NCATE 2000 Update

July 2000

Donna M. Gollnickwww.ncate.org

Standards Revision Timeline

• Sept. 2000 Submissions

• Fall 2000 and Spring 2001

• Fall 2001

• (Optional) Elementary education standards may be used for program submissions.

• (Optional) Units may choose to use the revised standards for their on-site visits.

• Revised standards applied to all visits.

NCATE 2000 Standards• Candidate Performance

• Candidate Knowledge, Skills, & Dispositions

• Assessment System and Unit Evaluation

• Unit Capacity• Field Experiences and Clinical Practice• Diversity• Faculty Qualifications, Performance, and

Development• Unit Governance and Resources

Conceptual Framework

The conceptual framework(s) establishes the shared vision for a unit’s efforts in preparing educators to work effectively in P-12 schools. It provides direction for programs, courses, teaching, candidateperformance, scholarship, service, and unit account-ability. The conceptual framework(s) is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated.

Conceptual Framework• Units will be expected to describe their

conceptual frameworks in an early section of the institutional report to provide an important context for the unit’s approach to meeting the standards.

• Units’ conceptual frameworks will be submitted with preconditions in the future.

Elements of a Conceptual Framework - p. 2 of the Standards

• the mission of the institution and unit

• the unit’s philosophy, purposes, professional commitments, and dispositions

• knowledge bases including theories, research, the wisdom of practice, and education policies

Elements (continued)

• performance expectations for candidates, aligning them with professional, state, and institutional standards

• the system by which candidate performance is regularly assessed

Indicators for Conceptual Framework(s) - p. 3 of the Standards

1. Shared Vision

2. Coherence

3. Professional Commitments and

Dispositions

Conceptual Framework Indicators

4. Commitment to Diversity

5. Commitment to Technology

6. Candidate Proficiencies Aligned with Professional & State Standards

Evidence for Learning about the Conceptual Framework • Syllabi• Field experiences• Performance assessments• Interviews: faculty, candidates,

cooperating teachers, & other members of the professional community

• Professional development activities• Unit evaluations

Organization of Revised Standards

• The Standard

• Rubric

• Explanation of the Standard

including a rationale for the standard

CANDIDATE PERFORMANCE

Standards 1 & 2

1. Candidate Knowledge, Skills, and Dispositions

Candidates preparing to work in schools as teachers or other profes-sional school personnel know and demonstrate

1. Candidate Knowledge, Skills, and Dispositions

Candidates preparing to work in schools as teachers or other profes-sional school personnel know and demonstrate the knowledge, skills, and dispositions

1. Candidate Knowledge, Skills, and Dispositions

Candidates preparing to work in schools as teachers or other profes-sional school personnel know and demonstrate the content knowledge, skills, and dispositions

Data Sources• Content Test Scores• Candidate Portfolios• Performance in Student Teaching &

Internships• Performance Data Reviews by

Specialized Professional Associations & States

• Surveys of Employers• Degree or Major in the Field• Grade Point Average (GPA)

1. Candidate Knowledge, Skills, and Dispositions

Candidates preparing to work in schools as teachers or other profes-sional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions

1. Candidate Knowledge, Skills, and Dispositions

Candidates preparing to work in schools as teachers or other profes-sional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

1. Candidate Knowledge, Skills, and Dispositions Candidates preparing to work in schools as teachers or other profes-sional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.

Questions Asked by BOE Teams

• What data show that candidates know their subject matter?

• How well are candidates performing on content and teaching tests?

• How effective are candidates in their internships?

More Questions

• How do faculty know that candidates are competent teachers or counselors or principals, etc.?

• What assessments are used by faculty and programs to determine that candidates should continue or complete programs?

How will the BOE team use the

standards’ rubrics?

Rubric for Standard 1 Element of Standard Unacceptable Acceptable Target

Contentof their field

Professional andpedagogical knowledge & skills

Pedagogicalcontent knowledge

Dispositions

Student Learning

2. Assessment System and Unit Evaluation

The unit has an assessment systemthat collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve

the unit and its programs.

External resources for measuring proficiencies

• State licensure exams• Employer evaluations• National and/or state

program reviews• Multiple choice

tests & written essays• Transcripts

Internal resources for measuring proficiencies

• Candidate work• Lesson plans• Reflections• Case studies • Portfolios

• Observations & Assessments of• Interactions with

students• Parent communications• Teaching in small and

large group settings• Professional activities

Student learning- Student work- Student achievement

Features of Good Assessment Systems

• Embedded in instruction

• On-going• Data related to

standards• Multiple/linked

measures• Candidate experiences• Benchmarks• Comprehensive

and more BOE questions...

• What rubrics have been developed to guide decisions about performance?

