Adult Education Technical Assistance

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Ensuring Educator Excellence

Adult Education Adult Education Technical Technical

AssistanceAssistanceJanuary 2011January 2011

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AgendaAgenda

HistoryHistory Major ChangesMajor Changes Credential InformationCredential Information TransitionTransition Approval ProcessApproval Process New Program DocumentsNew Program Documents Next StepsNext Steps

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New Designated Subjects Adult New Designated Subjects Adult Education StandardsEducation Standards

Developed by advisory panel in 2008Draft presented to Commission in

April 2009, Field surveyed in June 2009Approved in November 2010

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Advisory PanelAdvisory Panel

2008 panel reviewed & updated standards for preparing adult education teachers.

Panel members: 17 adult education experts with CSU, UC, ACSA, CSBA, CTA, & CFT represented.

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AB 1374 (Brownley)AB 1374 (Brownley) Effective January 1, 2011.Effective January 1, 2011. Changes preliminary credential from Changes preliminary credential from

5 to 3 years5 to 3 years Changes experience requirement for Changes experience requirement for

non-academic subjects from 5 to 3 non-academic subjects from 5 to 3 yearsyears

Moves US Constitution requirement Moves US Constitution requirement to the clear credentialto the clear credential

Consistent with SB 1104 (CTE)Consistent with SB 1104 (CTE)

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Major ChangesMajor Changes

Comprehensive, integrative Comprehensive, integrative program structureprogram structure

Early teacher orientationEarly teacher orientation Program recommendations for Program recommendations for

credentialscredentials Supervision, support & Supervision, support &

advisementadvisement

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Title 5 ChangesTitle 5 Changes♦ Reduction from 1500 to 1000 hours for

one year of work experience

♦ Recency requirement of one year in last five or two years in the last ten

♦ Issued in 15 CTE industry sectors or 4 Personal Development subject areas, not specific vocational subject areas

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Credential Authorization Credential Authorization ChangesChanges

Rename non-academic subjectsRename non-academic subjects Reorganize non-academic Reorganize non-academic

subjectssubjects New category: Career Technical New category: Career Technical

Subjects (15 industry sectors)Subjects (15 industry sectors) Redefine ESL credential Redefine ESL credential

requirementsrequirements

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New Title 5 Authorization Categories

Non-Academic♦ Personal Development Subjects:

• Art• Health and Safety• Family Education• Financial Literacy

♦ Career Technical Education• 15 Industry Sectors

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Credential DatesCredential Dates

♦ January 31, 2013• Last admittance date to an “old” adult

education program• Preliminary FT and PT adult education

credentials no longer initially issued

♦ January 31, 2016• Last issue date for Clear FT and PT adult

education credentials

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Credential ConversionsCredential Conversions

Old DS voc ed credentials can be Old DS voc ed credentials can be converted to sector designations with converted to sector designations with application and feeapplication and fee

Employers determine appropriate Employers determine appropriate assignments based on qualificationsassignments based on qualifications

CTC org chart for authorizations CTC org chart for authorizations matched to the 15 sectorsmatched to the 15 sectors

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5 Year Full Time/Part Time 5 Year Full Time/Part Time CredentialCredential

♦ Issued until program sponsor receives approval under new standards or January 31, 2013, whichever occurs first

♦ No change to subject areas (academic or non-academic)

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3 Year Preliminary Credential3 Year Preliminary Credential

♦ Issued when program sponsor receives approval under new standards

♦ Non-academic issued in personal development or CTE categories, not vocational education subject areas

♦ No change to academic subject areas

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Clear 5 Year CredentialClear 5 Year Credential

♦ Possession of 3-year preliminary♦ Verification of successful teaching♦ Completion of program under new

standards approved by the Commission♦ US Constitution♦ Health & Computer Education components♦ Recommendation by a Commission-

approved program

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Transition PolicyTransition Policy♦ Preliminary Adult Education credential

holders may complete ‘old’ programs or transition to new adult education credentials pursuant to AB 1374

♦ Significant program standard changes♦ Adult education program sponsor will

determine if applicant qualifies for preliminary or clear credential

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Program Review Cycle

Review

Feedback

Resubmission

Until ALL Standards MET!

