LET’S GET ACCREDITED!NCATE Preparation Meeting

February 8, 2011

Agenda

Introduction by DeanOverview

#1 University Values#2 Assessment System

#3 Dispositions#4 Quality Assurance

#5 Diversity#6 Professional Development

Closing Remarks

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#1 University ValuesCEOL Conceptual Framework

Guiding Principles How and by whom were they

developed? Evidence of our Guiding

Principles?

Caring is evident in the way we interact with students, colleagues, and the community. Our programs prepare caring professionals with essential interpersonal skills and key positive dispositions.

Excellence is a cornerstone of our certificate, credential, masters, and doctoral programs. We inspire students to achieve beyond their expectations.

Leadership brings out the best in everyone. We equip our graduates to be leaders in schools, organizations, and their communities.

Diversity is a wonderful attribute of our schools and communities. Our programs celebrate diversity, teaching the knowledge and skills necessary to be successful in a wide range of settings with all people.

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#2 Assessment System

• The Assessment Committee developed the structure for the five key assessments across the unit, and then each program identified key assessments in those categories. How were you involved in the development of the Assessment System?

• What are your program transition points? Key assessments?• Do your program’s key assessments represent all the program

standards? • What data-driven program improvements have been made?

“Our unit has identified five key assessments which are uniform throughout all programs. In addition to these key assessments, our program administers assessments in each course and through program requirements that ensure candidates meet all program standards and the program continually improves.”

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#3 Dispositions How and by whom were these developed?

“There was a dispositions subcommittee that created recommendations for the Assessment Committee. Their recommendations were refined and approved by the Assessment Committee.”

How do you teach, assess and management interventions regarding dispositions?

Intellectual Commitment - Demonstrates formal thinking capacity (thinks critically, collect and analyze data, anticipate multiple consequences, make sound decisions, and open to alternative viewpoints). Displays excellence in attempting optimal development and high levels of achievement and performance.

 Respectfulness - Appropriately responds to and communicates with others, including hearing feedback and responding constructively to criticism. Is reflective and willing to wrestle with ideas outside of your own cognitive framework.

 Professionalism - Demonstrates awareness of personal and professional style, strengths, and weaknesses. Monitors personal and professional performance and plans appropriate self-improvement. Has a sense of humor and relates happily with students, faculty, and others in a flexible non-defensive manner.

 Empathy - Demonstrates patience, flexibility, a caring attitude and compassion in working with others. Normally relaxed around adults and children.

 Socio-cultural Competence - Able to give others positive attention and reinforcement. Demonstrates good attending behavior and is respectful of diversity in values, styles, and cultures.

 Responsibility - Takes responsible action when faced with problems and conflicts. Communicates directly and willingly accepts responsibility for errors or negative impact on others.

 Commitment to Professional Development - Enjoys and is committed to learning about, with, and from students, peers and faculty. Open to new ideas and feedback in order to remain current and committed to the profession. Assumes leadership roles in improving professional practices.

 Ethical Behavior - Maintains the highest level of integrity, honesty, confidentiality, and fairness both personally and professionally at all times. 6

#4 Quality Assurance Ensuring Program Quality Throughout the UnitGive examples of the way your program ensures program quality across locations?

Categories – Practice Description – Outcomes (Evidence)Hiring practices Outcomes (Evidence)

• Part-time faculty are interviewed with teaching demos and writing samples• Programs work to attract diverse faculty to teach• Field referrals of exemplary faculty• Search Committees ensure diversity• Program graduates as potential instructors• Emphasis on excellence in teaching practice (credential, masters, experience)• Centralized, consistent process ensures quality and equity

Faculty demographics Interview evaluations Search committees ensure

diversity Emphasis on practitioner

knowledge Instructor approval form

Preparing new faculty Outcomes (Evidence)• Instructors and faculty “shadow” a veteran teacher prior to teaching in the unit• “Lead Course Faculty” train new faculty in course content, objectives, assessments, and required

technology• Part-time faculty are eligible for professional development through the Center for Teaching and

Learning and the Library as well as the unit’s professional development activities• Blackboard sites house course materials and links for additional resources, assignments, and key

assessments• Faculty Program Handbooks and Fieldwork Handbooks are distributed to all new faculty• Faculty mentor programs (for initial training and on-going support)• University-wide new faculty orientation• Standard syllabus templates• One-on-one orientation for off campus faculty and supervisors

CTL data on faculty training

Bb demo Handbooks Syllabi templates Mentoring Academy for

Teaching, Encouraging, and Support (MATES) program

Knowledge of university practices

Consistent course content•Supporting all faculty Outcomes (Evidence)

