Preparing For The NCATE Visit:

1

• Preparing For The NCATE Visit
• Practical Tips on Institutional Report,
  Logistics, Exhibits and Rejoinder
• Dr. David Boger
• North Carolina A T University, Greensboro, NC
• Dr. Marilyn Feldmann
• Coastal Carolina University, Conway, SC

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NCATEs Website http//www.ncate.org

• Sample IRs and Program Review Reports
• BOE Training Modules (1st 3 modules)
• BOE Updates and UAB Summaries
• Info on Preparing for BOE visit
• Info on Web Seminars and Conferences
• Resources (e.g., DVDs, publications, papers,
  presentations)
• Lots of other valuable information

3
How to View NCATE Accreditation

• Opportunity to improve--we do NCATE and
  assessment, not for NCATE, but to make our
  programs, candidates, and future P-12 teachers
  and other school professionals better

4
Steps before BOE Visit

• Preconditions (first-time only)
• Program Review Reports (if required) and
  Re-submission(s) (if necessary)
• Intent Form
• Third-party Testimony
• Mock Visit/Consultant (if desired)
• Submission of IR
• Pre-visit

5

• TIPS ON
• PREPARING THE
• INSTITUTIONAL
• REPORT (IR)

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IR Tip 1

• The IR is the FIRST impression that the BOE team
  makes of your institution.
• We all know how important FIRST impressions
  are!!!

7
IR Tip 2

• BRAG !!! The IR is your opportunity to tell many
  of the wonderful and exciting things that you and
  your colleagues are doing to prepare P-12
  educators.

8
IR Tip 3

• IR template is now on-line.
• Institution must answer prompts.
• It is no longer a free-style narrative.
• Each prompt has a character limit.
• 11 required tables can be entered on the form or
  uploaded.

9

• Conceptual Framework (CF)
• Must represent guiding structure and vision of
  unit
• Must be addressed throughout standards
• Must be reflected in all assessments

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IR Tip 4

• Conceptual Framework must be
• - developed collaboratively
• - shared by all stakeholders
• - consistent with institutional and
• unit mission
• - evaluated continuously
• - evident in different aspects of unit
• - knowledge-based

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IR Tip 5

• Structural Elements of CF that must be
  addressed in IR
• - vision and mission of unit
• - philosophy, purposes, goals, and
• institutional standards of unit

12
IR Tip 5 (cont.)

• - knowledge bases
• - candidate proficiencies aligned with
• standards, including proficiencies
• associated with diversity technology
• - summarized description of assessment
• system

13

• Standard 1 Candidate Knowledge, Skills,
  Dispositions
• 1a. Content Knowledge for Teacher
• Candidates
• 1b. Pedagogical Content Knowledge and
• Skills for Teacher Candidates
• 1c. Professional and Pedagogical
• Knowledge and Skills for Teacher
• Candidates

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Standard 1 (cont.)

• 1d. Student Learning for Teacher Candidates
• 1e. Knowledge and Skills for Other School
• Professionals
• 1f. Student Learning for Other School
• Professionals
• 1g. Professional Dispositions for All
• Candidates

15
Continuing Institutions Site Visit--Date and
Amount of Data

• Through Spring 2008 1 year
• Fall 2008 2 years
• Spring 2009 2 years
• Fall 2009 3 years
• Spring 2010 3 years
• Fall 2010 and Afterwards 3 years
• (per NCATE)

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Continuing Institutions Program Reports--Date
Submitted and Amount of Data

• Through February 1, 2007 1 semester
• September 15, 2007 1 year
• February 1, 2008 1 year
• September 15, 2008 2 years
• February 1, 2009 2 years
• September 15, 2009 3 years
• and Afterwards
• (per NCATE)

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First-Time Institutions Site Visit--Date and
Amount of Data

• Through Spring 2008 1 year
• Fall 2008 2 years
• Spring 2009 2 years and Afterwards
• (per NCATE)

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First-Time Institutions Program Reports--Date
Submitted and Amount of Data

• Through February 1, 2007 1 sem.
• September 15, 2007 1 year
• February 1, 2008 1 year
• and Afterwards
• (per NCATE)

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IR Tip 6

• Institutions will not repeat in their IRs the
  data for programs that were nationally reviewed.
  They should include under Standard 1 in their IRs
  information about the assessments and data for
  programs that were not nationally reviewed.
• (per BOE Update, Spring 2008)

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IR Tip 7

• Candidate assessment data must be disaggregated
  by campus programs, off-campus programs, and
  distance learning programs for the national
  program review process and for unit
  accreditation.
• (per BOE Update, Fall 2007 )

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IR Tip 8

• At least 80 of completers in initial programs
  combined and in advanced programs combined must
  pass state licensure test in content field for
  Standard 1 to be MET.

