Purdue UniversityNCATE/IPSB

Accreditation Visit___________________

Teacher Education Programs

(March 6 – 10, 2004)

Voluntary

Recognized by theU. S. Department of Ed.

46 State Partnerships plus D. C. and Puerto Rico

NCATENational Council for Accreditation of Teacher Education

State of Indiana agency

National accreditation encouraged, but not mandatory

Same standards as NCATE

Partnership State - Joint Visit

IPSBIndiana Professional Standards Board

Assures public of highly qualified teachers as required by “No Child Left Behind” (NCLB)

It provides visible assurance to the citizens of Indiana that Purdue University is working to meet education needs within the state – and it is in Purdue’s Strategic Plan

Without NCATE/IPSB accreditation our teacher education graduates cannot get licensed in Indiana - or most other states

Why is NCATE/IPSB Accreditation Important?

Purdue University

• National/international reputation

• Strong commitment to Land Grant mission

• New president &strong leadership team

• Strong focuson strategic planning

• Strong partnerships with content area departments in other schools

ENGAGEMENTENGAGEMENT LEARNINGLEARNING

DISCOVERYDISCOVERY

TheTheNext Level:Next Level:

PREEMINENCEPREEMINENCE

The Next Level: PreeminencePurdue Strategic Plan 2001-2006

• Types/categories and number of programs • Number of schools, school visits and students served

Key StrategiesKey StrategiesSpecific to Goal 3 (Engagement)Specific to Goal 3 (Engagement)

““Strengthen preparatory education through enhanced, Strengthen preparatory education through enhanced, ongoing engagement with PK-12 schools, with special ongoing engagement with PK-12 schools, with special

emphasis on reading, writing, math and science.”emphasis on reading, writing, math and science.”

MetricsMetrics

Teacher Education Council

DEANGeorge Hynd

T.J. Oakes DirectorOffice of

Professional Preparation

and Licensure

Mike Kremer Manager

Business Office

Abe CrossDirector

Development

Sidney Moon Interim

Associate DeanAcademic Programs

Wm. McInerneyInterim

Associate DeanEngagement

Jane Ann DimittDirector

Office of Advising and Recruiting

Patty Mason DirectorOffice of

Graduate Studies

Robert Evans DirectorOffice of

Information Technology

Linda AustinDirector

Office of Field Experiences

Phillip VanFossenDirector

Ackerman Center

Jim Lehman, HeadDepartment of Curriculum and Instruction

Maribeth Schmitt, DirectorPurdue Literacy Network Project

Kevin Kelly, HeadDepartment of Educational Studies

Purdue Counseling and Guidance Center

Richard Lesh Director

School of Mathematics and Science Center

andTwenty-first Century

Conceptual Tools

Sidney MoonDirector

Gifted Education Resource Institute

Deborah BennettDirector

Assessment Research Center

Robert EvansManaging Director

Technology Resources Center

Purdue University Teacher Education Program Governance and Administrative Structure

Unit Head School of Education Dean

Teacher Education Council

School of Agriculture School of Consumer & Family Sciences

School of Education School of Liberal Arts School of Science School of Technology

Academic Advising

Agriculture Education

Methods Field Experiences

Academic Advising

Consumer & Family Sci. Ed.

Early Childhood Education

Academic Advising

Educational Leadership

Educational Technology

Elementary Education

Gifted & Talented Education

Literacy & Language

School Counseling

Social Studies Education

Special Education

Academic Advising

Communication Disorders

Methods Field Experiences

English Education

Foreign

Languages Ed.

Health/Physical Education

Visual Arts Education

Methods Field Experiences

Academic Advising

Biology Education

Chemistry Education

Earth/Space Sciences Ed.

