Update on Program Review

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Update on Program Review

• Margie Crutchfield
• AACTE
• February, 2009

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• Timeliness Rates
• Approval Rates
• SASB Task Force on SPA Standards
• Policy Changes
• Whats Coming Up
• Possible future options for program review
  (current process will not change!)

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Timeliness Rates

• Program reports are now returned to the
  institutions on time
• Fall 07 95 returned on time
• N 660
• Spring 08 95 returned on time
• N 939
• Fall 08 98 returned on time
• N 1068

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Approval Rates, Initial Submissions
R Nationally Recognized, C Nationally
Recognized with Conditions
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Approval Rates, Rev/RC reports
Rev Revised Reports, RC Response to
Conditions Reports R Nationally Recognized, C
Nationally Recognized with Conditions
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Approval Rates, Initial Reports
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Initial (cont.)
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Initial (cont.)
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Approval Rates, Rev. and Cond.
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Task Force to look at SPA standards

• SPA standards are very diverse
• In number, organization, specificity
• In coverage of content and pedagogy
• Task Force has developed a set of 4
  guiding/organizing principles
• For a complete discussion, attend session
• The Next Generation of NCATE Program Standards,
  Saturday, 1215 130, Regency D

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Task Force Charge

• The existing SASB guidelines for SPA standards
  need to be rethought in light of current
  research, national experience, and constructive
  feedback. As a result the SASB chair will appoint
  an inclusive task force to create a conceptual
  framework with comprehensive guidelines for the
  development of SPA program standards.

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Four principles aligned with NCATE Unit Standard
1
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Principles 1 Content Knowledge

• 1. SPA standards address Candidates knowledge
  of content they plan to teach or use as school
  professionals, and their ability to explain
  important principles and concepts delineated in
  professional standards.

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Principle 2 Content Pedagogy

• 2. SPA standards address Candidates knowledge of
  content pedagogy (effective teaching strategies
  to impart the specialized knowledge of a subject
  area) or of a professional practice (such as
  planning, instruction, analysis, and evaluation),
  including
• Knowledge of how students develop and learn,
• Students diversity and differing approaches to
  learning,
• Cultural influences on learning,
• Students preconceptions that must be engaged for
  effective learning, and
• Familiarity with standards-based instruction,
  assessment, and learning.

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Principle 3 Learning Environments

• 3. SPA standards address Candidates ability to
  apply their knowledge appropriately in their
  education role by creating and maintaining safe,
  supportive, fair, and effective learning
  environments for all studentsamong them
  linguistically and culturally diverse students
  and those with exceptionalitiesincluding
• individual and group motivation for a disciplined
  learning environment and engagement in learning,
• Assessment and analysis of student learning,
  making appropriate adjustments in instruction,
  and monitoring student progress to assure
  meaningful learning experiences for all students,
  and
• Use of a variety of instructional strategies,
  materials, and applications of technology to
  encourage students development of critical
  thinking, problem solving, and performance skills.

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Principle 4 Professional Knowledge and Skills

• 4. SPA standards address Candidates knowledge
  of professional practices in their field and
  readiness to develop them, including
• engagement in professional experiences, and
  reflection on them, to enhance their own
  professional growth
• understanding and ability to demonstrate a
  commitment to equitable and ethical treatment of
  all students and colleagues knowledge of the
  collaborative roles of other school professionals
  and readiness to work with colleagues, families,
  and community agencies and
• ability to identify opportunities for
  collaborative and leadership roles as members of
  teams.

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In addition.

• the principles will serve as an organizer or
  framework for standards (as they do for NBPTS)
• Will be limited in number
• Can have only one level of elements below
  standard
• Will be focused on what is MOST critical for each
  SPAs specialty.

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Current Streamlining Changes
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Middle level programs

• Change in policy for review of true middle level
  programs
• Must meet criteria for middle level programs
• Programs submit one report to NMSA
• 80 of candidates must pass state test in content
  areas
• Secondary program must reach national recognition
• If not secondary program, state must review
  content preparation program

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Programs in secondary content areas that do not
provide content preparation

• This year NCATE will develop option for these
  programs
• During this year, these programs can defer review
  until NCATE develops process and they have time
  to implement
• Programs will not address SPA standards, they
  will address a generic set of standards (Task
  Force principles?)
• Will submit one report
• Will be expected to have assessments
  demonstrating candidate competence

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Streamline current program report

• Possible options
• Section I Question 1 to be answered if needed
  delete questions 3, 4, and 5 delete faculty
  information other deletions are under
  consideration.
• Section II Flexibility to consolidate some
  assessments.
• Section IV Condense and clarify instructions
• Section V Move to unit review?

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• Decrease required amount of data
• 1 to 2 years?
• Investigate strategies for reviewing programs
  with extremely low enrollments

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Potential Options for Program Review

• Current process will still remain an option!!!!!!

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Options for Initial Review

• Allow institutions to choose all of their own
  assessments (with some constraints)
• No more than 8
• Must submit state test data
• Must demonstrate content, pedagogical content
  knowledge and skills, and impact on student
  learning
• SPAs develop set of pre-approved assessments

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Options for continuing review

• Reduce requirements for continuing national
  recognition so that only new assessments need to
  be approved and minimal data provided.
• Focus on what is now Section Vself study and
  continuous improvement
• Permit an institution to conduct validity studies
  of its assessments in lieu of other program
  report evidence requirements

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Resources on NCATE web site

• www.ncate.org, click on Institutions, click on
  Program Reviews
• Program Report Forms
• Guidelines, Instructions
• Examples of Assessments
• Examples of Reports
• Archived Web Seminars
• Mini-videos on how to use PRS