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![Page 1: 101 May 2005. An accrediting body for schools, colleges, and departments of education recognized by the U.S. Department of Education and the Commission.](https://reader030.fdocuments.us/reader030/viewer/2022032604/56649e5d5503460f94b558b8/html5/thumbnails/1.jpg)
101
May 2005
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An accrediting body forschools, colleges, and
departments of education recognized by the U.S.
Department of Education and the Commission on Higher
Education Accreditation
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NCATE’s Constituent Members
TeachersSpecialized ProfessionalAssociations
State &Local
Policymakers
TeacherEducation
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NCATE GOVERNANCEExecutive Board
provides overall leadership
Unit Accreditation Board (UAB)
makes accreditation decisions, writes
standards, &oversees Board
of Examiners
Specialty Area Studies Board (SASB)
approves program standards
State Partnership Board (SPB)
approves state
partnerships
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State Partnerships
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State Partnerships
• Standards
– State Unit & Program Stds
– NCATE Unit & Program Stds
– Combination• State Program Stds
• NCATE Unit Stds
• Type of Visit
– Joint State & NCATE Visit
– Concurrent State & NCATE Visit
– NCATE Only Visit
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BOE Team Composition for Joint Visits
• Voting Members– 3-8 NCATE Board of Examiners members– 2-7 or fewer state representatives
• Non-voting Members– State consultant from the State Agency– Observers from state affiliates of AFT & NEA
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• How does the state partnership work in your states?
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Annual Report
• Submit AACTE/NCATE annual report by October 1.– Part A: Contacts & Characteristics– Part B: Data on candidates, faculty, & budget– Part C: Progress on AFIs
• States may have access to annual report data for its institutions.
• Some states request supplemental information with Part C .
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Team Report
• NCATE format for the team report
• State addendum (optional)
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Accreditation Decisions by NCATE
• Accreditation
• Accreditation with provisions or conditions
• Accreditation with probation
• Deny or revoke accreditation
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Continuing Accreditation Visit
Accreditation Conditional Probation
WrittenDocumentation Focused
Visit
Accreditation Revocation
Within 6 monthsWithin 2 years
Accreditation
Within 12-18 months
Within2 years
Full Visit
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First Accreditation Visit
Accreditation Provisional Denial
WrittenDocumentation Focused
Visit
Accreditation Revocation
Within 6 monthsWithin 2 years
Accreditation
Within 12-18 months
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Decisions by States
• Program Approval (usually for licensure areas)
• Unit Approval – May be same or different from NCATE
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• How does your state use the NCATE program review and accreditation decisions in determining state approval?
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NCATE Standards
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NCATE 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
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Components of Standard
• The Standard
• Rubrics
• Supporting Explanation
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Candidate Knowledge,Skills, and
Dispositions
Standard 1
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The Standard
Candidates preparing to work in schools as teachers or other professional 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.
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Content Knowledge for Teacher Candidates (Initial and Continuing Preparation of Teachers)
Unacceptable Acceptable Target
Teacher candidates have inadequate knowledge of subject matter that they plan to teach as shown by their inability to give examples of important principles or concepts delineated in professional, state, and institutional standards. Fewer than 80 percent of the unit’s program completers pass the academic content examinations in states that require such examinations for licensure.
Teacher candidates know the subject matter that they plan to teach as shown by their ability to explain important principles and concepts delineated in professional, state, and institutional standards. Eighty percent or more of the unit’s program completers pass the academic content examinations in states that require such examinations for licensure.
Teacher candidates have in-depth knowledge of the subject matter that they plan to teach as described in professional, state, and institutional standards. They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject. All program completers pass the academic content area examinations in states that require such examinations for licensure.
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Dispositions for All Candidates
Unacceptable Acceptable Target
Candidates are not familiar with professional dispositions delineated in professional, state, and institutional standards. They do not model these dispositions in their work with students, families, and communities.
Candidates are familiar with the dispositions expected of professionals. Their work with students, families, and communities reflects the dispositions delineated in professional, state, and institutional standards.
Candidates’ work with students, families, and communities reflects the dispositions expected of professional educators as delineated in standards. Candidates recognize when their own dispositions may need to be adjusted and are able to develop plans to do so.
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Supporting Explanation:
• The public expects that teachers of their children have sufficient knowledge of content to help all students meet standards for P–12 education. The guiding principle of the teaching profession is that student learning is the goal of teaching. NCATE’s Standard 1 reinforces the importance of this goal by requiring that teacher candidates know their content or subject matter, can teach effectively, and can help all students learn. All professional school personnel are expected to carry out their work in ways that are supportive of student learning.
