AACTE Annual Meeting 2016 Professional Development Through Online

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AACTE Annual Meeting 2016: Professional Development Through Online Professional Seminars (OPS)

AACTE Annual Meeting 2016: Professional Development Through Online Professional Seminars (OPS)

Today’s Panelists Moderator: Linda Mc. Kee, AACTE, Sr. Director of Performance Measurement and Assessment

Today’s Panelists Moderator: Linda Mc. Kee, AACTE, Sr. Director of Performance Measurement and Assessment Policy; OPS Facilitator Panelists: • Tim Finklea, AACTE, Director for Member Engagement; OPS Facilitator. • Patricia Parrish, Saint Leo University, Associate VP and Accreditation and New Program Integration, Academic Affairs; OPS # 1 -6 participant. • Deborah L. Rickey, Associate Dean, College of Education, Grand Canyon University; OPS # 1 -6 participant. • Sandra J. Doran, Principal, Higher. Ed. Learning Consulting Group; OPS Technical Assistance. American Association of Colleges for Teacher Education

OUR MISSION AACTE leads the field in advocating for and building capacity for high-quality

OUR MISSION AACTE leads the field in advocating for and building capacity for high-quality educator preparation programs in a dynamic landscape American Association of Colleges for Teacher Education

OUR CORE VALUES • • Serving all learners Equity High-quality learning Professionalism Diversity Scholarship

OUR CORE VALUES • • Serving all learners Equity High-quality learning Professionalism Diversity Scholarship and Knowledge Production Accountability Infusing Current Knowledge and Practices into Programs American Association of Colleges for Teacher Education

Quality Support Initiative American Association of Colleges for Teacher Education

Quality Support Initiative American Association of Colleges for Teacher Education

Quality Support Initiative Goals: • Support Profession in the work of Continuous Improvement •

Quality Support Initiative Goals: • Support Profession in the work of Continuous Improvement • Support for Achieving Accreditation • Professional Development • Organizational Development • Flexibility for Participants • Create corps of credentialed consultants American Association of Colleges for Teacher Education

Online Professional Seminars • Why • How • Learning Strategies • Participants American Association

Online Professional Seminars • Why • How • Learning Strategies • Participants American Association of Colleges for Teacher Education

OPS Course Inventory OPS 1: Building Quality Assessments OPS 2: Using Data for Improvement

OPS Course Inventory OPS 1: Building Quality Assessments OPS 2: Using Data for Improvement OPS 3: Creating a Quality Assurance System OPS 4: Making the Case for Accreditation: Standards and Evidence OPS 5: Preparing for Accreditation OPS 6: Leveraging Accreditation for Quality Improvement CC 1 -3: Credentialed Consultants American Association of Colleges for Teacher Education

OPS 1: Building Quality Assessments American Association of Colleges for Teacher Education

OPS 1: Building Quality Assessments American Association of Colleges for Teacher Education

OPS 1: Learning Outcomes American Association of Colleges for Teacher Education

OPS 1: Learning Outcomes American Association of Colleges for Teacher Education

OPS 2: Using Data for Improvement American Association of Colleges for Teacher Education

OPS 2: Using Data for Improvement American Association of Colleges for Teacher Education

OPS 2: Learning Outcomes American Association of Colleges for Teacher Education

OPS 2: Learning Outcomes American Association of Colleges for Teacher Education

Continuous Improvement Model We embrace the principles of improvement outlined in the Carnegie model

Continuous Improvement Model We embrace the principles of improvement outlined in the Carnegie model (including the AACTE questions) in how we approach continuous improvement in educator preparation. 1. Make the work problemspecific and user-centered. • • 2. Variation in performance is the core problem to address. • • 3. See the system that produces the current outcomes. • • • Are the right stakeholders on hand ready to participate? Can the problem be stated simply with consensual definitions? Do the data indicate patterns in performance? Do the quantitative data produce a normal distribution? Do the qualitative data provide context for the phenomenon? Will improvement be measurable and allow comparison? Have the stakeholders "visited" the setting? Can the setting and processes be observed and described clearly? Can observations pick up on what is not happening? American Association of Colleges for Teacher Education

