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Biennial Report

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Biennial Report. Year 2, Collect Data. 7. Commission on ... 11. Commission on Teacher Credentialing. Ensuring Educator Excellence. Biennial Report, Section A ... – PowerPoint PPT presentation

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Title: Biennial Report


1
Biennial Report
  • October 2008

2
History of Accreditation
  • Former accreditation system Six-year cycle of
    visits with large teams, little follow-up and no
    on-going activity
  • New accreditation system Seven-year cycle,
    smaller teams, focus on common standards,
    follow-up as needed, required on-going activity

3
Revised Accreditation System
  • An underlying expectation of the revised
    accreditation system is that all accredited
    credential programs are engaged in
  • Continuous, on-going data collection about
    candidate competence and program effectiveness,
  • an analysis of that data, and
  • making programmatic improvements based upon that
    data.

4
Purposes of Accreditation
  • Accountability to the public and the profession
  • Adherence to Adopted Standards
  • Ensuring High Quality Programs
  • Encouraging Programmatic Improvements

5
3 Primary CTC Components in 7 Year Accreditation
Cycle
6
The Complete Cycle
7
Relationship to the Standards
  • Common Standard 2 Unit and Program Evaluation
    System
  • The education unit implements an assessment
    system for ongoing program and unit evaluation
    and improvement. The system collects, analyzes,
    and utilizes data on candidate and program
    completer performance and unit operations.
  • (continued on next page)

8
Common Standard 2 (continued)
  • Assessment in all programs include on-going and
    comprehensive data collection related to
    candidate qualifications, proficiencies,
    competence, and program effectiveness. Data are
    analyzed to identify patterns and trends that
    serve as the basis for programmatic and unit
    decision-making.

9
Common Standard 9 Assessment of Candidate
Competence
  • Candidates preparing to serve as teachers and
    other professional school personnel know and
    demonstrate the professional knowledge and skills
    necessary to educate and support effectively all
    students in meeting the state-adopted academic
    standards. Assessments indicate that candidates
    meet the Commission-adopted competency
    requirements, as specified in appropriate program
    standards.

10
Biennial Report
  • Two sections to the report
  • A Report on each approved program
  • A report for each approved program that includes
    aggregated data, analyses, and program
    modifications
  • Focus is on candidate performance
  • About 10 pages
  • B - Overall trends and institution action plan
    submitted by the Dean.

11
Biennial Report, Section A
  • Purpose Snapshot of Institutions processes for
    utilizing candidate and completer data to
    increase program effectiveness.
  • Part I. Contextual Information
  • Part II. Assessments of Candidates and Completers
  • Part III. Analyses of data
  • Part IV. Proposed Program Changes

12
Section A Program Specific Information
  • Part I. Contextual Information General
    information to help reviewers understand the
    program, the context in which it operates and
    what has changed significantly since the
    Commission approved the current program
    document.
  • 1 page

13
Examples of Context
  • Number of candidates and completers
  • When begin/end program?
  • Cohort model?
  • Program Features
  • Internship?
  • Bilingual program?
  • Serves inner-city schools?
  • Changes since the last site visit/approval

14
Section A continued
  • Part II. Assessments of Candidates and Completers
  • Program describes assessment procedures and
    instruments it uses to ensure that candidates
    have the requisite competencies and that the
    program is effectively meeting its candidates
    academic and professional growth needs.

15
Assessments of Candidate Competence, cont.
  • Describe the key assessments used to make
    decisions about candidate competencies, and
    program effectiveness (e.g., TPA, portfolios,
    employer data, retention data or observations)
    (4-6 assessments),
  • Describe the data collection process, and
  • Provide summaries of the identified assessments,
    including mean, standard deviation, or other
    descriptive statistics.