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Program Reviews as Evidence of Meeting Standard 1
National Reviews by
SPAs (SpecializedProfessional
Associations)
State Reviews by the State
Agency Responsible for Program
Approval
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New NCATE Program Review Process
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5 Sections
1. 6-page Context Statement– Course of Study– Number of completers– Brief information about faculty
2. List of assessments, scoring guides, and data tables being submitted
3. Table aligning assessments to SPA standards
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4. Discussion of assessments and data– Content knowledge– Pedagogical and professional knowledge, skills
and dispositions– Effects on student learning
5. 3 pages delineating how faculty have used data to improve the program
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Data available from national (& sometimes state) program reviews
1. State licensure exam for program area (if available—otherwise another content based assessment)
2. Content Assessment
3. Assessment of Planning (e.g., unit plan)
4. Student teaching/internship assessment
5. Assessment of candidate impact on student learning or providing a supporting learning environment
6. Other assessment to show SPA standards are met
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How much data are needed?
• Between now and through spring 2007 visits:– At least one semester of data for assessments
in program reports– At least one year of data for the onsite visit
• Fall 2007 & Spring 2008: 2 years of data for both
• Beginning fall 2008, three years of data for both
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• What have you learned about assessments in the national review of elementary education programs?
• How are institutions addressing student learning?
• Where are institutions doing well & falling short?
Ron
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• What candidate assessments do you use in the state program approval process?
• What are institutions doing well in collecting & using data & what needs improvement?
States
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Alignment of Program Review with Standard 1
Content Rubric elements 1-2
Professional & Professional & Pedagogical Pedagogical Knowledge, Knowledge, Skills, & Skills, & DispositionsDispositions
Rubric elements 3-Rubric elements 3-55
P-12 Student P-12 Student LearningLearning
Rubric elements 6-Rubric elements 6-77
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Use of National Recognition/ State Approval by BOE Teams
• An area for improvement will be cited for each program that is not nationally recognized or does not have full state approval.
• UAB may remove AFI if program has been recognized after the BOE visit, but before the UAB meeting.
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What unit assessments and data are needed for Standard 1?
Outcomes from conceptual framework Dispositions Pedagogical content knowledge Professional knowledge
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• What responsibility do we (NCATE, state, SPA) have for helping institutions be successful in achieving state/national approval/ recognition of programs and unit accreditation? What are your groups doing?
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The Process
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2-3 years before visit
3 semesters before visit
1-2 semesters before visit
Intent to Seek Accreditation
Preconditions
Program Reports Due
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60 days before visit
30-60 days before visit
Visit Date
Institutional Report Due
Previsit with Team Chair
The On-site Visit
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Board of Examiners Teams
TeacherEducation
Teachers
Specialty & Policy
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Within 52 days after visit
March/April & October
Within 2 weeks after UAB
BOE Report Finished
UAB Meeting
Notification of Accreditation
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• For this question, respond as a BOE member. – How can the state
consultant be most helpful to the BOE/state team during the visit?
– How does the state consultant help make the visit run smoothly?
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Organizing to Determine Accreditation
Audit Committees4-5 Members with 6-9
cases
Joint Audit Committees2 Audit Committees
Full UAB32 Members
Consent Agenda
Recommendations for Denial, Probation, or Revocation
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Continuing Accreditation Cycle
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Accreditation Decision
YEAR 1Annual Report
YEAR 2Annual Report
YEAR 3Annual Report
YEAR 4Annual Report
YEAR 7Institutional
Report& Visit
YEAR 6Annual Report &Program Review
Documents
YEAR 5Annual Report
Probation2 years Visit
Conditional2 years
Focused Visit
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Reminder
• The second visit for a newly accredited institution is in five years
• Some states are still on a 5 year cycle
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States Moving to 7-Year Review Cycle: 42
Arkansas Arizona California Connecticut Delaware District of Columbia• Georgia Guam (non-partner) Hawaii Idaho Illinois Indiana
Kansas Kentucky Louisiana• Maine Maryland – will move to 7-
year cycle after institutions have been accredited under the new MD standards
Michigan Minnesota• Missouri Montana Nebraska Nevada
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and more…
New Hampshire (non-partner)
• New Jersey• New Mexico• New York• North Carolina - will
move to a 7-year cycle after institutions have been accredited under the new NC standards
North Dakota• Ohio• Oklahoma• Oregon
• Pennsylvania• South Carolina• South Dakota• Tennessee• Texas• Utah• Vermont (non-partner)
• Virginia• Washington• Wisconsin• West Virginia• Wyoming
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States considering the 7-year cycle, but have not received approval from the appropriate
board: 1
• Florida
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States retaining the 5-year cycle: 6
• Alabama• Colorado• Iowa• Massachusetts• Mississippi• Puerto Rico
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States that have not responded: 2
• Alaska• Rhode Island
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And Remember Why We Are Doing All of this Work…