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IR Tip 9

• Element 1d. Student Learning for Teacher
• Candidates
• The intention of this element is to address
  the extent to which teacher candidates understand
  assessment, use assessments as formative and
  summative tools in instruction, and develop
  meaningful learning experiences that help all
  students learn.
• (per BOE Update, Fall 2004)

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IR Tip 10

• Element 1f. Student Learning for Other
• School professionals
• The element refers to the extent to which
  candidates for other school roles are able to
  create a positive environment for student
  learning.
• (per BOE Update, Fall 2004)

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IR Tip 11

• Clearly state in the IR the dispositions that
  candidates are expected to demonstrate.

25
IR Tip 12

• The two professional dispositions that NCATE
  expects institutions to assess are fairness and
  the belief that all students can learn.
• (per NCATEs revised Glossary)

26

• Standard 2 Assessment System and Unit
  Evaluation
• 2a. Assessment System
• 2b. Data Collection, Analysis,
• and Evaluation
• 2c. Use of Data for Program
• Improvement

27
IR Tip 13

• Consider writing the response for Standard 2
  before the response for Standard 1.

28
IR Tip 14

• Real Reason to Assess
• - Because its the right thing to do
• - Because it will make programs,
• candidates, P-12 teachers and
• other school professionals better

29
IR Tip 15

• What to Avoid
• - Considering assessment a mandate
• - Making assessment too
• complicated
• - Collecting too much data
• - Not using data

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IR Tip 16

• The following strands should be
• reflected in assessment instruments
• - Conceptual framework
• - Professional and State standards
• - Dispositions
• - Diversity
• - Use of technology

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IR Tip 17

• Standard 2 is often NOT MET because
• - Faculty can not articulate the
• assessment system.
• - Assessment loop has not been
• closed.

32
IR Tip 18

• Develop Assessment Handbook
• (not required by NCATE)
• - Professional education unit
• - Conceptual framework
• - Transition points
• - Key assessments
• - Alignment with standards
• - Monitoring candidate progress

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IR Tip 18 (cont.)

• - Assessment of unit operations
• - Fairness, accuracy, consistency,
• elimination of bias
• - Use of technologies
• - Procedures for data collection,
• aggregation, disaggregation, analysis,
• dissemination, and use
• - Timeline
• - Assessments and scoring guides/rubrics

34
IR Tip 19

• How many key assessments are needed?
• - Not as many as some may think!
• - Remember 6-8 key assessments
• are required for Program Review
• Reports, and they are

35
IR Tip 19 (cont.)

• 1--State licensure test for content
• 2--Assessment of content knowledge
• 3--Assessment of ability to plan
• 4--Student teaching/internship assessment
• 5--Impact on student learning or providing
• supportive learning environment
• 6, 7, 8--Other assessment addressing SPA
• Standards

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IR Tip 20

• Units key assessments are often same assessments
  required for national program review.
• NCATE is interested in key assessments used by
  unit and its programs to meet professional,
  state, institutional standards.
• (per BOE Update, Spring 2007)

37
IR Tip 21

• Data from follow-up studies of graduates and
  employers must be reported for each element in
  Standard 1.
• (per IR template)

38
IR Tip 22

• NCATE does not require identical
• assessments across all programs
• or use of same rubrics.
• NCATE does not require data to be presented in
  specific format.
• (per BOE Update, Spring 2007)

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IR Tip 23

• NCATE does require that data be aggregated and
  analyzed at program level.
• NCATE does require that some program level data
  are summarized and analyzed at unit level.
• (per BOE Update, Spring 2007)

40
IR Tip 24

• Remember
• - Assessments must be based on CF,
• professional, and state standards.
• - Unit must be working to establish
• fairness, accuracy, and consistency of its
• assessment procedures.
• - Unit operations must be assessed.

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IR Tip 25

• Examples of Unit Operations are
• Services and procedures (e.g., advising and
  admission), course availability, course
  evaluations, recruitment, retention, field
  experience/clinical placements and supervision,
  faculty evaluation, and budget.