16
Examples of Assessments of Candidate Competence
  • Candidate competence can be demonstrated
    throughout coursework or fieldwork
  • critical assessments in coursework
  • evaluation of fieldwork/practicum/clinical
    practice
  • demonstrations/presentations prior to being
    recommended for a credential
  • teaching performance assessment
  • Others

17
Examples of Assessments of Program Effectiveness
  • Program effectiveness can be assessed through
  • post program surveys
  • employer feedback
  • hiring information
  • retention rate in employment
  • Others

18
Additional Information
  • Include any additional information about
    candidate performance or effectiveness that is
    collected and analyzed that informs programmatic
    decision making?
  • Requests for expansion
  • Change in district partners
  • Other

19
Section A continued
  • III. Analyses of Data
  • Program analyzes data and interprets the results
    within the context of the program and relevant
    standards. Program discusses results of analyses
    within the context of the current instructional
    and fieldwork offerings.
  • 1-3 pages

20
Analyses of Data
  • Describe what the analysis of the data says about
    candidate competence or program effectiveness for
    each assessment used
  • Note strengths of the program
  • Identify and discuss areas for improvement that
    have been identified through the analyses of the
    data, and
  • Describe changes the program believes should be
    made to improve candidate readiness and program
    quality.

21
Example of Analyses of Data
  • First time passage rates for TPA tasks 1, 2, and
    4 are strong. First time passage rates for TPA
    task 3 lag considerably behind.
  • Explanations include that administration of TPA
    task 3 comes too early in the student teaching
    semester.

22
Section A continued
  • IV. Use of Assessment Results to Improve
    Candidate and Program Performance
  • The program describes any changes necessitated
    by analyses of the data and links those changes
    to the relevant standards.
  • 1-2 pages

23
Proposed Program Changes
  • List program modifications that are planned based
    on the analysis of the data
  • Note how the modifications strengthen the
    programs alignment with the Program or Common
    Standards

24
Example of Proposed Program Change
  • Proposed change provide more direct instruction
    and practice, revise student learning outcomes to
    better reflect task 3 skills, consider
    administering task 3 later in the semester.

25
Biennial Report, Section B
  • All program reports are submitted to a central
    individual Dean, Director or Superintendent
  • Office reviews all Program Reports (Section A)
  • Identifies and discusses
  • Trends
  • Areas of strength
  • Areas for improvement
  • Next steps or a plan of action for institution
  • Summary is signed and submitted by the unit
    leader Dean, Director of Education,
    Superintendent, or Head of the Governing Board of
    the Program Sponsor.
  • 1-2 pages

26
Page Parameters
  • Each part has a suggested page limitation.
  • Each programs Section A of the report should be
    approximately 10 pages.
  • Section B should be only 1-2 pages.
  • Typically, additional evidence will be
    submitted during Program Assessment and the Site
    Visit.

27
Due dates
  • Three Cohorts Due in Fall 2009
  • Red, Yellow, Indigo
  • Select one of the following
  • August 15, 2009
  • October 15, 2009
  • December 15, 2009
  • Focusing on the 2007-08, 2008-2009 candidate
    cohorts
  • (approx. July 2007-June 2008)

28
How will Biennial Reports be Reviewed?
  • CTC staff will review the reports and, if
    necessary, seek additional information.
  • Feedback will be provided to program sponsors in
    a timely manner--6-8 weeks
  • A summary of the information from the Biennial
    Reports will be shared with the Committee on
    Accreditation.

29
Review of Biennial Reports
  • Was a report submitted?
  • Did the report include aggregated candidate data?
  • Was the data analyzed?
  • Are the planned modifications linked to the
    analysis of the data presented

30
Uses for Biennial Reports
  • Reports will be provided to review teams for both
    Program Assessment and the Site Visit.
  • All of the accreditation activities together
    (Biennial Reports, Program Assessment and Site
    Visits) give a more comprehensive picture of a
    program sponsor over time.

31
Resources
  • The Biennial Report template and more can be
    found at www.ctc.ca.gov
  • http//www.ctc.ca.gov/educator-prep/program-acc
    red-biennial-reports.html
  • Questions? Cheryl Hickey or Rebecca Parker
  • chickey_at_ctc.ca.gov or rparker_at_ctc.ca.gov
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