NCATE 2000 Update

April 2000

© 1997-2000, National Council for Accreditation of Teacher Education. All rights reserved.

Comparison of Current and NCATE 2000 Standards

20 20 66

Performance Assessment

Current System Category I:

I.A, I.C, I.D, andI.E

Category II: II.A, II.C, and II.D

NCATE 2000 Standard 1

Content knowledge.Professional &

pedagogical knowledge, skills, & dispositions.

Positive effect on student learning.

Candidate assessment.

Standard 2Assessment System.Use of data to evaluate

& improve programs.

Unit Capacity Standards

Current Standards I.H Field Experiences

& I.I Prof. Community

Diversity in I.A, I.C, I.D, I.E, I.G, I.H, II.B, III.A, & III.B

Category 3 Standards

Category 4 Standards

NCATE 2000 Standards Std 3 - Field Experiences

& Clinical Practice

Std 4 - Diversity

Std 5 - Faculty Perfor-mance & Development

Std 6 - Unit Governance & Resources

NCATE 2000 Standards

Conceptual Framework

The conceptual framework(s) establishes the shared vision for a unit’s efforts in preparing educators to work effectively in P-12 schools. It provides direction for programs, courses, teaching, candidateperformance, scholarship, service, and unit account-ability. The conceptual framework(s) is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated.

Conceptual Framework

Units will be expected to describe their conceptual frameworks in an early section of the institutional report to provide an important context for the unit’s approach to meeting the standards.

Units’ conceptual frameworks will be submitted with preconditions in the future.

Organization of Revised Standards

The Standard

Rubric

Explanation of the Standardincluding a rationale for the standard

CANDIDATE PERFORMANCE

1. Candidate Knowledge, Skills, and Dispositions

Candidates preparing to work in schools as teachers or other profes-sional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.

Institutional Standards

Institutional standards are derived from the unit’s conceptual framework.

2. Assessment System and Unit Evaluation

The unit has an assessment system that collects and analyzes data on the qualifications of applicants, the performance of candidates and graduates, and unit operations to evaluate and improve the unit and its programs.

External resources for measuring proficiencies

State licensure examsEmployer evaluationsNational and/or

state program reviews

Multiple choice tests & written essays

Transcripts

Internal resources for measuring proficiencies

Candidate work Lesson plans Reflections Assessments used by

the candidate

Observations Observations/videos Parent communications Surveys Professional activities

Student outcomes- Work- Feedback- Scores

Features of Good Assessment Systems

Embedded in instruction On-going Data related to

standards Multiple/linked

measures Candidate experiences Benchmarks Comprehensive

3. Field Experiences and Clinical Practice

The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.

4. Diversity

The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse and exceptional students in P-12 schools.

5. Faculty Qualifications, Performance, and Development.

Faculty are qualified and model best professional practices in scholar-ship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.

6. Unit Governance and

Resources

The unit has the leadership, authority, budget, personnel, facilities, and resources including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.

Questions Asked by BOE Teams

What data show that candidates know their subject matter?

How well are candidates performing on content and teaching tests?

How effective are candidates in their internships?

More Questions

How do faculty know that candidates are competent teachers or counselors or principals, etc.?

What assessments are used by faculty and programs to determine that candidates should continue or complete programs?

and more...

What rubrics have been developed to guide decisions about performance?

What happens to candidates not performing at the level expected?

What performance assessments are being used?

and finally...

What decisions are made at what point of the program?

How are data being compiled and reviewed to improve programs?

The NCATE 2000 Visit

Institutional Report forContinuing Visits in NCATE 2000

I. Overview of Unit and Institution

II. Conceptual Framework

IV. Evidence for Meeting Each Standard

III. Overview of Programs for the Preparation of Educators

Section IV of the IR: The unit should

Discuss evidence holistically.

Relate evidence to elements of standard.

Explain nature of evidence in context of the standard.

Present evidence in clear & concise manner.

Report Differences

Continuing Visits

focus in-depth on the first two standards and their elements.

report holistically on the last four standards are addressed.

Initial Visits

all six standards and their elements should be addressed in-depth.

Changes in Visits

Nature of the evidence - performance rather than input

oriented

More focused group interviews fewer individual interviews

Evidence

Current System minutes of

meetings syllabi student & faculty

work interviews with

faculty, students, school personnel, administrators

visits to schools performance data,

including state licensure results

NCATE 2000 candidates’ portfolios observations of teaching professional, state, &

institutional assessments of content knowledge, professional & pedagogical knowledge, skills, dispositions, & effects on student learning

NBPTS & other advanced certification

Guidelines for Assessing Quality of Evidence

Reviewing surveysAssessing student work samplesReviewing test resultsAssessing evaluationsReviewing portfoliosAssessing student learningAssessing rubrics & scoring systems

for institu

tions &

BOE members

UAB Accreditation Decisions

Initial Visits

Accredited

Provisional Accreditation

to be removed within two years with a focused visit

Denied Accreditation

Continuing Visits

Accreditation Continued

Accreditation Continued with Conditions

to be removed within two years with a focused visit

Accreditation Continued with probation

to be removed within two years by an initial-like visit

PROPOSED