• What happens to candidates not performing at the level expected?

• What performance assessments are being used?

and finally...

• What decisions are made at what point of the program?

• How are data being compiled and reviewed to improve programs?

Comparison of Current and NCATE 2000 Standards

Performance Assessment

• Current System• Category I:

• I.A, • I.C, • I.D, and• I.E

• Category II: • II.A, • II.C, and • II.D

• NCATE 2000• Standard 1

• Content knowledge.• Professional &

pedagogical knowledge, skills, & dispositions.

• Positive effect on student learning.

• Candidate assessment.

• Standard 2• Assessment System.• Use of data to evaluate

& improve programs.

UNIT CAPACITY

Unit Capacity Standards• Current Standards

• I.H Field Experiences & I.I Prof. Community

• Diversity in I.A, I.C, I.D, I.E, I.G, I.H, II.B, III.A, & III.B

• Category 3 Standards

• Category 4 Standards

• NCATE 2000 Standards• Std 3 - Field Experiences

& Clinical Practice

• Std 4 - Diversity

• Std 5 - Faculty Perfor-mance & Development

• Std 6 - Unit Governance & Resources

Standards 3 & 4

3. Field Experiences and Clinical Practice

The unit and its school partnersdesign, implement, and evaluate field experiences and clinical practice so that teacher candidates

and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.

Frequently Asked Questions• Who are clinical faculty?

• Does NCATE expect units to have professional development schools?

• How long must student teaching be?

• What can the unit do if it has no control over the selection of supervisors in schools?

4. Diversity

The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn.

4. DiversityThe unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn. These

experiences include working with

diverse higher education and school faculty, diverse candidates, and diverse and exceptional students in P-12 schools.

Diversity

Differences among groups of people and individuals based on race, ethnicity, socio-economic status, gender, language, excep-tionalities, religion, sexual orientation, and geographic region in which they live.

Frequently Asked Questions

• How much is enough diversity?

• Will teams expect to see a plan, efforts, and results related to diversity?

• How does NCATE expect units in rural or suburban areas with limited diversity to meet this standard?

Standards 5 & 6NCATE 2000 Standards

Donna M. Gollnickdonna@ncate.org

5. Faculty Qualifications, Performance, and      Development.

Faculty are qualified and model best professional practices in scholarship,

they also collaborate with colleagues in the disciplines and schools.

service, and teaching, including the

assessment of their own effectiveness as related to candidate performance;

5. Faculty Qualifications, Performance, and Development.Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools.

The unit systematically evaluates faculty performance and facilitates professional development.

Frequently Asked Questions• Do university/college supervisors of

field experiences and clinical practice have to be licensed in the area being supervised?

• What will convince BOE teams that faculty members model best practice?

• What evidence will show that faculty are involved in self-assessment of their effectiveness?

6. Unit Governance and

Resources The unit has the leadership,

information technology resources,

authority, budget, personnel,facilities, and resources, including

for the preparation of candidates to meet professional, state, and institutional standards.

Frequently Asked Questions

• Does NCATE still have requirements for faculty load and clinical supervision?

• What percentage of the unit’s faculty can be adjunct faculty?

• How up-to-date must technology be?

Transition to Full Implementation of

NCATE 2000 Standards

Revised Annual Report by 2001• Profile data similar to current

report• Candidates• Faculty• Diversity• Faculty teaching and supervision• Budget and resources

• Performance data• State licensing performance• Placement of graduates

• Units annually submit progress on meeting the six standards.

• Progress on the unit’s assessment system will be reported annually on the NCATE portion of the AACTE/NCATE annual report.

NCATE Portion of Annual Report

NCATE’s Use of Annual Report

• As part of NCATE’s “Third Year Report,” feedback is provided on addressing previous weaknesses and progress made toward designing and using performance assessments.

• Board of Examiners teams use the annual reports as a portfolio of activity between visits.

What will BOE teams expect to find during on-site visits?

•Fall 2001 & Spring 2002

• The unit has developed a plan for an assessment system with timelines and details about the system components and management.

• The assessment system has been developed collaboratively by the professional community.

• Outcomes for candidates are based on professional, state, and institutional standards and are clearly communicated to candidates.

•Fall 2001 & Beyond

• The unit should have available any performance assessment data that are currently available.

• Candidates’ performance on admission assessments.

• Candidates’ performance on state licensure tests.

• Student teaching & internship assessments.

•Fall 2002 & Spring 2003

• The unit is implementing the first steps of its assessment system.

• The unit and its professional community have developed some internal performance assessments based on professional, state, and institutional standards.

• Rubrics/ criteria for scoring and tests for credibility are being developed.