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IR Tip 26

• AFI in Standard 1 if there is concern about
  candidates abilities
• AFI in Standard 2 if there is concern about
  units data collection and analysis, but no
  concern about candidates abilities
• AFI in Standards 1 and 2 if absence of data
  leaves BOE team unable to judge candidates
  abilities
• (per BOE Update, Spring 2004)

43

• Standard 3 Field Experiences and Clinical
  Practice
• 3a. Collaboration between Unit and School
  Partners
• 3b. Design, Implementation, and Evaluation of
  Field
• Experiences and Clinical Practice
• 3c. Candidates Development and Demonstration of
• Knowledge, Skills, and Professional
  Dispositions
• to Help All Students Learn

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IR Tip 27

• All candidates participate in field experiences
  or clinical practice that include students with
  exceptionalities and students from diverse
  ethnic/racial, linguistic, gender, and
  socioeconomic groups.
• (per acceptable rubric for Standard 3c.)

45

• Standard 4 Diversity
• 4a. Design, Implementation, and
• Evaluation of Curriculum and
• Experiences
• 4b. Experiences with Diverse Faculty
• 4c. Experiences with Diverse Candidates
• 4d. Experiences with Diverse Students in
• P-12 Schools

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IR Tip 28

• If Element 4a. is NOT MET, entire standard will
  be NOT MET.

47
IR Tip 29

• Clearly identify proficiencies related to
  diversity that unit expects candidates to
  develop.
• Assessments must reflect those proficiencies.

48
IR Tip 30

• Include data under Element 4a. to show that
  candidates have KSDs to work with students from
  diverse backgrounds and students with
  exceptionalities.

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IR Tip 31

• Diverse field experience is required in NCATE
  Standards 3 and 4.
• AFI will be cited once--in Standard 4, but
  narrative in BOE Standard 3 will also reflect
  lack of diverse opportunities.
• (per BOE Update, Spring 2007)

50
IR Tip 32

• Revised Standard 4
• - adds linguistic diversity in rubrics at
• acceptable level
• - defines ethnic/racial groups by U.S.
• Census categories
• - indicates that unit should have at least
• two types of diversity

51

• Standard 5 Faculty Qualifications,
• Performance, and Development
• 5a. Qualified Faculty
• 5b. Modeling Best Practices in Teaching
• 5c. Modeling Best Practices in
• Scholarship
• 5d. Modeling Best Practices in Service
• 5e. Unit Evaluation of Faculty
• Performance
• 5f. Unit Facilitation of Professional
• Development

52
IR Tip 33

• Faculty Qualification Summary Table is now
  required in IR to identify qualifications of
  full-time and part-time professional education
  faculty members.

53
IR Tip 34

• When addressing the elements in Standard 5, be
  sure to include
• - tenured and non-tenured
• - adjunct/part-time
• - graduate teaching assistants

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• Standard 6 Unit Governance and Resources
• 6a. Unit Leadership and Authority
• 6b. Unit Budget
• 6c. Personnel
• 6d. Unit Facilities
• 6e. Unit Resources including
• Technology

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IR Tip 35

• Include in IR or in Exhibits, organizational
  chart that clearly identifies unit and unit
  head.

56
IR Tip 36

• Clearly explain how education programs that are
  housed outside Dept./SOE/COE are part of unit,
  and how coherent programs are assured.

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IR Tip 37

• 2 main budget questions are
• - Does unit get its fair share of
• resources?
• - Are resources adequate to offer
• quality education programs?

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IR Tip 38

• Include comparable budget info for education unit
  and for other units on campus with clinical
  components.

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• MORE THINGS
• TO KEEP IN MIND
• ABOUT
• PREPARING THE IR

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IR Tip 39

• Clearly address in IR both initial and advanced
  programs.
• If response is same for initial and advanced
  (e.g., facilities), indicate that in IR.
• If there are differences in initial and advanced
  programs, clearly state differences.

61
IR Tip 40

• While one person should be designated as primary
  writer of IR, faculty and staff members from
  across institution who are involved in
  preparation of P-12 school professionals should
  be involved in writing IR, as well as some P-12
  colleagues.

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IR Tip 41

• Send excerpts of IR to specific individuals on
  campus to review for accuracy and completeness.
  For example, send budget section to budget
  officer, and library section to director of
  library. Be sure to follow up!

63
IR Tip 42

• EVERY little thing is important (e.g., spelling,
  punctuation, consistency, capitalization,
  appearance, readability).

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IR Tip 43

• IR will be submitted through AIMS (Accreditation
  Information Management System).
• Log-in and password are needed.
• Should be submitted about 60 days before visit
  (or after team list is received).
• Team chair reads IR before pre-visit.

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• THINGS TO KEEP IN MIND REGARDING THE
  LOGISTICS FOR THE BOE VISIT (LOG)

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LOG Tip 1

• Involve many staff and faculty members.
• Plan long before pre-visit.
• Dont take anything for granted.

