NCATE’s NCATE’s Transformation Transformation InitiativeInitiative

Donna M. GollnickDonna M. GollnickSenior Vice President, Senior Vice President,

NCATENCATESeptember 16, 2009September 16, 2009

Web Seminar will begin at 2:00 (eastern time). Web Seminar will begin at 2:00 (eastern time). Please link to the audio service a few minutes before Please link to the audio service a few minutes before

2:00.2:00.

NCATE Transformation InitiativesNCATE Transformation Initiatives

2:00 – 2:152:00 – 2:15 Options for Options for Continuing AccreditationContinuing Accreditation

2:15 – 2:302:15 – 2:30 IR & TI ProposalIR & TI Proposal

2:30 – 2:452:30 – 2:45 Offsite Review Offsite Review

2:45– 3:002:45– 3:00 Onsite VisitOnsite Visit

3:00 - 3:153:00 - 3:15 Responsibilities of Responsibilities of PilotingPiloting

3:15 – 3:303:15 – 3:30 Remaining Q & ARemaining Q & A

NCATE staff on NCATE staff on the web seminarthe web seminar

Donna M. Gollnick, Senior Vice Donna M. Gollnick, Senior Vice PresidentPresident

Mary Beth Nowinski, Interim DirectorMary Beth Nowinski, Interim Director

Mary Anne Kirkland, Assistant to DonnaMary Anne Kirkland, Assistant to Donna

TwoTwo Options for Options for Continuing Visits:Continuing Visits:

1.1. Continuous Continuous ImprovementImprovement

2.2. Transformation InitiativeTransformation Initiative

Option 1: Option 1: Continuous Continuous

ImprovementImprovement

Focus of the Review: Continuous Improvement The unit will engage in continuous

improvement between on-site visits.– Submit annual reports– Describe changes in the IR– Submit IR at least one year before visit

for feedback

The unit will assess itself against the target level of one or more standards.

Option 2: Option 2: TransformatioTransformatio

n Initiativen Initiative

Focus of the Focus of the Transformation Transformation InitiativeInitiative

• Engagement in an Engagement in an initiative for self-initiative for self-improvement and improvement and contribution to the contribution to the improvement & reform improvement & reform of the profession, of the profession, including learning in P-including learning in P-12 schools12 schools

Transformation InitiativesTransformation Initiatives

Candidate recruitmentCandidate recruitment

Clinical practiceClinical practice

Induction & mentoringInduction & mentoring

Diversity-based skillsDiversity-based skills

Educator retentionEducator retention

Follow-up performance Follow-up performance datadata

Validity studies of Validity studies of assessmentsassessments

Professional Professional developmentdevelopment

Partnerships with P-12 Partnerships with P-12 schools for the schools for the transformation of transformation of student learning & student learning & conditions that support conditions that support learninglearning

Improving P-16 system Improving P-16 system (e.g., college (e.g., college readiness, access, & readiness, access, & completion)completion)

Use of formative Use of formative assessments to assessments to improve student improve student learninglearning

Eligibility for TIEligibility for TI

Unit must clearly show that it has Unit must clearly show that it has been engaged in continuous been engaged in continuous improvement since the last visit & improvement since the last visit & continues to meet standards.continues to meet standards.

– Submission of TI IR three years Submission of TI IR three years before visit (adjusted for pilots)before visit (adjusted for pilots)

– TI IR reviewed by Offsite BOE Team TI IR reviewed by Offsite BOE Team along with other evidence to along with other evidence to determine eligibilitydetermine eligibility

TI IRTI IR

1.1. How has the unit been engaged in How has the unit been engaged in continuous improvement related to continuous improvement related to standards since the last visitstandards since the last visit What data/research supported work?What data/research supported work? What changes resulted?What changes resulted? What are the unit’s plan for continuing What are the unit’s plan for continuing

to improve?to improve?

2.2. Cross-walk to standards if IR is Cross-walk to standards if IR is organized by changes or work organized by changes or work undertaken since last visitundertaken since last visit

Proposal for TIProposal for TI

1.1. Importance of TI for educator Importance of TI for educator preparation &/or P-12 student learningpreparation &/or P-12 student learning

2.2. Goal(s) of the TIGoal(s) of the TI

3.3. Plan for TI, including research question, Plan for TI, including research question, research methodology, collaborators, research methodology, collaborators, research evaluation plan, dissemination research evaluation plan, dissemination plan, timelines, & budgetplan, timelines, & budget

4.4. Capacity of the unit to conduct the TICapacity of the unit to conduct the TI

5.5. (Optional) Potential consultants for TI(Optional) Potential consultants for TI

ExhibitsExhibitsTo be available for To be available for the Offsite Review the Offsite Review

& & Onsite VisitOnsite Visit

Available to BOE Teams Available to BOE Teams

in AIMSin AIMS1. Program reports submitted for national review

2. National recognition reports

3. Reports from the previous NCATE visit

4. 3rd party testimony

5. Annual Reports

6. Other relevant national or state reports uploaded in AIMS

General Background General Background and Conceptual and Conceptual FrameworkFramework

1. Links to unit catalogs and other printed documents describing general education, specialty/content studies, and professional studies.

