the ncate journey kate steffens st. cloud state university aacte/ncate orientation - spring 2008

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

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

Challenges Stakes are higher

Focus on accountability Increasing competition Increasing demands at the state level

Focus on performance-based assessment Regional accreditation agencies

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.

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?

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

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.

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

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

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

Where Do We Begin?

“The Big Picture”

Understanding of National and state activities, NCLB, Title II NCATE Standards Program review process, state partnership

Where Do We Begin? Organizational Structure

Leadership structure (NCATE Steering Committee, Standards Committees)

Identification of roles and responsibilities

Identification of support staff

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

Where Do We Begin? Communication Structure

Administration

Professional Education faculty

Arts and Sciences faculty

School partners

Where Do We Begin? Work Plan and Timeline

Annual goals and objectives

Professional development activities

Countdown to NCATE

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

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

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?

Putting The Pieces Together

A Strong Infrastructure The key to a successful NCATE accreditation

process is building a strong infrastructure!

Build Your Foundation Conceptual Framework Assessment System Data System

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!

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

Assessment / Data Focus Levels of Assessment / Data

Institutional Level Unit Level Program Level Candidate Level

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

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

Development and/or refinement of scoring

criteria/rubrics

Collecting / analyzing/ disseminating data (data system)

Using data to make changes

Goal: Using data to make decisions at all levels:

Unit - Example: Praxis Center Program - Example: Follow-up Studies Candidate - Example: Transition Points

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

Syllabus - Alignment Matrix

Course Outcomes

(Content Standards)

Standards of Effective Practice

(Minnesota)

INTASC Principles

Assessment

Program Level Analysis

Professional standards / Program competencies

Types of assessments

Data, Data, Data Internal Data External Data Institutional Data Unit Data Department Data Program Data Candidate Data

Internal Data Internal Data

Candidate work samples (i.e., reflections, essays,

lesson plans, course exams, portfolios)

Performance data (clinical and field experiences)

External Data External Data

Follow-up studies Employers Candidates Cooperating Teachers

Title II data / Statewide testing

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

Data Collection Inventory What? Who? When?

Data Dissemination Plan Who gets what? When?

Use of Data Process How are data used?

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.

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

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

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

Remember

The value of accreditation is in the journey toward the visit!

Have a great conference!

Kate Steffens

ksteffens@stcloudstate.edu

the ncate journey kate steffens st. cloud state university aacte/ncate orientation - spring 2008

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