Advanced Studies in Education and Human Development NCATE

Advanced Studies in Education and Human Development NCATE Preparation Meeting January 22, 2011 Agenda 8: 30 -9: 00 Introduction by Dean Overview of Day 9: 00 -12: 00 #1 University Values #2 Assessment System #3 Dispositions 12: 00 -1: 30 -3: 00 Lunch – Open time for Program meetings #4 Quality Assurance #5 Diversity #6 Professional Development Closing Remarks

#1 University Values • Conceptual Frameworks – Guiding Principles • How were they developed? By whom? Stakeholder input? Widely held and understood? How do they impact teaching and clinical experiences? Corroborating Evidence? http: //sites. laverne. edu/ceol-accreditation/conceptual-framework/ Under “Faculty Only” web page: Jing: http: //sites. laverne. edu/ceol-accreditation/faculty-only/

#2 Assessment System • • Transition Points: Key Assessments (matrix attached) Assessments Levels: Candidate – Course – Program (Instructors) – Unit – How were they developed? By whom? How do we know we are doing this right? How does it inform our conceptual framework? How do the key assessments ensure that candidates are meeting standards? What are we doing to maintain thoroughness and consistency? http: //sites. laverne. edu/ceol-accreditation/conceptual-framework/assessment-system/ Under “Faculty Only” web page Assessment Animation Really? Assessment Avatars? Questions 4 -7 and 19 -20 http: //sites. laverne. edu/ceol-accreditation/evidence/

#3 Dispositions “Nightmares”. • • Methods of measurements Intervention strategies – How were they developed? By whom? Stakeholder input? Widely held and understood? How do we know we are doing this right? Are they working? http: //sites. laverne. edu/ceol-accreditation/evidence/dispositions-documents-for-the-asehd-department/ • • Intellectual Commitment - Demonstrates formal thinking capacity (thinks critically, collect and analyze data, anticipate multiple consequences, make sound decisions, and open to alternative viewpoints). Displays excellence in attempting optimal development and high levels of achievement and performance. Respectfulness - Appropriately responds to and communicates with others, including hearing feedback and responding constructively to criticism. Is reflective and willing to wrestle with ideas outside of your own cognitive framework. Professionalism - Demonstrates awareness of personal and professional style, strengths, and weaknesses. Monitors personal and professional performance and plans appropriate self-improvement. Has a sense of humor and relates happily with students, faculty, and others in a flexible non-defensive manner. Empathy - Demonstrates patience, flexibility, a caring attitude and compassion in working with others. Normally relaxed around adults and children. Socio-cultural Competence - Able to give others positive attention and reinforcement. Demonstrates good attending behavior and is respectful of diversity in values, styles, and cultures. Responsibility - Takes responsible action when faced with problems and conflicts. Communicates directly and willingly accepts responsibility for errors or negative impact on others. Commitment to Professional Development - Enjoys and is committed to learning about, with, and from students, peers and faculty. Open to new ideas and feedback in order to remain current and committed to the profession. Assumes leadership roles in improving professional practices. Ethical Behavior - Maintains the highest level of integrity, honesty, confidentiality, and fairness both personally and professionally at all times.

#4 Quality Assurance Ensuring Program Quality Throughout the Unit • Input from all stakeholders – Evaluation of quality in each program, across all programs, at all locations, as a unit? http: //sites. laverne. edu/ceol-accreditation/evidence/ensuring-consistent-program-quality/ I was served by Time to Brag – here’s how we are great

#5 Diversity • • Candidate experiences with peers, faculty , and P-12 students Candidates competencies – Candidate interactions with students in field experiences? http: //sites. laverne. edu/ceol-accreditation/files/2010/09/CEOL-IR-FINAL. pdf (pages 65 -87) Points of Pride Activity Peers/fellow candidates • Hispanic serving • clusters are diverse Faculty • 25 -30% diversity in on & off campus composition • faculty have professional experience in diverse experiences Candidate P-12 Students • requirements of fieldwork in diverse environments • Spanish bilingual and bicultural counseling program Candidate Competencies • 597 culminating activity reflecting on lessons learned • case study analyses with diversity challenges • key assessments • case law • Appropriate assessments • fieldwork competencies