2. Syllabi for professional education courses

3. Conceptual framework(s)

4. Findings of other national accreditation associations related to the preparation of education professionals (e.g., ASHA, NASM, APA, CACREP)

Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

1. State program review documents and state findings.[1] (Some of these documents may be available in AIMS.)

2. State licensure test scores aggregated by program area and reported over multiple years (Title II data reports submitted to the state for the last year must be available to the team.)

3. Data tables and summaries that show how teacher candidates (both initial and advanced) have performed on key assessments over the past three years for programs not included in the national program review process or a similar state process

4. Key assessments and scoring guides used by faculty to assess candidate learning against standards and the outcomes identified in the unit’s conceptual framework for programs not included in the national program review process or a similar state process

5. Samples of candidate work (e.g., portfolios at different proficiency levels)

6. Follow-up studies of graduates and data tables of results

7. Employer feedback on graduates and summaries of the results

8. List of candidate dispositions, including fairness and the belief that all students can learn, and related assessments, scoring guides, and data

Standard 2: Assessment System & Unit Evaluation

1. Description of the unit’s assessment system in detail including the requirements and key assessments used at transition points

2. Data from key assessments used at entry to programs

3. Procedures for ensuring that key assessments and unit operations are fair, accurate, consistent, and free of bias

4. Policies and procedures that ensure that data are regularly collected, compiled, aggregated, summarized, analyzed, and used to make improvements

5. Sample of candidate assessment data disaggregated by alternate route, off-campus, and distance learning programs

6. Policies for handling student complaints

7. File of student complaints and the unit’s response (available onsite)

8. Examples of changes made to courses, programs, and the unit in response to data gathered from the assessment system

Standard 3: Field Experiences & Clinical Practice

1. Memoranda of understanding, contracts, and/or other documents that demonstrate partnerships with schools

2. Criteria for the selection of school faculty (e.g., cooperating teachers, internship supervisors)

3. Documentation of the preparation of school faculty for their roles (e.g, orientation and other meetings)

4. Descriptions of field experiences and clinical practice in programs for initial and advanced teacher candidates and other school professionals

5. Guidelines for student teaching and internships

6. Assessments and scoring rubrics/criteria used in field experiences and clinical practice for initial and advanced teacher candidates and other school professionals (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.)

Standard 4: Diversity

1. Proficiencies related to diversity that candidates are expected to develop

2. Curriculum components that address diversity proficiencies (This might be a matrix that shows diversity components in required courses.)

3. Assessment instruments, scoring guides, and data related to diversity (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.)

4. Policies and practices for recruiting and retaining a diverse faculty

5. Policies and practices for recruiting and retaining diverse candidates

6. Policies, practices, and/or procedures that facilitate candidate experiences with students from diverse groups

Standard 5: Faculty Qualifications, Performance, and Development1. Licensure information on school faculty (e.g., cooperating teachers,

internship supervisors)[1]

2. Samples of faculty scholarly activities

3. Summary of service and collaborative activities engaged in by faculty with the professional community (e.g., grants, evaluations, task force participation, provision of professional development, offering courses, etc.)

4. Promotion and tenure policies and procedures

5. Samples of forms used in faculty evaluation and the resulting data summaries

6. Opportunities for professional development activities provided by the unit

[1] The faculty chart in AIMS will also be used as evidence for this standard.

Standard 6: Unit Governance and Resources

1. Policies on governance and operations of the unit

2. Organizational chart or description of the unit governance structure

3. Unit policies on student services such as counseling and advising

4. Recruiting and admission policies for candidates

5. Academic calendars, catalogs, unit publications, grading policies, and unit advertising

6. Unit budget, with provisions for assessment, technology, and professional development

7. Budgets of comparable units with clinical components on campus or similar units at other campuses

8. Faculty workload policies

9. Summary of faculty workloads

10. List of facilities, including computer labs and curriculum resource centers

11. Description of library resources

12. Description of resources for distance learning, if applicable.

Presentation of Presentation of ExhibitsExhibits

1.1. Online Exhibit RoomOnline Exhibit Room

2.2. List of exhibits identified in Prompt List of exhibits identified in Prompt #3 of the IR provides links to key #3 of the IR provides links to key exhibits supporting each standardexhibits supporting each standard

