PREPARING FOR NCATE

May 19, 2008

Teacher Education Retreat

Completing the Assessment Report

Reports are due no later than Sept 1, 2008

Submit to Irene Cucina, Director of Teacher Education electronically (icucina@plymouth.edu)

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

Components of Standard

• The Standard

• Rubrics

• Supporting Explanation

Candidate Knowledge,Skills, and

Dispositions

Standard 1

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.

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.

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.

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.

Program Reviews as Evidence of Meeting Standard 1

National Reviews by

SPAs (SpecializedProfessional

Associations)

State Reviews by the State

Agency Responsible for Program

Approval

New NCATE Program Review Process

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

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

NCATE ASSESSMENTS

• Assessment 1: Content Knowledge (Licensure or other content based assessment)

– Example of Praxis II data Example Praxis II Data (p. 33)

• Assessment 2: Content Knowledge – Example Grades:

Use of Grades for Content Knowledge)• Assessment 3: Ability to Plan

– Example Ability to Plan (p. 47)

• Assessment 4: Assessment of Student Teaching/Clinical Experience

– Example: (p.38)– Evaluation of Student Teaching Experience

• Assessment 5: Candidate Impact on Student Learning

– Example (p. 68)– Candidate Impact on Student Learning

• Assessment 6: Required/Optional

How much data are needed?

• Beginning fall 2008, three years of data for both

• Spring 2011 On Site Visit– Data for three years

• 2006-2007• 2007-2008• 2008-2009

– SPA Reports due Feb 2010 for visit during Spring 2011.

And Remember Why We Are Doing All of this Work…

QUESTIONS???