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Purdue University NCATE/IPSB Accreditation Visit

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Purdue University NCATE/IPSB Accreditation Visit _____ Teacher Education Programs (March 6 10, 2004) Voluntary Recognized by the U. S. Department of Ed. 46 ... – PowerPoint PPT presentation

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Title: Purdue University NCATE/IPSB Accreditation Visit


1
Purdue UniversityNCATE/IPSB Accreditation Visit
  • ___________________
  • Teacher Education Programs
  • (March 6 10, 2004)

2
NCATENational Council for Accreditation of
Teacher Education
  • Voluntary
  • Recognized by theU. S. Department of Ed.
  • 46 State Partnerships plus D. C. and Puerto Rico

3
IPSBIndiana Professional Standards Board
  • State of Indiana agency
  • National accreditation encouraged, but not
    mandatory
  • Same standards as NCATE
  • Partnership State - Joint Visit


4
Why is NCATE/IPSB Accreditation Important?
  • Assures public of highly qualified teachers as
    required by No Child Left Behind (NCLB)
  • It provides visible assurance to the citizens of
    Indiana that Purdue University is working to meet
    education needs within the state and it is in
    Purdues Strategic Plan
  • Without NCATE/IPSB accreditation our teacher
    education graduates cannot get licensed in
    Indiana - or most other states


5
Purdue University
  • National/international reputation
  • Strong commitment to Land Grant mission
  • New president strong leadership team
  • Strong focuson strategic planning
  • Strong partnerships with content area departments
    in other schools

6
The Next Level PreeminencePurdue Strategic Plan
2001-2006
Key Strategies Specific to Goal 3 (Engagement)
Strengthen preparatory education through
enhanced, ongoing engagement with PK-12 schools,
with special emphasis on reading, writing, math
and science.
Metrics
  • Types/categories and number of programs
  • Number of schools, school visits and students
    served

7
DEAN George Hynd
Teacher Education Council
T.J. Oakes Director Office of Professional
Preparation and Licensure
Mike Kremer Manager Business Office
Abe Cross Director Development
Sidney Moon Interim Associate Dean Academic
Programs
Wm. McInerney Interim Associate Dean Engagement
Robert Evans Director Office of Information
Technology
Phillip VanFossen Director Ackerman Center
Linda Austin Director Office of Field Experiences
Jane Ann Dimitt Director Office of Advising and
Recruiting
Jim Lehman, Head Department of Curriculum and
Instruction Maribeth Schmitt, Director Purdue
Literacy Network Project
Patty Mason Director Office of Graduate Studies
Kevin Kelly, Head Department of Educational
Studies Purdue Counseling and Guidance Center
Robert Evans Managing Director Technology
Resources Center
8
Purdue University Teacher Education Program
Governance and Administrative Structure
9
Professional Preparation Model
  • Strong commitment to a professional preparation
    model
  • Model adopted in 1992, reaffirmed in 1999 2003
    by Teacher Education Council (TEC)
  • Based on research best practice

10
Purdues Teacher Education Programs
  • Includes a set of block courses, eachblock with
    a corresponding field experiencecalled Theory
    Into Practice (TIP)
  • Reforms are aimed to achieve
  • Programmatic coherence through the use of
    sequenced blocks
  • Additional, earlier, and more meaningful field
    experiences through the TIPs
  • Additional emphasis on technology, diversity and
    assessment

11
Assessment
Blocks, Gates Courses
Elementary Education Elementary Education Elementary Education Elementary Education Elementary Education Elementary Education Elementary Education Elementary Education Elementary Education Elementary Education
Gate A Gate B Gate C Gate C Gate C Gate C Gate C Gate C Gate C Gate D
Block I Block II Block III Block III Block IV Block IV Block IV Block V Block V Block VI
EDCI 205 285 EDPS 235 265 EDCI 361 EDCI 362 EDCI 363 EDCI 364 EDCI 365 EDPS 430 EDCI 466 EDCI 496
Secondary Education / Special Education Secondary Education / Special Education Secondary Education / Special Education Secondary Education / Special Education
Gate A Gate B Gate C Gate D
Block I Block II Methods Courses Student Teaching
EDCI 205 285 EDPS 235 265 Courses Specified by Each Program Area Specified By Program Area
Graduation
Relationships Among Elementary and Secondary
Education Gates, Blocks and Courses
12
Assessment
Blocks, Gates Courses
EARLY CHILDHOOD EDUCATION
13
Strengths of the Teacher Education Program
  • Historical commitment to content area learning
  • Respect for faculty ownership from across campus
    as evidenced by joint, split courtesy
    appointments
  • Governed by Teacher Education Council (TEC)
  • Strong commitment to sequenced field experiences
    prior to student teaching
  • Continuously engaged in self study

14
Challenges of the New Standards(Professional and
NCATE)
  • Stakes are higher (NCLB)
  • Input versus output - performance-based standards
    and assessments
  • Accreditation requires involvement of the entire
    university - shared vision
  • We can no longer assume that we are preparing
    good educators we must provide evidence of that
    fact

15
The Purdue Visit
  • Saturday - team arrives, orientation
  • Sunday - team meets, Exhibit Room,
    presentation/evening function
  • Monday - interviews, observations, visits to
    schools
  • Tuesday - interviews, observations
  • Wednesday - draft report, exit conference

16
BOE Gathers Data
  • Institutional Report
  • Exhibit Room
  • Interviews

17
Institutional Report forContinuing Visits
Section 1. Overview of the institution Section
2. Conceptual framework Section 3. Evidence for
meeting six standards http//admin2.soe.purdue.e
du/ncate/IR
18
Program Descriptions
  • Initial Teacher Education Preparation Programs
    28
  • http//admin2.soe.purdue.edu/ncate/Programs/ITP/I
    TP.htm
  • Advanced Preparation Programs 36
  • http//admin2.soe.purdue.edu/ncate/Programs/AP/AP
    .htm
  • Program Summary URL with Template
  • http//admin2.soe.purdue.edu/ncate/Programs/

19
NCATE Standards
  • Candidate Performance
  • Candidate Knowledge, Skills, Dispositions
  • Assessment System and Unit Evaluation
  • Unit Capacity
  • Field Experiences and Clinical Practice
  • Diversity
  • Faculty Qualifications, Performance, and
    Development
  • Unit Governance and Resources

20
Interviews
  • Faculty, candidates, staff, school personnel,
    administrators in all schools
  • Possible questions/answers 
  • http//arc.soe.purdue.edu/AssessmentCouncil/
  • NCATE/BOEReportQuestions.doc

21
After the NCATE/IPSB Visit
  • BOE writes report
  • Institution writes rejoinder
  • Report rejoinder go to NCATE Unit Accreditation
    Board
  • Accreditation status determined by NCATE (Fall
    2004)
  • Accreditation status determined by IPSB (Fall
    2004)

22
NCATE/IPSB Accreditation Decision
  • Possible outcomes
  • Accreditation Continued (7 years)
  • 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

23
Questions/Discussion
The NCATE/IPSB March 6-10, 2004 Visit
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