OPS 3: Creating a Quality Assurance System American Association of Colleges for Teacher Education

OPS 3: Creating a Quality Assurance System American Association of Colleges for Teacher Education

OPS 3: Learning Outcomes American Association of Colleges for Teacher Education

OPS 3: Learning Outcomes American Association of Colleges for Teacher Education

OPS Participants 854 participants as of February 1, 2016. • OPSs introduced in June

OPS Participants 854 participants as of February 1, 2016. • OPSs introduced in June 2015. • 7 sections of OPS 1, 6 sections of OPS 2, 4 sections of OPS 3 have run and are currently active • Sections of OPS 4 -6 have run began running in August and are currently active • AACTE website has start dates and registration information for upcoming sections http: //aacte. org/professional-development-andevents/quality-support-initiative American Association of Colleges for Teacher Education

Feedback Participants told us through anonymous end of course surveys: Content was appropriate Content

Feedback Participants told us through anonymous end of course surveys: Content was appropriate Content was useful Strongly Agree Disagree American Association of Colleges for Teacher Education Agree

“As the single accreditor in educator preparation, CAEP commends AACTE’s Quality Support Initiative for

“As the single accreditor in educator preparation, CAEP commends AACTE’s Quality Support Initiative for helping programs to achieve the rigorous, high standards for professional accreditation” -Dr. Christopher A. Koch, President Council for the Accreditation of Educator Preparation (CAEP) American Association of Colleges for Teacher Education

OPS 4: Making the Case for Accreditation: Standards and Evidence American Association of Colleges

OPS 4: Making the Case for Accreditation: Standards and Evidence American Association of Colleges for Teacher Education

OPS 4: Learning Outcomes American Association of Colleges for Teacher Education

OPS 4: Learning Outcomes American Association of Colleges for Teacher Education

OPS 5: Preparing for Accreditation American Association of Colleges for Teacher Education

OPS 5: Preparing for Accreditation American Association of Colleges for Teacher Education

OPS 5: Learning Outcomes American Association of Colleges for Teacher Education

OPS 5: Learning Outcomes American Association of Colleges for Teacher Education

OPS 6: Leveraging Accreditation for Quality Improvement American Association of Colleges for Teacher Education

OPS 6: Leveraging Accreditation for Quality Improvement American Association of Colleges for Teacher Education

OPS 6: Learning Outcomes American Association of Colleges for Teacher Education

OPS 6: Learning Outcomes American Association of Colleges for Teacher Education

Today’s Panelists Tim Finklea Linda S. Mc. Kee Moderator Deborah L. Rickey American Association

Today’s Panelists Tim Finklea Linda S. Mc. Kee Moderator Deborah L. Rickey American Association of Colleges for Teacher Education Sandra J. Doran Patricia Parrish

Content from OPS 3 American Association of Colleges for Teacher Education

Content from OPS 3 American Association of Colleges for Teacher Education

Example of Quality Assurance Strategy Analyzed in OPS 3

Example of Quality Assurance Strategy Analyzed in OPS 3

Discussion Board OPS 3 American Association of Colleges for Teacher Education

Discussion Board OPS 3 American Association of Colleges for Teacher Education

Discussion Board OPS 3 American Association of Colleges for Teacher Education

Discussion Board OPS 3 American Association of Colleges for Teacher Education

AACTE Credentialed Consultants Why? How? Identify authoring team and process for development: • Establish

AACTE Credentialed Consultants Why? How? Identify authoring team and process for development: • Establish protocol, set qualifications for credentialed consultants. • Participate in Delphi Study on Competencies • Contribute to course authorship – CC 1: Introduction to the Credential – CC 2: Leadership for Consultant – CC 3: Communication American Association of Colleges for Teacher Education

“AACTE developed the OPS series in response to members’ interest in using data effectively

“AACTE developed the OPS series in response to members’ interest in using data effectively to document success and drive improvement. We’re thrilled by the interest and participation we’ve received thus far and look forward to further engaging groups to participate in the new in-depth seminars” - Sharon P. Robinson, President and CEO, AACTE American Association of Colleges for Teacher Education

www. aacte. org

www. aacte. org