• Blackboard course and program sites have “Blogs” for solving problems• Lead Course Faculty and Program Chairs provide support for solving problems with multiple points of

view• Full-time and part-time faculty meet at least annually to provide updates, provide training, and offer

collegial dialogue• Monthly program meetings between chairs and RCA plus monthly meetings with regional faculty

ensure communication• Intervention plan for dispositional challenge• Systematic administration of standardized testing, student teaching forms, writing workshops• Email “quick meets” support communication across program faculty• Bi-weekly updates, college newsletters, quarterly CEOL meetings• Semester and term meetings for supervisors• Writing Salons to support faculty scholarship• Centralized interviewing of candidates• Rotation of faculty teaching to ensure fresh approach to teaching• Online Faculty Forum

Meeting minutes demonstrating collaboration among campuses

Bb demo Identification of students

with need for assistance EAR website, newsletters Use of technology for

instruction Disaggregated academic

data

Evaluating all faculty Outcomes (Evidence)• Final course evaluations and, in many cases, mid-course evaluations provide information for chairs to

use to give feedback and decide to re-hire part-time faculty• Candidates contact the chairs and dean regarding course or faculty concerns• The chair and dean discuss the appropriate responses and give feedback to the instructors• Program chairs check Blackboard sites to assess the effective use of this course management system• Annual performance goals• Piloting observation of adjuncts and faculty preparing for T & P• Field work supervisors are evaluated by candidates and school faculty• not sure what the output of this would be

Sample course evaluations Focused professional

accomplishments Focused professional

reflection Fieldwork evaluation data

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#4 Quality Assurance Ensuring Program Quality Throughout the Unit (Continued)

Communicating with faculty Outcomes (Evidence)• Candidates meet with chairs or advisors to assess progress in the program and receive

support with concerns• Full-time faculty teach at RCA locations• The advisory boards provide feedback from practitioners to improve programs• Frequent Phone and email communication• Program retreats, monthly program meetings

Candidate testimony Consistent

understanding of academic operations among all in each program

Professional Development Outcomes (Evidence)• Attendance at CCTC workshops and conferences• Conference attendance and presentation• Thought Leaders highlighted faculty scholarship• BTSA induction regional and Cal Council meetings

Staff keep faculty informed

PD chart Promotes scholarly

activitySupporting Candidates Outcomes (Evidence)

• Curriculum Labs at all sites• All candidates have a designated advisor & program head• Candidates meet with chairs or advisors to assess progress in the program and receive

support with concerns• Programs have course sequence charts so that candidates assess progress or plan for out of

sequence course enrollment• Intervention process for struggling candidates at regional campuses• Full-time faculty available at all locations• Check points ensure candidates meet all requirements• CBEST workshops • Student Teaching retreats• Three years of Title V pathway from Citrus College (a nearby community college) • Articulation agreements with many community colleges• More online courses and technology support for learning• Library support for students both on and off campus• Learning Enhancement Center supports students in writing

Course improvements (higher course evals)

Sample sequence charts

Areas for continuing improvement Outcomes (Evidence)1. Post-pilot implementation of the Peer Observation procedure which is intended to

provide feedback to full and part-time faculty. The unit will decide how often faculty members should be observed during the tenure and promotion process and beyond

2. More programs adopting a Teaching Reflection process to encourage professional development through self-evaluation

3. Programs are discussing ways to elicit more employer feedback about graduates.4. Share program meeting minutes5. CBEST and CSET workshops delivered via technology; CSET delivered in-person6. Conversations beginning to heighten awareness of the need for writing support and

feedback in all courses7. Improve partnerships with school districts8. Upgrade technology in all locations

TBD

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#5 Diversity • Give examples of how your program prepares candidates

to work with diverse populations.

Points of Pride Activity

Peers/fellow candidates• Hispanic serving• clusters are diverse

Faculty• 25-30% diversity in on & off campus composition• faculty have professional experience in diverse experiences

P-12 Students• requirements of fieldwork in diverse environments• Spanish bilingual and bicultural counseling program

Candidate Competencies

Candidate

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#6 Professional Development Give examples of how your unit supports you to improve your

practice?

