Streamlined NCATE Streamlined NCATE VisitsVisits

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

NCATENCATE2008 AACTE Annual 2008 AACTE Annual

MeetingMeeting

Approved by the UAB:Approved by the UAB: Greater dependence on data from Greater dependence on data from

program reviews for Standard 1.program reviews for Standard 1. Briefer institutional reports (IRs) Briefer institutional reports (IRs)

submitted in an online template.submitted in an online template. Limited number of key exhibitsLimited number of key exhibits Shorter BOE reports written during the Shorter BOE reports written during the

visit on an online template.visit on an online template. Revision of AACTE/NCATE annual report to Revision of AACTE/NCATE annual report to

provide critical performance data.provide critical performance data.

On the website…On the website…Institutional Report TemplatesInstitutional Report Templates   The Institutional Report for The Institutional Report for

Continuing Visits Using the Current NCATE StandardsContinuing Visits Using the Current NCATE Standards as of August 6, 2007 as of August 6, 2007

The Institutional Report for Continuing Visits Using the Revised The Institutional Report for Continuing Visits Using the Revised NCATE Standards as of August 6, 2007NCATE Standards as of August 6, 2007

ExhibitsExhibits List of Exhibits for NCATE Visits as of June 5, 2007List of Exhibits for NCATE Visits as of June 5, 2007

BOE Report TemplatesBOE Report Templates Board of Examiners Report for Continuing Visits Using the Board of Examiners Report for Continuing Visits Using the

Current NCATE Standards as of July 30, 2007 Current NCATE Standards as of July 30, 2007 Board of Examiners Report for Continuing Visits Using the Board of Examiners Report for Continuing Visits Using the

Revised NCATE Standards as of July 27, 2007 Revised NCATE Standards as of July 27, 2007

Visit TemplatesVisit Templates    Template for a Regular Visit Template for a Regular Visit    Visit Template for a Focused Visit Visit Template for a Focused Visit

The Institutional The Institutional ReportReport

Similar to the BOE Report TemplateSimilar to the BOE Report Template Addresses each element of the Addresses each element of the

standardsstandards Recommended page length for each Recommended page length for each

section, limiting the length to 50 pagessection, limiting the length to 50 pages Inclusion of data tables as appropriateInclusion of data tables as appropriate Links to supporting exhibitsLinks to supporting exhibits

IR OutlineIR Outline Overview Overview (2 sections, 3 pages, 2 tables)(2 sections, 3 pages, 2 tables) Conceptual Framework Conceptual Framework (2 sections, 3 pages)(2 sections, 3 pages) Standard 1 Standard 1 (7 sections, 12 pages, 2 table)(7 sections, 12 pages, 2 table) Standard 2Standard 2 (3 sections, 6 pages, 1 table) (3 sections, 6 pages, 1 table) Standard 3 Standard 3 (3 sections, 6 pages, 1 table)(3 sections, 6 pages, 1 table) Standard 4 Standard 4 (4 sections, 6 pages, 3 tables)(4 sections, 6 pages, 3 tables) Standard 5 Standard 5 (6 sections, 6 pages, 0 tables)(6 sections, 6 pages, 0 tables) Standard 6 Standard 6 (5 sections, 4 pages, 0 tables)(5 sections, 4 pages, 0 tables)

IR: OverviewIR: Overview This section sets the context for This section sets the context for

the visit. It should clearly state the the visit. It should clearly state the mission of the institution. It should mission of the institution. It should also describe the characteristics of also describe the characteristics of the unit and identify and describe the unit and identify and describe any branch campuses, off-campus any branch campuses, off-campus sites, alternate route programs, sites, alternate route programs, and distance learning programs and distance learning programs for professional school personnel.for professional school personnel.

Overview (cont.)Overview (cont.)A.A. The institutionThe institution

1.1. What is the institution’s historical What is the institution’s historical context? [1-2 paragraphs]context? [1-2 paragraphs]

2.2. What is the institution’s mission?What is the institution’s mission?3.3. What are the institution’s What are the institution’s

characteristics [e.g., control and characteristics [e.g., control and type of institution such as private, type of institution such as private, land grant, or HBI; location (e.g., land grant, or HBI; location (e.g., urban, rural, or suburban area)]?urban, rural, or suburban area)]?

Overview (cont.)Overview (cont.)B. The UnitB. The Unit1.1. How many candidates are enrolled in How many candidates are enrolled in

programs preparing them to work in P-12 programs preparing them to work in P-12 schools?schools? (Update the data from the most (Update the data from the most recent AACTE/NCATE annual report.)recent AACTE/NCATE annual report.)

2.2. How large is the faculty, including clinical How large is the faculty, including clinical supervisors, and administrators. How many supervisors, and administrators. How many of them are full-time, and part-time? How of them are full-time, and part-time? How many graduate assistants teach education many graduate assistants teach education courses?courses? (Update the data from the most (Update the data from the most recent AACTE/NCATE annual report.)recent AACTE/NCATE annual report.)

Overview: The Unit Overview: The Unit (cont.)(cont.)

3.3. What is the academic rank of the What is the academic rank of the professional education faculty?professional education faculty? (Complete Table 1.)(Complete Table 1.)

4.4. What programs are offered for the What programs are offered for the preparation of school professionals?preparation of school professionals? (Complete Table 2.)(Complete Table 2.)

5.5. What programs are offered off-What programs are offered off-campus or via distance learning campus or via distance learning technologies? What alternate route technologies? What alternate route programs are offered?programs are offered?

Overview: The Unit Overview: The Unit (cont.)(cont.)

