenges: departmental, college, university

Help Accomplish Goals of Effective Programs