•Fall 2003 & Spring 2004

• The unit is in the third year of implementing its assessment plan.

• The unit is using internal performance assessment based on professional, state, and institutional standards to identify the competence of ALL candidates.

• A system for testing the credibility of the assessments has been developed.

•Fall 2004 & Spring 2005

• The unit’s assessment system is being implemented, evaluated, and refined.

• Performance assessments are being tested for credibility .

• Data on candidate performance from external and internal measurements have been compiled and are being used to improve programs.

The NCATE 2000 Visit

Institutional Report forContinuing Visits in

NCATE 2000

I. Overview of Unit and Institution

II. Conceptual Framework

IV. Evidence for Meeting Each Standard

III. Overview of Programs for the Preparation of Educators

Section IV of the IR: The unit should• Discuss evidence holistically.

• Relate evidence to elements of standard.

• Explain nature of evidence in context of the standard.

• Present evidence in clear & concise manner.

Report Differences

• Continuing Visits

• focus in-depth on the first two standards and their elements.

• report holistically on the last four standards.

• Initial Visits

• all six standards and their elements should be addressed in-depth.

Changes in Visits

• Nature of the evidence• - performance rather than input

oriented

• More focused group interviews • fewer individual interviews

Evidence• Current System

• minutes of meetings• syllabi• student & faculty

work• interviews with

faculty, students, school personnel, administrators

• visits to schools• performance data,

including state licensure results

• NCATE 2000• candidates’ portfolios• observations of teaching• professional, state, &

institutional assessments of content knowledge, professional & pedagogical knowledge, skills, dispositions, & effects on student learning

• NBPTS & other advanced certification

Guidelines for Assessing Quality of Evidence

• Reviewing surveys• Assessing student work samples• Reviewing test results• Assessing evaluations• Reviewing portfolios• Assessing student learning• Assessing rubrics & scoring systems

for institu

tions &

BOE members

Evaluating Performance Based Assessments

• Curricular importance

• Fairness• Transfer and

generalizability• Cognitive

complexity• Content quality

• Linguistic appropriateness

• Instructional sensitivity

• Meaningfulness• Practicality• Consequences

Reviewing Test Results• Recognize that this is one of multiple measures

of program quality• Review the results in the context of the

Specialized Professional Association Review• Understand state context - study state report

card• Look at the data over several years to identify

trends• Understand the complexity related to state tests:

low vs. high cut scores, strong and weak links to state standards, no national comparison, etc.

Surveys as Evidence

• Instrument should include focused questions related to the unit’s learning outcomes

• The analysis of the survey should include: (a) the date administered; (b) a description of the sample; (c) a response rate; (d) follow-up activities if response rate is below 55%; findings in quantitative terms; and narrative of meaning of findings

Assessing Portfolios

• A written description of the candidates who are expected to submit portfolios; of the items that should be in the portfolios; and of the criteria for judging the portfolios

• Evidence of how the unit ensures that the ratings are consistent

• Summary and examples of portfolios at each level of proficiency

Assessment of Student Learning

• Candidate work clearly demonstrates the candidate’s ability to assess student learning

• Assessments of candidates include items evaluating candidate understanding of assessment and student learning

Assessing Unit Evaluations

• Purposes are clearly stated• Evaluation questions are related to

conceptual framework• Methods are clearly defined• Data are properly collected and

analyzed• Information is used to make positive

changes in unit

BOE Report for NCATE 2000

I. Introduction

A. Context for visit, including characteristics

of unit and institution.

B. Summary of institution’s conceptualframework, using indicators as a

guide.

BOE Report (cont.)

II. Findings for Each Standard

A. Overall team finding (Met or Not Met)

B. Description and analysis of finding - a holistic discussion of the standards using

the elements & evidence presented to support the team’s decision.

C. Weaknesses

BOE Report (cont.)

III. Sources of Evidence

A. Persons interviewed

B. Documents reviewed

C. Schools visited

UAB Accreditation Decisions • Initial Visits

• Accredited

• Provisional Accreditation

• to be removed within two years with a focused visit

• Denied Accreditation

• Continuing Visits

• Accreditation Continued• 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

Pilots in 2000-2001

• 30+ pilot institutions testing NCATE 2000 procedures.

• BOE members assigned to pilot visits will have been trained to apply the NCATE 2000 standards and procedures.

BOE Training

All BOE members will be trained to apply the NCATE 2000 standards &

procedures before serving on a team.

Challenges for Teacher Ed• Testing for credibility of assessments –

fairness, consistency, accuracy, and avoidance of bias

• Assessing for a candidate’s impact on student learning.

• Compiling, analyzing, and summarizing candidate assessment data.

Begin preparing now for your NCATE 2000

visit.