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LOG Tip 2

• Pre-visit must occur 30-60 days before BOE visit.
• Degree of success and smoothness of pre-visit
  sets tone for BOE visit!

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LOG Tip 3

• Pre-visit attendees must include
• - BOE Chair
• - Unit Head
• - NCATE Coordinator
• - State Department Rep
• - State Team Chair (if applicable)

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LOG Tip 4

• Invite administrative assistant to attend
  pre-visit to focus on logistics and details.

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LOG Tip 5

• For pre-visit, work with BOE chair (and State
  chair) on draft BOE schedule prior to pre-visit.
  
• This will facilitate pre-visit.

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LOG Tip 6

• Logistics for BOE and Pre-visit
• - Hotel (sleeping and workroom)
• - Campus workroom
• - Supplies
• - Technology

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LOG Tip 6 (cont.)

• - Meals/snacks
• - Refreshments
• - Transportation (airport and
• campus)
• - Visit schedule
• - Welcome Packet

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LOG Tip 7

• Send Information Form to team members asking
  for
• - name and contact info
• - travel itinerary
• - emergency contact info
• - special needs (e.g., dietary, church)

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LOG Tip 8

• Communicate frequently with team members, such
  as
• - sending IR and other documents
• - airport pick-up
• - cell phone s of unit head and
• NCATE coordinator
• - anticipated weather conditions

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LOG Tip 9

• After pre-visit, inform persons to be interviewed
  about
• - nature of BOE visit
• - types of questions to be asked
• - important areas that need to
• be addressed

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• THINGS TO KEEP IN
• MIND ABOUT
• PREPARING THE
• EXHIBITS ROOM (ER)

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ER Tip 1

• See Exhibits for NCATE Visits for critical
  exhibits.
• Institutions may provide additional exhibits
  based on institutional context however, they
  should limit their exhibits to NCATEs list, as
  much as possible.

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ER Tip 2

• NCATE encourages units to use electronic
  exhibits.
• IR may include links to exhibits.
• Be sure that links work and are accurate!

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ER TIP 3

• If Exhibits are available electronically, NCATE
  strongly encourages BOE members to review them
  prior to visit, shifting focus of visit to more
  collaborative review of unit.
• (per BOE Update, Fall 2007)

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ER Tip 4

• Develop list of acronyms and meanings that are
  used in IR and Exhibits.
• Post list in teams workrooms and give copy to
  each team member.

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ER Tip 5

• For paper copies of documents, use crates with
  hanging file folders or other portable
  containers--no file cabinets.

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ER Tip 6

• Samples of candidates work should include
• - assignment
• - scoring rubrics
• - candidates product
• - score assigned/instructors comments
• - examples of various levels of
• quality of work

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• THINGS TO KEEP IN
• MIND ABOUT
• PREPARING THE
• REJOINDER (REJ)

84
REJ Tip 1

• Institution has 30 days, from date of
  notification by NCATE of availability of BOE
  Report in institutions file, to submit
  Rejoinder.

85
REJ Tip 2

• UAB meets in
• - October for spring BOE
• visits
• - April for fall BOE visits

86
REJ Tip 3

• Rejoinder is limited to 25 pages of narrative
  plus 25 pages of appendices.
• (Per UAB, Fall 2006)

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REJ Tip 4

• Presentation is very important
• - organization
• - clarity
• - succinctness
• - logic

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REJ Tip 5

• First address each AFI, if it is possible to
  rejoin.
• Then address other negative statements, if any,
  that were not cited as AFI.

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REJ Tip 6

• If UAB adds AFI, institution will not have
  opportunity to rejoin.

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REJ Tip 7

• Clearly identify under each standard
• - AFI
• - BOE Rationale
• - Institutions Response
• - Other negative statements
• - Institutions Response

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REJ Tip 8

• BOE members are trained to recommend NOT MET or
  AFI if they are fence sitting, so that
  institution will then have opportunity to rejoin.

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REJ Tip 9

• When writing the Rejoinder
• - stick to the facts
• - be logical
• - be succinct

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REJ Tip 10

• Use NCATEs language to state your case for
  example, cite
• - Standard
• - Acceptable rubric
• - Supporting explanation

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REJ Tip 11

• Highlight excerpts in Appendices to which
  narrative of Rejoinder is referring.

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REJ Tip 12

• DO NOT
• - be defensive or whine
• - blame call on team member
• - criticize team
• - focus on what you will change
• - submit changes made since visit
• - be sarcastic about process

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Congratulations!