Mathematics Education

Physics Education

Methods Field Experiences

Academic Advising

Technology Education

Methods Field Experiences

Office of Professional Preparation & Licensure Elementary Education Committee

Secondary Education Committee

Assessment Council

Office of Field Experiences

Methods Field Experiences

Purdue North Central

Graduate Studies Office

Professional Preparation Model• Strong commitment to

a professional preparation model

• Model adopted in 1992, reaffirmed in 1999 & 2003 by Teacher Education Council (TEC)

• Based on research & best practice

Purdue’s Teacher Education Programs• Includes a set of block courses, each

block with a corresponding field experiencecalled “Theory Into Practice” (TIP)

• Reforms are aimed to achieve– Programmatic coherence through the use of

sequenced blocks– Additional, earlier, and more meaningful field

experiences through the TIPs– Additional emphasis on technology, diversity and

assessment

Blocks, Gates & Courses Assessment

Relationships Among Elementary and Secondary EducationGates, Blocks and Courses

Elementary Education

Gate A Gate B Gate C Gate D

Block I Block II Block III Block IV Block V Block VI

EDCI 205 285

EDPS 235 265

EDCI 361

EDCI 362

EDCI 363

EDCI 364

EDCI 365

EDPS 430

EDCI 466

EDCI 496

Secondary Education / Special Education

Gate A Gate B Gate C Gate D

Block I Block II Methods CoursesStudent

Teaching

EDCI 205 285

EDPS 235 265

Courses Specified by Each Program Area

Specified By

Program Area

Graduation

Blocks, Gates & Courses AssessmentEARLY CHILDHOOD EDUCATION

Strengths of the Teacher Education Program

• Historical commitment to content area learning• Respect for faculty ownership from across

campus as evidenced by joint, split & courtesy appointments

• Governed by Teacher Education Council (TEC) • Strong commitment to sequenced field

experiences prior to student teaching• Continuously engaged in self study

Stakes are higher (NCLB)Input versus output - performance-based standards and assessmentsAccreditation requires involvement of the entire university - shared visionWe can no longer assume that we are preparing good educators; we must provide evidence of that fact

Challenges of the New Standards(Professional and NCATE)

Saturday - team arrives, orientation

Sunday - team meets, Exhibit Room, presentation/evening function

Monday - interviews, observations, visits to schools

Tuesday - interviews, observations

Wednesday - draft report, exit conference

The Purdue Visit

Institutional Report

Exhibit Room

Interviews

BOE Gathers Data

Section 1. Overview of the institution

Section 2. Conceptual framework

Section 3. Evidence for meeting six standards

*http://admin2.soe.purdue.edu/ncate/IR

Institutional Report* forContinuing Visits

Initial Teacher Education Preparation Programs: 28• http://admin2.soe.purdue.edu/ncate/Programs/ITP/ITP.htm

Advanced Preparation Programs: 36• http://admin2.soe.purdue.edu/ncate/Programs/AP/AP.htm

Program Summary URL with Template:• http://admin2.soe.purdue.edu/ncate/Programs/

Program Descriptions

Candidate Performance1. Candidate Knowledge, Skills, & Dispositions

2. Assessment System and Unit Evaluation

Unit Capacity3. Field Experiences and Clinical Practice

4. Diversity

5. Faculty Qualifications, Performance, and Development

6. Unit Governance and Resources

NCATE Standards

Faculty, candidates, staff, school personnel, & administrators in all schools Possible questions/answers 

http://arc.soe.purdue.edu/AssessmentCouncil/NCATE/BOEReportQuestions.doc

Interviews

BOE writes report

Institution writes rejoinder

Report & rejoinder go to NCATE Unit Accreditation Board

Accreditation status determined by NCATE (Fall 2004)

Accreditation status determined by IPSB (Fall 2004)

After the NCATE/IPSB Visit

Possible outcomesAccreditation Continued (7 years)Accreditation Continued with Conditions

to be removed within two years with a focused visit

Accreditation Continued with Probation to be removed within two years by an initial-like visit

NCATE/IPSB Accreditation Decision

The NCATE/IPSB March 6-10, 2004 Visit

The NCATE/IPSB March 6-10, 2004 Visit

Questions/Discussion