***Please use NCATE’s list of ***Please use NCATE’s list of exhibits***exhibits***

The Offsite The Offsite Review 3 years Review 3 years

before visit before visit (adjusted for (adjusted for

pilots)pilots)

Offsite BOE Team

Team of 3-5 persons that meets electronically with state consultant & NCATE staff member

If state protocol calls for joint visit, state team member may join team

If possible, one of team members will be assigned to Onsite BOE Team

New Feature

Unit head & NCATE coordinator be available to answer questions during the Offsite Review

Offsite ReviewsOffsite Reviews

Offsite BOE Team Offsite BOE Team will meet will meet electronically to review Mid-cycle IR, electronically to review Mid-cycle IR, determine eligibility for TI, & write determine eligibility for TI, & write BOE Feedback ReportBOE Feedback Report

Committee on Transformation Committee on Transformation InitiativeInitiative will review TI proposal & will review TI proposal & provide feedback &/or request provide feedback &/or request additional information or clarificationadditional information or clarification

Offsite Review

The Offsite BOE Team reviews the following electronically & prepares feedback report for unit:

• Institutional report

• Annual reports

• Title II data

• Program reviews by SPAs or states

• Exhibits related to standards

Feedback Report by Offsite BOE Team

1. Statement about the evidence• Does the evidence make the case that standards

continue to be met?• What, if any, key evidence was not available to the team?

2. Comments on unit’s progress toward meeting target level

3. Feedback on correcting previous AFIs

4. List of areas of concern by standard

5. List of evidence for the Onsite BOE Team to validate during the onsite visit

Timeline: Offsite Review for Timeline: Offsite Review for TITI

12 months before visit Unit submits IR

1-3 months after the IR is submitted

Offsite BOE Team meets electronically to review IR & write BOE Feedback Report

Generally within 1-2 weeks after Offsite BOE Team meeting

BOE Feedback Report is available in AIMS

1-2 months before the onsite visit and before the previsit with the team chair, state team co-chair, & state consultant

Unit submits IR Addendum, which responds to Areas of Concern in the BOE Feedback Report

The Onsite The Onsite VisitVisit

Onsite Visit: TIOnsite Visit: TI

Follows CI onsite visit process with the Follows CI onsite visit process with the addition of feedback on the addition of feedback on the implementation of the TIimplementation of the TI

Onsite BOE Team has access to Onsite BOE Team has access to – Offsite BOE Feedback ReportOffsite BOE Feedback Report– Updated data for Standard 1Updated data for Standard 1– Updated exhibits & other dataUpdated exhibits & other data

Expert or consultant on the TI may be Expert or consultant on the TI may be asked to serve as a resource to the asked to serve as a resource to the Onsite BOE team Onsite BOE team

Onsite Visit: Continuous Improvement

Smaller team will conduct shorter visit by

1. Focusing on areas of concern raised by Offsite Visit BOE Team

2. Validating that standards continue to be met

3. Providing feedback on progress toward the target level on one or more standards

Activities: SundayActivities: Sunday

Team members arrive Team members arrive onsite by 1 pmonsite by 1 pm

Team meetingTeam meeting

Orientation by Orientation by institution & stateinstitution & state

(Optional) Poster (Optional) Poster sessionssessions

Activities: MondayActivities: Monday

Visits to 2-4 schoolsVisits to 2-4 schools

Observations Observations

InterviewsInterviews

Sampling of Sampling of EvidenceEvidence

Team MeetingsTeam Meetings

Activities: TuesdayActivities: Tuesday

Follow-up interviews as neededFollow-up interviews as needed

Team meetingTeam meeting– Complete writing of BOE reportComplete writing of BOE report

Exit report to unitExit report to unit

Team leaves by 3 pmTeam leaves by 3 pm

Timeline: TI OptionTimeline: TI Option

Spring Visit Cycle Action Fall Visit Cycle

February 1(3 yrs. before visit)

Program reports due for national review.

September 15(3 yrs. before visit)

September 15(2½ yrs. before

visit)

TI IR & proposal due February 1(1½ yrs. before

visit)

October/December(1-3 mos. before

visit)

Offsite BOE Team reviews IR & writes BOE Feedback Report

March/April(1-3 mos. before

visit)

December Committee on TI meets May

April CTI findings reported to UAB October

Unit engages in TI

1-2 mos. before visit

Unit submits response to Offsite BOE Feedback Report

1-2 mos. before visit

Onsite BOE Team conducts visit

Thank you Thank you for joining NCATE in for joining NCATE in

designing & refining a designing & refining a more streamlined & more streamlined &

valuable accreditation valuable accreditation process.process.