Candidate Demographics American Indian or Alaska Native Asian Black or African American, non- Hispanic or Latino White, non-Hispanic Other Race/ethnicity unknown Total Female Male Not Reported Total Faculty Demographics Prof. Ed. Faculty Who Teach Only in Initial Teacher Preparation Programs n (%) 1 (1. 3%) 2 (2. 6%) 4 (5. 3%) Candidates in Initial Teacher Preparation Programs n (%) Candidates in Advanced Preparation Programs n (%) All Students in the Institution n (%) 11 (1. 09%) 26 (2. 57%) 42 (4. 15%) 326 (32. 5%) 402 (39. 76%) 121 (11. 97%) 83 (8. 21%) 1011 (100%) 805 (79. 62%) 195 (19. 29%) 11 (1. 09%) 1011 (100%) 5 (0. 54%) 35 (3. 75%) 75 (8. 04%) 387 (41. 48%) 276 (29. 58%) 91 (9. 76%) 64 (6. 86%) 933 (100%) 809 (86. 71%) 105 (11. 25%) 19 (2. 04%) 933 (100%) 56 (0. 7%) 683 (9. 1%) 665 (8. 9%) 2315 (30. 9%) 2231 (29. 8%) 469 (6. 3%) 1066 (14. 2%) 7485 (100%) 4669 (62. 4%) 2736 (36. 6%) 80 (1. 1%) 7485 (100%) Prof. Ed. Faculty Who Teach in Faculty in the Teach Only in Advanced Both Initial Teacher Preparation & All Institution Programs Advanced Programs n (%) American Indian or Alaska Native Asian Black or African American, non 1 (1. 0%) Hispanic or Latino 10 (13. 2%) 11 (10. 6%) White, non-Hispanic 47 (61. 8%) 87 (83. 7%) Other 1 (1. 3%) 1 (1. 0%) Race/ ethnicity unknown or no response 11 (14. 5%) 4 (3. 8%) Total 76 (100%) 104 (100%) Female 51 (67. 1%) 78 (75. 0%) Male 25 (32. 9%) 26 (25. 0%) Total 76 (100%) 104 (100%) Note - N vales are based on Fall 2009 enrollment Initial Teacher Preparation Programs: Liberal Studies, Multiple Subject, Single Subject, Special Education, Special Emphasis Advanced Preparation Programs: Child Development B. S. , Child Development M. S. , Child Life, Educational Counseling, Educational Management, Reading, School Psychology 1 (7. 1%) 11 (78. 6%) 1 (7. 1%) 14 (100%) 11 (78. 6%) 3 (21. 4%) 14 (100%) 2 (0. 3%) 26 (4. 2%) 25 (4%) 44 (7. 1%) 373 (60. 4%) 7 (1. 1%) 141 (22. 8%) 618 (100%) 296 (47. 9%) 322 (52. 1%) 618 (100%)

#6 Professional Development • Improving teaching and scholarship – How does this happen? Are our efforts effective? Are they consistent across the unit? http: //sites. laverne. edu/ceol-accreditation/files/2010/09/CEOL-IR-FINAL. pdf (pages 88 - 102) Don’t Be shy! Think – Pair – Share - Square