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IPR Process Overview CTC staff logs in program document

and contact information

Document assigned to pre-scheduled review date

Readers scheduled

2 readers review the document

Response is sent to program sponsor

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IPR Process

First Review; rFirst Review; readers determine one of eaders determine one of the following:the following:– Standard isStandard is MetMet – More Information is NeededMore Information is Needed

If If More Information is Needed;More Information is Needed; – readers prepare a statement to the readers prepare a statement to the

program that clearly indicates what program that clearly indicates what information/documentation is needed for information/documentation is needed for the standard to be met.the standard to be met.

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IPR ProcessIPR Process Feedback sent to program by CTC staffFeedback sent to program by CTC staff Program Program maymay resubmit resubmit Resubmissions received at CTCResubmissions received at CTC

– CTC sends to original readersCTC sends to original readers Review > Feedback > Resubmission Review > Feedback > Resubmission

– Continues until all standards MetContinues until all standards Met Reviewers Reviewers do notdo not revisit decisions already revisit decisions already

reported to a program reported to a program sponsorsponsor

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Program Approval byCommittee on Accreditation (COA)

When all standards are found to be met: Program sponsor must provide CTC with

final program document incorporating all changes made during IPR cycle.

Program sponsor provides a descriptive paragraph to CTC staff for the COA agenda

CTC staff schedules COA action at the next meeting

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Program SubmissionProgram Submission

The Educator Preparation Standards The Educator Preparation Standards web page will provide the standards web page will provide the standards handbook and a narrative template:handbook and a narrative template:

http://www.ctc.ca.gov/educator-prep/STDS-prep-program.html

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Document RequirementsDocument Requirements1.1. Electronic formatElectronic format

2.2. Transmittal cover sheet: contact infoTransmittal cover sheet: contact info

3.3. Administrative signatureAdministrative signature

4.4. PreconditionsPreconditions

5.5. Common Standards (addendum)Common Standards (addendum)

6.6. Responses to each standard Responses to each standard

7.7. Appendices with supporting Appendices with supporting documentationdocumentation

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Developing Program Developing Program DocumentsDocuments

Format for StandardsFormat for Standards– Standard followed by planning Standard followed by planning

prompts or candidate outcomesprompts or candidate outcomes Parallel Organization of DocumentsParallel Organization of Documents

– Standards in orderStandards in order– Content maps for courses (matrix)Content maps for courses (matrix)

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Components of Standard Response

1. Narrative response to the standard describing How the program meets the standard

2. Documentation to verify the narrative3. Candidate Competence measures

(incorporated into the corresponding standards narratives)

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Common Standards Response

PSA 10-11 (May 12, 2010) IF 2008 Common Standards Complete;

– Submit Common Standards Addendum for program

IF Common Standards have not been updated; – Submit new Common Standards (2008) (or

NCATE) and address all unit programs– Include documentation to support narrative

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Responses to Program Responses to Program StandardsStandards

Planning prompts for the standardsPlanning prompts for the standards Descriptions of how standards are Descriptions of how standards are

addressedaddressed Specific program examplesSpecific program examples References to supporting References to supporting

documentationdocumentation

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Supporting DocumentationSupporting Documentation Course outlines/syllabiCourse outlines/syllabi Tables/charts Tables/charts Meeting schedules/minutesMeeting schedules/minutes Program forms/communicationProgram forms/communication Sample class assignmentsSample class assignments Faculty vitae/hiring policiesFaculty vitae/hiring policies Student assessment rubrics/guidesStudent assessment rubrics/guides Evaluation/survey formsEvaluation/survey forms

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Supporting Documentation If the program says that it will address a

topic in a particular course, the course syllabus should also note it. – A course template/outline for the

required parts of courses may be sufficient.