6.6. (Continuing Visits) What substantive (Continuing Visits) What substantive changes have taken place in the unit changes have taken place in the unit since the last visit (e.g., since the last visit (e.g., added/dropped programs/degrees; added/dropped programs/degrees; significant increase/decrease in significant increase/decrease in enrollment; major reorganization of enrollment; major reorganization of the unit, etc.)? the unit, etc.)? (These changes could (These changes could be compiled from those reported in be compiled from those reported in Part C of the AACTE/NCATE annual Part C of the AACTE/NCATE annual reports since the last visit.) reports since the last visit.)

IR: Standard 1aIR: Standard 1a

1a. Content Knowledge for 1a. Content Knowledge for Teacher CandidatesTeacher Candidates

1.1. If the state has a licensure test for If the state has a licensure test for content, what is the overall pass content, what is the overall pass rate? What programs do not have rate? What programs do not have an 80% or above pass rate? an 80% or above pass rate? ADD ADD TABLETABLE

IR: Standard 1a (cont.)IR: Standard 1a (cont.)2.2. What other key assessments provide the What other key assessments provide the

unit information about candidates’ unit information about candidates’ content knowledge as expected in content knowledge as expected in professional, state, and institutional professional, state, and institutional standards? What do the data indicate standards? What do the data indicate about the candidates’ knowledge? about the candidates’ knowledge? (Institutions that have submitted (Institutions that have submitted programs for national review or a similar programs for national review or a similar state review are required to respond to state review are required to respond to this question only for programs not this question only for programs not reviewed such as master’s programs for reviewed such as master’s programs for licensed teachers.) licensed teachers.)

IR: Standard 1a (cont.)IR: Standard 1a (cont.)

3.3. What do follow-up surveys of What do follow-up surveys of graduates and employers indicate graduates and employers indicate about graduates’ preparation in about graduates’ preparation in the content area? (A table the content area? (A table summarizing the results related to summarizing the results related to content knowledge could be content knowledge could be included here.)included here.)

Option for each Option for each standardstandard What does your unit do What does your unit do

particularly well related to particularly well related to Standard 1?Standard 1?

What research related to What research related to Standard 1 is being conducted Standard 1 is being conducted by the unit?by the unit?

The ExhibitsThe Exhibits

Electronic exhibits should be used Electronic exhibits should be used when possible (not required, but when possible (not required, but most institutions now have most of most institutions now have most of the exhibits available electronically).the exhibits available electronically).

Exhibits should be available for each Exhibits should be available for each standardstandard

Limit copying of exhibitsLimit copying of exhibits Questions or concernsQuestions or concerns

Essential Exhibits: Essential Exhibits: Standard 1Standard 1

1.1. Key assessments and scoring guides used by Key assessments and scoring guides used by faculty to assess candidate learning. (Cross-faculty to assess candidate learning. (Cross-reference with Standard 2 as appropriate.) reference with Standard 2 as appropriate.)

2.2. Data tables and summaries that show how Data tables and summaries that show how candidates have performed on key assessment candidates have performed on key assessment over the past three years.over the past three years.

3.3. State licensure test scores aggregated by State licensure test scores aggregated by program area and reported over three years Title program area and reported over three years Title II data reported to the state for the last year II data reported to the state for the last year mustmust be available to the team. be available to the team.

4.4. Assessments used to determine how well Assessments used to determine how well candidates are meeting the outcomes identified candidates are meeting the outcomes identified in the unit’s conceptual framework and in the unit’s conceptual framework and summaries of candidates’ performance.summaries of candidates’ performance.

Essential Exhibits Essential Exhibits (cont.)(cont.)

5.5. Program reports and findings of other national accreditation Program reports and findings of other national accreditation associations related to the preparation of education associations related to the preparation of education professionals (e.g., ASHA, NASM, CACREP). professionals (e.g., ASHA, NASM, CACREP).

6.6. Summaries of the results of key assessments used at Summaries of the results of key assessments used at transition points (a) at entry to programs, (b) prior to the transition points (a) at entry to programs, (b) prior to the student teaching/internship, (c) at completion of the student student teaching/internship, (c) at completion of the student teaching/internship, and (d) at program completion. teaching/internship, and (d) at program completion.

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

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

9.9. Employer feedback on graduates and summaries of the Employer feedback on graduates and summaries of the results. results.

BOE ReportBOE Report

Standard 1Standard 1

Information reported in the institutional report Information reported in the institutional report for Standard 1 was validated in the exhibits and for Standard 1 was validated in the exhibits and interviews. (If not, provide an explanation and interviews. (If not, provide an explanation and indicate the pages of the IR that are incorrect.) indicate the pages of the IR that are incorrect.)

□ □ Yes Yes □□ NoNo

BOE Report BOE Report (continued)(continued)

Element Unacceptable Acceptable Target

1a. Content Knowledge for Teacher Candidates – Initial Teacher Preparation

1a. Content Knowledge for Teacher Candidates – Advanced Teacher Preparation

Summary of Findings for Initial Teacher Preparation:

Summary of Findings for Advanced Teacher Preparation:

BOE Report BOE Report (continued)(continued)

Summary of Strengths: Summary of Strengths: Areas for Improvement and Rationales:Areas for Improvement and Rationales:

– AFIs corrected from last visitAFIs corrected from last visit– AFIs continued from last visitAFIs continued from last visit– New AFIsNew AFIs

Recommendation: Recommendation: Standard 1 is met/not Standard 1 is met/not met.met.

Corrections to the Institutional ReportCorrections to the Institutional Report

The Visit TemplateThe Visit TemplateWhat was dropped?What was dropped?

– Observations in education classroomsObservations in education classrooms– Meetings with counselors/advisorsMeetings with counselors/advisors

– -Others ???-Others ???

Thanks for assisting Thanks for assisting NCATE in streamlining NCATE in streamlining

the accreditation the accreditation system.system.

This NCATE process This NCATE process works!works!