Standard 1: FACTS (and Fancies) - caepsite.orgcaepsite.org/events/Fall2012/NEW_F.pdf · Connect...

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Standard 1: FACTS (and Fancies)

Evidence of Quality: Fall 2012 CAEP Conference

September 13–15, 2012

Patty Garvin

Director of Accreditation, Continuous Improvement and Transformation Initiative Pathways


The BIG Picture

Elements and Evidence

Moving to Target

Facts and Fancies

Questions and Answers


Standard 1 is all about

1. DATA

2. DATA

3. DATA


Standard 1: Candidate Knowledge, Skills, and Professional Dispositions Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content KNOWLEDGE, pedagogical content knowledge and SKILLS, pedagogical and professional knowledge and skills, and PROFESSIONAL DISPOSITIONS necessary to help all students learn. ASSESSEMENTS INDICATE that candidates meet professional, state, and institutional standards.


The BIG Question from the Continuing IR

What do candidate ASSESSMENT DATA TELL THE UNIT about candidates’ meeting professional, state, and institutional standards and their impact on P-12 student learning?


Evidence and Elements


1a. CONTENT KNOWLEDGE FOR TEACHER

CANDIDATES (Acceptable Level)

Components of Element 1a Evidence

Teacher candidates know the content. 1.3. a. State program review documents and state findings 1.3.d. Aggregate data on key assessments, including proficiencies identified in the unit’s conceptual framework 1.3.h. Samples of candidates’ work (e.g., portfolios at different proficiency levels) from programs across the unit

Teacher candidates can explain important principles and concepts delineated in professional, state, and institutional standards.

1.3.c. Key assessments and scoring guides used for assessing candidate learning against professional and state standards as well as proficiencies identified in the unit’s conceptual framework 1.3.k. Data collected by state and/or national agencies on performance of educator preparation programs and the effectiveness of their graduates in classrooms and schools, including student achievement data, when available

Eighty percent or more of the unit’s program completers pass the content examinations in states that require examinations for licensure.

1.3.b. Title II reports submitted to the state for the previous three years

Candidates in advanced programs for teachers have an in-depth knowledge of the content that they teach.

1.3.d. Aggregate data on key assessments, including proficiencies identified in the unit’s conceptual framework


Elements on Knowledge and Skills

Elements… What they mean…

1b. Pedagogical Content Knowledge and Skills for Teacher Candidates

The interaction of the subject matter and effective teaching strategies to help students learn the subject matter. A thorough understanding of the content is required in order to teach it in multiple ways, drawing on the cultural backgrounds and prior knowledge and experiences of students.

1c. Professional and Pedagogical Knowledge and Skills

The general concepts, theories, and research about effective teaching, regardless of content areas.

1e. Knowledge and Skills for Other School Professionals

Knowledge base to understand learning in the context of schools, families, and communities. The social, historical, and philosophical foundations of education, profession ethics, law, and policy.


Examples of Evidence of Knowledge and Skills

• Child Development Key Assessment 1 Knowledge

• Teacher Performance Assessment (TPA) Data

• Child Development End-of-Program Survey Data Fall 2007 to Spring 2010

• Reading End-of-Program Survey Data

• Child Development Key Assessment 2-5 Planning, Use of Assessments, Diversity and Technology


Elements on Student Learning

Elements Evidence

1d. Student Learning for Teacher Candidates

1.3.g. Examples of candidates’ assessment and analysis of P-12 student learning

1f. Student Learning for Other School Professionals

1.3.j. Employer feedback on graduates and summaries of the results 1.3.k. Data collected by state and/or national agencies on performance of educator preparation programs and the effectiveness of their graduates in classrooms and schools, including student achievement data, when available


Element on Professional Dispositions

1g. Professional Disposition for All Candidates

ACCEPTABLE

Candidates are familiar with the professional dispositions delineated in professional, state, and institutional standards. Candidates demonstrate classroom behaviors that are consistent with the idea of fairness and the belief that all students can learn. Their work with students, families, colleagues, and communities reflects these professional dispositions.


Evidence of Professional Dispositions

1.3.c Key assessments and scoring guides used for assessing candidate learning against professional and state standards, as well as proficiencies identified in the unit’s conceptual framework

1.3.d Aggregate data on key assessments, including proficiencies identified in the unit’s conceptual framework


Evidence of Professional Dispositions for All Candidates

1.3.d Aggregate data on key assessments, including proficiencies identified in the unit’s conceptual framework (Data should be disaggregated by program, and for off-campus, distance learning, and alternative route programs.)

