May 22, 2020

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AAQEPProposal Writing:

Consultation with Medaille College

Always Improving Together

Agenda

1. The Accreditation Proposal 2. Proposal components, examples, and considerations 3. Logistics and resources

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The Accreditation Proposal

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The Accreditation Proposal: Purpose

‘Well begun is half done’

Provide timely formative feedback

Build professional collaboration into accreditation

Ensure clarity and consistency in expectations

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Accreditation Proposal: 4 Sections

Section 1. Brief overview of your programs and your context(s)

Section 2. Measures you will use to make the case for Standards 1 & 2, linked specifically to the aspects of standards

Section 3. How you have (or will) study the validity, reliability, trustworthiness, and fairness of these measures

Section 4. Contextual challenges and planned or implemented innovations that will impact data collection/reporting

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Proposal Process (in 5 easy steps!)Send in your proposal (by 2/1, 5/1, 8/1, or 11/1)

Two reviewers provide written feedback

Optional discussion of feedback w reviewer(s)

Send in “final” version—edited at your discretion

AAQEP reviews for completeness and sends note

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Common questions…and answers

Is the proposal a draft of the self-study report? No How many? One per self-study reportDo I include data in my proposal? No, that comes laterHow long is a proposal? 4 brief sections + instruments

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…what are your questions?

Proposal Components, Examples, and Considerations

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Section 1Introduction/overview of

your programs and context

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Section 1:Help your reviewers understand your program

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Mission, commitments, state requirements Programs’ design

Geographic factors Candidate population

Your program’s story

The Program Specification Table

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Section 1: Considerations Reviewers are likely unfamiliar with your work –

background/context matter

Provide a glossary of key terms, list of acronyms (or do not use acronyms)

Consider visuals (organizational charts) to illustrate program setup if it is complex

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Section 2Measures to be used as evidence

for Standards 1 and 2

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Make the case for completer effectiveness, professional practice & growth selectively

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• ‘More’ doesn’t always make a stronger case• A compelling set of evidence may help you focus• Thoroughness regarding perspectives matters• Proposal addresses evidence for Stds 1 and 2• Appendix A case study may draw on other data

Standard 1: Candidate/Completer Performance

Program completers perform as professional educators with the capacity to support success for all learners.

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Aspects of Candidate/Completer PerformanceReadiness for effective practice (Standard 1)

1a. Content/pedagogical/professional knowledge

1b. Learners/learning theory, including social/emotional learning

1c. Cultural competence/culturally responsive practice

1d. Assessment and data literacy, use of data to differentiate

1e. Positive learning/work environment

1 f. Professional dispositions/behaviors

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Evidence for Standard 1 multiple measures multiple perspectives

Program faculty, P-12 partners, Program completers, Graduates’ employers

direct measures, including… performance measures in the field/clinical

setting appropriate to the program

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Multiple Measures

Multiple Perspectives

Direct measures -performance in

field/clinical setting

Does the evidence address the key question:At the end of the program, are completers ready to fill their target professional role effectively?

Standard 2: Completer Professional Competence and Growth

Program completers adapt to working in a variety of contexts and grow as professionals.

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2a. Engage local school & cultural community, caregivers, families

2b. Culturally responsive practice with diverse learners

2c. Develop productive learning environments in diverse contexts

2d. Support P-12 students’ increasing global perspectives

2e. Grow professionally: establish goals, reflect, assess own work

2f. Collaborate for professional learning

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Aspects of Completer Professional Competence and Growth(Standard 2)

Evidence for Standard 2Evidence shows that program completers have: engaged successfully in relevant professional

practice the capacity(strategies and reflective habits)

to serve effectively in a variety of settings

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Data from Preparation

Data from Practice

Does the evidence address the key question:

Were completers prepared to work in diverse contexts, have they done so successfully, and are they growing as professionals?

Organizing your measures

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Section 2: ConsiderationsDescription or explanation of each measureClear alignment between measure and aspect(s)

addressed (e.g., which edTPA rubric, which survey items)Check for evidence requirements – especially Standard 1 Perspectives from: P-12 faculty, completers, graduate

employers, and program faculty.

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Examples

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Measures applicable to more than 1 aspect

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Examples

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Section 3Data Quality

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Data Quality Concepts

Validity Reliability Trust-worthiness Fairness

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Examining your measures What have you already done? What do you plan to do? Attend to each measure:

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Examples

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Section 3: ConsiderationsBe sure to cover each measure

Describe how data quality has been/will be studied, including process and participants

Appending measures to end of proposal (or linking them) is helpful for reviewers

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Section 4Description of contextual challenges or

implemented innovations

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Contextual Challenges/InnovationsChallenges: what factors might impact data?

Innovations: what new efforts will be underway

What markers will you use to evaluate changes

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Examples

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Section 4: Considerations Include how the program will monitor changes,

evidence to be used to guide and evaluate

Clearly denote if a measure was not included in Section 2 (as in a novel instrument you are trying)

Include how contextual challenges have impacted decisions, and note if they have led to innovations

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Logistics and Resources

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Getting Started

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Once writing is complete…1. Email a Word or PDF to Sara Hiller, Accreditation

Coordinator s.hiller@aaqep.org2. Receive feedback from 2 reviewers3. Opt to engage in a feedback exchange call4. Revise only if gaps are indicated – such as: Lack of clarity regarding context or scope Evidence is not identified in relation to some aspect Investigation of data quality needs greater specification

5. Send final revisions to AAQEP for Check for Completeness40

ResourcesAvailable online:

Guidelines for Writing an AAQEP ProposalGuide to AAQEP Accreditation (section 5)Proposal Review FormProposal Excerpts

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Become an AAQEP Peer Reviewer

Opportunities to serve as: Accreditation Proposal Reviewers Quality Review Team Reviewers

(Site visitors)

Learn more about becoming a reviewer at:https://aaqep.org/volunteer-training/

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Follow AAQEP on Social Media

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twitter.com/aaqep1

linkedin.com/company/aaqep

THANK YOU!Visit aaqep.org

for updates and opportunities

Send questions and ideas to: aaqep@aaqep.org

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