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CONTINUED PROGRAM APPROVAL STANDARDS 1FLORIDA EDUCATOR PREPARATION PROGRAM1INTRODUCTIONSAdriana G. McEachern Ph.D.Associate Dean for Academic Affairs and Accreditation22AGENDA AND TRAINING OBJECTIVESParticipants will be able toIdentify the major components of continued program approval standardsCollect, review, and create documents related to the program approval processCreate curriculum maps and standards crosswalks Create Critical Tasks with associated scoring rubricsSummarize and report on data collected through document reviews, surveys, and other data sources 33BENEFITS OF QUALITY EDUCATOR PROGRAMSWell prepared educators will perform better in schoolsWell prepared educators will stay in the profession longer Well prepared educator graduates will be more satisfied with their program of studies and more likely to recommend the program to othersStandards provide program faculty opportunities to make program modifications and improvementsWell prepared educators ensure continued high quality of the teaching/counseling/school psychology professions and service to children, families, and others involved in the lives of Pk-12 students

44MAJOR SHIFTS IN EDUCATOR PREPARATIONEmphasis on performance based, competency demonstrationStrong relationship between educator preparation and educator performanceStrong emphasis on linking student achievement to educator performanceStrong emphasis on evaluation of educator preparation program effectiveness55FLORIDAS LAWS AND RULES2002Legislature changed Educator Preparation programs to a performance based system. Programs were judged on the performance of candidates and graduatesRevisions occurred in 2003, 2004, and 2007 but emphasis still on candidate and graduate performance; beginning emphasis on continuous improvement2006-Rule 6A-5.066 was changed to focus on candidate as well as program performance2008-Rule 6A-5.066 standards effective in Fall 200866LAWSSection 1004.04, Florida Statutes established FDOE authority to approve teacher education programs according to state adopted standardsPrograms are held accountable for producing educators to meet state goals and standards With freedom to innovate77LAWS and GUIDELINESRule 6A-5.056 further defines program approval processIncorporates ESOL instruction Scientifically researched based reading literacy and computational skills instructionBased on a uniform core curricula established by the State Board of Education88PROGRAM APPROVAL STANDARDSInitial Approvalfocused on the processthe plan for the elements to be put in place for the program to ensure preparation of qualified educatorsContinued Approvalfocus on curriculum delivery, candidate performance and continuous improvement99STANDARDS ADDRESS THE FOLLOWING QUESTIONS1. How will the required curriculum elements and other state-mandated requirements be delivered and assessed in the program?2. How will the institution document to ensure that each candidate in the approved program progresses and demonstrates all competencies identified in Statute and Rule/core curriculum?3. Has the institution planned processes to ensure continuous improvement for each program and across programs? 1010OUTCOMES FOR THE CONTINUED APPROVAL PROCESSDeniedmay not stamp completer endorsement on transcriptsConditionally approvedapproved for 2 fiscal years and must resubmit to address deficiencies (may stamp endorsement)Fully approvedapproved for the time period that all other state approved programs at that institution are given1111STANDARD 1: CORE CURRICULUM CONTENTCriteria1.1.Core Curriculum ContentCurriculum content is aligned with the Uniform Core Curriculum and other state mandated requirements and a process is established to ensure consistent delivery in coursework and in field/clinical experiences.

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Elements to be included

Florida Educator Accomplished Practices (FEAPs)Professional Education Competencies and Skills for Teacher Certification (PECs) Subject Area Competencies and Skills for Teacher Certification, (PECs Current Edition) ESOL Performance Standards and ESOL Competencies and Skills for Teacher Certification, (Current Edition) Reading Endorsement Competencies Additional Elements of the Uniform Core CurriculumAssessments are documented in syllabi, modules, and coursework. A curriculum map/matrix/or chart for each program reflecting where the appropriate elements are covered throughout the curriculum must be provided

1313STANDARD 1: CORE CURRICULUM CONTENTCriteria1.2Field/Clinical experiencesField experiences provide specific guidance from supervising faculty through observation instruments and feedbackA narrative is provided that describes how placements and sites are selected A description of tasks associated with each field experience or observation should be included in a table or clearly delineated in syllabi (Field Experience Handbook, Evaluation of Candidate Performance) 1414STANDARD 1: CORE CURRICULUM CONTENTCriteria1.3Program FacultyEvidence that faculty have completed either specialized training in clinical supervision, or valid professional teaching certificate, or at least 3 years of successful teaching experience in Pk 12 grades. A narrative that describes how state requirements for supervising are monitored and met. A table indicating faculty credentials based on state requirements may be included. Faculty teaching ESOL specific courses must have an advanced degree in TESOL or a closely related field, i.e. Foreign Languages with an ESOL endorsement or equivalent training and experience.

1515STANDARD 1: CORE CURRICULUM CONTENTCriteria1.4 School district personnelEvidence that district personnel have completed specialized training in clinical supervision, and successful demonstration of effective classroom management strategies that consistently result in improved student performance.

A narrative should be provided that explains how requirements for school district personnel are documented and monitored A letter or affiliation agreement from the district must be provided that states that all students will be placed with educators who meet state requirements1616

STANDARD 2: Candidate Performance

Each candidate in the approved program will demonstrate all competencies identified in Statute and Rule. Indicators, methods and processes have been established to assess and collect data on candidates attainment of the Uniform Core Curricular content in coursework, field/clinical experiences, and on the Florida Teacher Certification Examination

A flowchart of the process of determining candidate progress and mastery of competencies for program completion, including faculty, data sources and flow of data.