1.3.e Key assessments and scoring guides used for assessing professional dispositions, including fairness and the belief that all students can learn

1.4.f Aggregate data on key assessments of candidates’ professional dispositions (Data should be disaggregated by program, and for off-campus, distance learning, and alternative route programs.)


Movement Toward Target


Movement Toward Target on Professional Dispositions

Acceptable Target

Candidates are familiar with the professional dispositions delineated in professional, state, and institutional standards.

Candidates work with students, families, colleagues, and communities in ways that reflect the professional dispositions expected of professional educators as delineated in professional, state, and institutional standards.

Candidates demonstrate classroom behaviors that are consistent with the ideal of fairness and the belief that all students can learn.

Candidates demonstrate classroom behaviors that create caring and supportive learning environments and encourage self-directed learning by all students.

Candidates’ work with students, families, colleagues and communities reflects these professional dispositions.

Candidates recognize when their own professional dispositions may need to be adjusted and are able to develop plans to do so.


Criteria for Movement Toward Target

Target Clear, convincing and sufficient evidence was presented to demonstrate that the unit is performing at target level in all elements of the standard.

Moving Toward Target Clear, convincing and sufficient evidence was presented to demonstrate that the unit is performing at target level in some components and/or elements of the standard with plans and timelines for attaining target level in all elements of the standard.

Insufficient Progress Insufficient evidence was provided to demonstrate that the unit is moving toward target level with plans and timelines for attaining target level for the standard.


What is “at Target?”

Clear, convincing, and sufficient

evidence was presented to demonstrate that the unit is performing at target level

in all elements of the standard.


What is “Movement Toward Target?”

Moving Toward Target is the requirement!

Clear, convincing, and sufficient evidence was presented to demonstrate

that the unit is performing at target level in some components and/or elements of the standard with plans and timelines for attaining target level in all elements of

the standard.


What is “Insufficient Progress?”

Insufficient evidence was provided to demonstrate that the unit is moving toward

target level with plans and timelines for attaining target level for the standard.

The standard may be met at the

acceptable level.


Facts

and Fancies


Data Requirements

Fact: At the time of the onsite visit the unit

provides 3 years of assessment data –

2 years for first time accreditation

Fancy: Units cannot change assessments

for 3 (or 2 years) prior to the onsite visit.


Fact:

Units should change assessments as DATA indicate, and be able to explain the reasons for the changes, based on DATA.


SPA Reports

Fact: The BOE Team relies on SPA

recognition reports for information on content knowledge.

Fancy: Units do not need to present

additional data beyond what is in the SPA reports.


Fact:

BOE teams rely on SPA recognition reports and state program reports to determine content knowledge, but rely on unit assessment data for information on professional dispositions and other proficiencies in the conceptual framework.


Advanced Level Programs

Fact: The NCATE BOE team makes

separate decision about the initial level teacher preparation programs and advanced level programs.

Fancy: NCATE is really only interested in

initial teacher preparation programs.


FACT:

Initial and advanced level programs are equally important. The language and exhibits may be different at different levels, but the BOE will expect to see sufficient evidence of knowledge, skills, and professional dispositions for advanced level programs.


Data

Fact: The BOE will be looking for data to

show candidates have sufficient knowledge, skills, and position dispositions.

Fancy: Data are only numbers.


Fact:

Numbers are very important, but so is feedback from faculty, cooperating teachers, candidates, and employers.

BOE members are trained to triangulate evidence. Numbers should be supplemented with qualitative evidence.


QUESTIONS AND ANSWERS


Obtaining Further Support and Guidance

• Webinar schedule available online

• Semi-annual conferences: – Regional conferences held throughout the country

– Annual conference in Washington, DC area

• Ask to be nominated to train as a BOE member

• Ask to serve as a SPA program reviewer

• Conference resource room


NCATE/CAEP Staff

The NCATE main telephone number is 202-466-7496

• Program Review Team

Monique Lynch – [email protected]

• Continuous Improvement visits

Patty Garvin – [email protected]

• Preconditions and initial visits

Dana Leon-Guerrero – [email protected]

• Transformation Initiative visits

Deb Eldridge – [email protected]

Standard 1: FACTS (and Fancies) - caepsite.orgcaepsite.org/events/Fall2012/NEW_F.pdf · Connect...

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