Glossary • • • • Assessment—an evaluated activity or task used to determine the extent to which learning proficiencies, outcomes or standards have been , mastered by candidates; happens at the candidate, class, and instructor levels BR-Biennial Report—a report submitted to the CCTC required every other year of each program that offers a credential; in our college, each program completes one of these as part of the program review process Assessment System—a set of evaluation measures that provides information for use in monitoring candidate performance and managing and improving unit operations and programs for the preparation of professional educators; the CEOL system includes four transition points (admissions, preparation for clinical experience, clinical experience and completion of program) and five key assessments (knowledge, planning, assessment, diversity and technology) Candidate—individuals enrolled in a program that prepares school professionals; this is distinguished from students defined below Candidate proficiencies—these are the expectations for our candidates based on the program content standards Clinical Experience—fieldwork experience done in an actual setting (e. g. public school) rather than in a university classroom Conceptual Framework—a written statement which proclaims the beliefs and driving purpose of the College. Ours is located on our Accreditation and Accountability webpage (http: //sites. laverne. edu/ceol-accreditation/); these CF’s are also captured by the Guiding Principles symbol found on the page that is linked above Dispositions—modes of attitude and/or behaviors demonstrated by candidates; the CEOL list of dispositions include intellectual commitment, professionalism, respectfulness, social-cultural competence, empathy, commitment to professional development, responsibility and ethical behavior Evaluation—similar to assessment except at the program, college, university levels Guiding Principles—these are outlined in the Conceptual Framework: caring, diversity, excellence and leadership Institution—a university Internship—guided, on-the-job training completed in an actual setting IR-Institutional Report—a report that provides the institutional and unit contexts, a description of the unit’s conceptual framework, and evidence that the unit is meeting the NCATE unit standards. Key Assessments—assessments identified by program chairs and faculty as key to a student’s ability to move ahead in the program, and key to providing feedback to the faculty about the quality of learning; the five categories addressed in our key assessments are knowledge, planning, assessment, diversity and technology

Glossary • • • • Lead Course Faculty—an instructor that is in charge of a particular course within a program, whether taught on or off campus Master Teacher—the supervising teacher in a fieldwork experience Off-Campus—classes offered in locations or centers other than the main campus. These are administered by RCA. Off-site— classes offered in locations or centers other than the main campus or any of our RCA campus sites; these locations would include community colleges, district schools, etc. Partners—schools, businesses or community members that join with the College in partnership; these provide locations for our candidates to complete their clinical experience portions of the program Program Types— – Initial – teacher education credentials, special education level 1, child development BS – Advanced Teacher Education – special emphasis, special education level 2, reading – Other School Professionals – education management, school psychology, educational counseling – Other Unit Program – child development MS, child life, liberal studies, organizational leadership RCA-Regional Campus Administration—the administrative unit in charge of managing the off-campus classes Shadowing—a process whereby a faculty member (full-time or adjunct) observes an entire course before teaching it to insure consistency in the courses/program; this is required by all instructors prior to teaching a course for the first time Stakeholders—anyone who has a share in the success of the program Standards—written expectations for meeting a specified level of performance Students—children and youth attending P-12 schools as distinguished from teacher candidates Syllabus vs. Template— A syllabus is the outline for a course of study including specific information for each class; a template is a generic formatted document that can be reused Transition Points—particular time frames throughout the programs in which candidates’ status is assessed and they are deemed acceptable (or not) to move forward; includes the following points in a students progression through the program: admissions, preparation for clinical experience, clinical experiences, program completion Unit—CEOL in its entirety Various Fieldwork Supervisor Positions—experienced practitioners hired by the University to observe and evaluation candidates during their fieldwork or internships Program Assessment Documents—this is a report completed for the CCTC by each credential-based program on a seven-year cycle

Take-Away’s 1 University value & CEOL Conceptual Framework • Four guiding principles: Leadership – Caring – Diversity – Excellence • These are the basis for the Assessment System and program operations 2 Assessment System • Four transition points • Five key assessments • We are all about data-driven decision-making and improvement 3 Dispositions • The monitoring and intervention occurs throughout each course in each term offered 4 Quality Assurance • Candidate & faculty support are always improving • There is alignment in programs offered on main campus and satellite campuses 5 Diversity • This is a point of pride for our college: our candidates experience diversity at four levels 6 Professional Development • Clarity on ways to improve your craft: teaching and scholarship