2.1 State mandated admissions requirements2.2 Assess and collect data on candidate performance (attainment of content)2.3 Assess candidate impact on Pk-12 student learning2.4 Assistance provided to program completers1717STANDARD 2: Candidate Performance2.1 State mandated admissions requirements Description of admissions processDescription of how program collects data on Number of students admitted and enrolled by programNumber of candidates meeting admission requirements upon entry to programNumber of candidates entering under 10% waiverDocumentation of assistance provided to those entering under the 10% waiver.

1818STANDARD 2: Candidate Performance192.2 Indicators, methods and processes have been established to assess and collect data on candidates attainment of the Uniform Core Curricular content in coursework, field/clinical experiences, and on the Florida Teacher Certification Examinations.

Data documents a formal process to collect data at the individual and program level at a minimum of two points: one point prior to student teaching and mastery at program completion.demonstrating candidate has mastered the FEAPs, PECs and Subject Area Competencies and Skills at program completion

The Professional Education Examination and Subject Area Examination (SAE) of the Florida Teacher Certification Examinations (FTCE) may be used for the second point of mastery at program completion for the Competencies and Skills for Teacher Certification19STANDARD 2: Candidate PerformanceReading in The Subject Area Course that includes an overview of Reading Competencies 1 & 2ESOL Course that includes the revised ESOL Standards and Competencies

Narrative describing the formal process used to collect data at the candidate and program level on passing levels on all 3 tests of the FTCE and process for providing feedback2020STANDARD 2: Candidate Performance2.3 Assess candidate impact on Pk-12 student learningOpportunity for candidates to provide instruction/interventions and collect data on student learningCandidate analysis and reflectionsA narrative is provided that describes how impact on Pk-12 learning data is collected during field/clinical experiences. A formal process for collecting and analyzing results of impact is also described.

2121STANDARD 2: Candidate Performance2.4 Assistance provided to program completersA narrative is provided that describes a process for additional support or remediation of program completers during first two years of work as an educator Development of an individualized plan of remediation with specific learning outcomes for completers experiencing difficulty

2222STANDARD 3: CONTINUOUS IMPROVEMENTCriteria3.1 Needs of the state and district served3.2 Employer Satisfaction3.3 Program Completer Satisfaction3.4 Assessing candidate impact on Pk-12 student learning during the first year of teaching3.5 Decision making for continuous improvement2323STANDARD 3: CONTINUOUS IMPROVEMENT3.1 Needs of the state and district served ---A narrative is provided that describes the program philosophy and objectives and how they were determined based on state and local district needs ---Identification of a certification ombudsperson

2424STANDARD 3: CONTINUOUS IMPROVEMENT3.2 Employer Satisfaction---A narrative is provided that describes a formal process for collecting and analyzing the following data Employer satisfaction data Percentage of completers employed in Florida public schools the first year following program completionFDOE data on length of stay in classroom [If an institution is using an employer satisfaction survey other than the DOE survey, a copy of the survey must be provided]

2525STANDARD 3: CONTINUOUS IMPROVEMENT3.3 Program Completer SatisfactionA narrative is provided that describes a formal process for collecting and analyzing completer satisfaction data. [If the institution is using a completer satisfaction survey other than the DOE survey, a copy of the survey must be provided]

3.4 Methods and processes are in place to assess completer impact on Pk-12 student learning based on student achievement data during the first year of employment as a teacher/school counselor/school psychologist

2626STANDARD 3: CONTINUOUS IMPROVEMENTContinuous improvement across and within programs is the result of routine analysis of data collected on Standards 2 and 3; admission, enrollment, and completion status of each candidate; and results of recent faculty experiencesFormal evaluation process for annual data analysis Team members involved in the evaluation processDissemination of resultsNarrative of stakeholder involvement in continuous improvement processCollection and analysis of results of Faculty RecencyFlowchart of process

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Scoring Scale for Individual Criteria3 = Acceptable --Most of the evidence presented is clear and appropriate. The explanation of how the criteria are met is adequate and provided in the folio. 2 = Needs Improvement --Some of the evidence presented is unclear and/or inappropriate. The explanation of how the criteria are met is sometimes inadequate or not provided in the folio. 1 = Unacceptable --Most of the evidence presented is unclear and/or inappropriate. The explanation of how the criteria are met is frequently inadequate or not provided in the folio.

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Description of Overall Scoring (Weighted criteria are 1.1, 2.2, and 3.5.) To earn a Fully Approved Program rating: No score of 1 in any criteriaNo more than one score of 2 in any weighted criteria No more than three scores of 2 across all three standards

To earn a Conditionally Approved Program rating: No score of 1 in any criteria. No more than two scores of 2 in any weighted criteria. No more than four scores of 2 across all three standards

To earn a Denied Program rating: A score of 1 in any criteria More than two scores of 2 in any weighted criteria More than four scores of 2 across all three standards2929COMMENTS, QUESTIONS?

THANK YOU FOR YOUR ATTENTION AND GREAT WORK!

30Dr. McEachern Contact InformationIf you have questions, concerns please feel free to contact me:mceacher@fiu.edu305-348-339131