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Glossary Assessment—an evaluated activity or task used to determine the extent to which learning proficiencies, outcomes or

standards have been ,mastered by candidates; happens at the candidate, class, and instructor levels BR-Biennial Report—a report submitted to the CCTC required every other year of each program that offers a credential; in

our college, each program completes one of these as part of the program review process Assessment System—a set of evaluation measures that provides information for use in monitoring candidate performance

and managing and improving unit operations and programs for the preparation of professional educators; the CEOL system includes four transition points (admissions, preparation for clinical experience, clinical experience and completion of program) and five key assessments (knowledge, planning, assessment, diversity and technology)

Candidate—individuals enrolled in a program that prepares school professionals; this is distinguished from students defined below

Candidate proficiencies—these are the expectations for our candidates based on the program content standards Clinical Experience—fieldwork experience done in an actual setting (e.g. public school) rather than in a university

classroom Conceptual Framework—a written statement which proclaims the beliefs and driving purpose of the College. Ours is

located on our Accreditation and Accountability webpage (http://sites.laverne.edu/ceol-accreditation/); these CF’s are also captured by the Guiding Principles symbol found on the page that is linked above

Dispositions—modes of attitude and/or behaviors demonstrated by candidates; the CEOL list of dispositions include intellectual commitment, professionalism, respectfulness, social-cultural competence, empathy, commitment to professional development, responsibility and ethical behavior

Evaluation—similar to assessment except at the program, college, university levels Guiding Principles—these are outlined in the Conceptual Framework: caring, diversity, excellence and leadership Institution—a university Internship—guided, on-the-job training completed in an actual setting IR-Institutional Report—a report that provides the institutional and unit contexts, a description of the unit’s conceptual

framework, and evidence that the unit is meeting the NCATE unit standards. Key Assessments—assessments identified by program chairs and faculty as key to a student’s ability to move ahead in the

program, and key to providing feedback to the faculty about the quality of learning; the five categories addressed in our key assessments are knowledge, planning, assessment, diversity and technology

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Glossary• Lead Course Faculty—an instructor that is in charge of a particular course within a program, whether taught on or off campus• Master Teacher—the supervising teacher in a fieldwork experience• Off-Campus—classes offered in locations or centers other than the main campus. These are administered by RCA.• Off-site— classes offered in locations or centers other than the main campus or any of our RCA campus sites; these locations would

include community colleges, district schools, etc.• Partners—schools, businesses or community members that join with the College in partnership; these provide locations for our

candidates to complete their clinical experience portions of the program • Program Types—

• Initial – teacher education credentials, special education level 1, child development BS• Advanced Teacher Education – special emphasis, special education level 2, reading• Other School Professionals – education management, school psychology, educational counseling• Other Unit Program – child development MS, child life, liberal studies, organizational leadership

• RCA-Regional Campus Administration—the administrative unit in charge of managing the off-campus classes• Shadowing—a process whereby a faculty member (full-time or adjunct) observes an entire course before teaching it to insure

consistency in the courses/program; this is required by all instructors prior to teaching a course for the first time• Stakeholders—anyone who has a share in the success of the program• Standards—written expectations for meeting a specified level of performance• Students—children and youth attending P-12 schools as distinguished from teacher candidates• Syllabus vs. Template— A syllabus is the outline for a course of study including specific information for each class; a template is a

generic formatted document that can be reused • Transition Points—particular time frames throughout the programs in which candidates’ status is assessed and they are deemed

acceptable (or not) to move forward; includes the following points in a students progression through the program: admissions, preparation for clinical experience, clinical experiences, program completion

• Unit—CEOL in its entirety • Various Fieldwork Supervisor Positions—experienced practitioners hired by the University to observe and evaluation candidates

during their fieldwork or internships• Program Assessment Documents—this is a report completed for the CCTC by each credential-based program on a seven-year cycle

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Important links on the CEOL Accreditation and Accountability website:

CEOL Accreditation and Accountability – Homepage: http://sites.laverne.edu/ceol-accreditation/

Conceptual Framework – Links to the specific components including guiding principles: http://sites.laverne.edu/ceol-accreditation/conceptual-framework/

Unit Program Reports and Documents – Includes program documents such as the Biennial Report and dispositions forms: http://sites.laverne.edu/ceol-accreditation/evidence/

Faculty Only – Training materials for the NCATE visit such as PowerPoint, jing, Top 20 questions, etc: http://sites.laverne.edu/ceol-accreditation/faculty-only/

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Take-Away’s

1University value & CEOL Conceptual Framework• Four guiding principles: Leadership – Caring – Diversity – Excellence• These are the basis for the Assessment System and program operations

2Assessment System• Four transition points• Five key assessments• We are all about data-driven decision-making and improvement

3Dispositions• The monitoring and intervention occurs throughout each course in each

term offered4Quality Assurance

• Candidate & faculty support are always improving• There is alignment in programs offered on main campus and satellite

campuses5Diversity

• This is a point of pride for our college: our candidates experience diversity at four levels

6Professional Development• Clarity on ways to improve your craft: teaching and scholarship

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