– If instructors create their own syllabi, all syllabi need to be submitted.

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Program Standards Response

In an Ideal Program Narrative, Everything in the narrative directly relates

to the standard. All aspects of the standard are addressed. Each phrase of the standard is addressed

with a description of ‘How’ the program meets that requirement.

Evidence is referenced in the narrative and easy to locate.

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Example: Non-ResponseStandard: Teachers study essential themes and Teachers study essential themes and

concepts related to the adult education teaching concepts related to the adult education teaching profession, including knowledge of its history, profession, including knowledge of its history, funding, and governance and its role in public funding, and governance and its role in public education. education.

Response: The XYZ adult education teacher preparation program prepares candidates in essential themes and concepts related to the essential themes and concepts related to the adult education teaching profession, including adult education teaching profession, including knowledge of its history, funding, and governance knowledge of its history, funding, and governance and its role in public education.and its role in public education.

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Example: Insufficient Response

Standard: Teachers select and use Teachers select and use appropriate technology to facilitate the appropriate technology to facilitate the teaching and learning process for all teaching and learning process for all students in the classroom.students in the classroom.

Response: Participating teachers use e-mail as a tool to communicate with parents and other teachers.

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Example: Off-Standard Response

Standard: The program sponsor The program sponsor collaborates with the employer in the collaborates with the employer in the implementation of the preparation implementation of the preparation program for teachers, including the program for teachers, including the selection of supervisors and/or support selection of supervisors and/or support teachers.teachers.

Response: All participating districts that XYZ College works with have strong relationships between schools and the communities they serve.

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Feedback if Standard is not Feedback if Standard is not MetMet

No response to standard– lack of information telling How the program meets the

standard

Not an adequate response to the standard– 1 or more components of the standard are not fully

addressed in the response

No documenation provided– the syllabi provided do not show that the content is

addressed in the program

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Analyzing a StandardAnalyzing a Standard

Standard 11: Assessing Student Standard 11: Assessing Student Learning Learning

Teachers will be able to use multiple Teachers will be able to use multiple measures for assessing student measures for assessing student achievement, to improve instruction, achievement, to improve instruction, guide learning, and plan further guide learning, and plan further instruction. Teachers base student instruction. Teachers base student assessments on course content and assessments on course content and objectives.objectives.

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Accreditation CycleAccreditation Cycle

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Program Assessment (Yr 4)

Biennial Report (Yrs 1, 3 & 5)

Follow-up to Site Visit

(Yr 7)

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Accreditation DocumentationAccreditation Documentation

1.1. Preconditions ReportPreconditions Report

2.2. Common Standards Self Study Common Standards Self Study (Institutional Report-NCATE)(Institutional Report-NCATE)

3.3. Program Assessment—Program Assessment—

4.4. Biennial ReportsBiennial Reports

5.5. Supporting DocumentationSupporting Documentation

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Biennial ReportBiennial ReportSection A : Program’s processes for Section A : Program’s processes for utilizing data to increase program utilizing data to increase program effectivenesseffectiveness

Part I: ContextPart I: Context

Part II: AssessmentsPart II: Assessments

Part III: AnalysesPart III: Analyses

Part IV: Proposed ChangesPart IV: Proposed Changes

Section B: Agency/Institutional Section B: Agency/Institutional analysis of program data and analysis of program data and proposed changes.proposed changes.

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Next StepsNext Steps Technical assistance to redesign Technical assistance to redesign

programs and develop program programs and develop program documentdocument

Submit new Program proposal Submit new Program proposal for reviewfor review

Current approved programs Current approved programs expire January 31, 2013expire January 31, 2013

Programs reviewers neededPrograms reviewers needed

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Adult Education Adult Education InformationInformation

CTC web page for adult education CTC web page for adult education www.ctc.ca.gov/educator-prep/AE.html

Helen HawleyHelen [email protected]

916-445-8778916-445-8778

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Adult Education Technical Assistance

Documents

Transcript of Adult Education Technical Assistance