LETS GET ACCREDITED NCATE Preparation Meeting February 26

LET’S GET ACCREDITED! NCATE Preparation Meeting February 26, 2011 Agenda Introduction Overview #1 University Values #2 Assessment System #3 Dispositions #4 Quality Assurance #5 Diversity #6 Professional Development Closing Remarks 1

#1 University Values CEOL Conceptual Framework Guiding Principles How and by whom were they developed? Evidence of our Guiding Principles? Caring is evident in the way we interact with students, colleagues, and the community. Our programs prepare caring professionals with essential interpersonal skills and key positive dispositions. Excellence is a cornerstone of our undergraduate, certificate, credential, masters, and doctoral programs. We inspire students to achieve beyond their expectations. Leadership brings out the best in everyone. We equip our graduates to be leaders in schools, organizations, and their communities. Diversity is a wonderful attribute of our schools and communities. Our programs celebrate diversity, teaching the knowledge and skills necessary to be successful in a wide range of settings with all people. 2

#2 Assessment System • The Assessment Committee developed the structure for the five key assessments across the unit, and then each program identified key assessments in those categories. How were you involved in the development of the Assessment System? • What are your program transition points? Key assessments? • Do your program’s key assessments represent all the program standards? • What data-driven program improvements have been made? “Our unit has identified five key assessments which are uniform throughout all programs. In addition to these key assessments, our program administers assessments in each course and through program requirements that ensure candidates meet all program standards and the program continually improves. ” 3

#3 Dispositions How and by whom were these developed? Ø “There was a dispositions subcommittee that created recommendations for the Assessment Committee. Their recommendations were refined and approved by the Assessment Committee. ” How do you teach, assess and manage interventions regarding dispositions? 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

#4 Quality Assurance Ensuring Program Quality Throughout the Unit Give examples of the way your program ensures program quality across locations? • • • • • • • • • • Categories – Practice Description – Outcomes (Evidence) Hiring practices Part-time faculty are interviewed with teaching demos and writing samples Programs work to attract diverse faculty to teach Field referrals of exemplary faculty Search Committees ensure diversity Program graduates as potential instructors Emphasis on excellence in teaching practice (credential, masters, experience) Centralized, consistent process ensures quality and equity Preparing new faculty Instructors and faculty “shadow” a veteran teacher prior to teaching in the unit “Lead Course Faculty” train new faculty in course content, objectives, assessments, and required technology Part-time faculty are eligible for professional development through the Center for Teaching and Learning and the Library as well as the unit’s professional development activities Blackboard sites house course materials and links for additional resources, assignments, and key assessments Faculty Program Handbooks and Fieldwork Handbooks are distributed to all new faculty Faculty mentor programs (for initial training and on-going support) University-wide new faculty orientation Standard syllabus templates One-on-one orientation for off campus faculty and supervisors • Supporting all faculty Blackboard course and program sites have “Blogs” for solving problems Lead Course Faculty and Program Chairs provide support for solving problems with multiple points of view Full-time and part-time faculty meet at least annually to provide updates, provide training, and offer collegial dialogue Monthly program meetings between chairs and RCA plus monthly meetings with regional faculty ensure communication Intervention plan for dispositional challenge Systematic administration of standardized testing, student teaching forms, writing workshops Email “quick meets” support communication across program faculty Bi-weekly updates, college newsletters, quarterly CEOL meetings Semester and term meetings for supervisors Writing Salons to support faculty scholarship Centralized interviewing of candidates Rotation of faculty teaching to ensure fresh approach to teaching Online Faculty Forum Evaluating all faculty Final course evaluations and, in many cases, mid-course evaluations provide information for chairs to use to give feedback and decide to re-hire part-time faculty Candidates contact the chairs and dean regarding course or faculty concerns The chair and dean discuss the appropriate responses and give feedback to the instructors Program chairs check Blackboard sites to assess the effective use of this course management system Annual performance goals Piloting observation of adjuncts and faculty preparing for T & P Field work supervisors are evaluated by candidates and school faculty not sure what the output of this would be Outcomes (Evidence) Faculty demographics Interview evaluations Search committees ensure diversity Emphasis on practitioner knowledge Instructor approval form Outcomes (Evidence) CTL data on faculty training Bb demo Handbooks Syllabi templates Mentoring Academy for Teaching, Encouraging, and Support (MATES) program Knowledge of university practices Consistent course content Outcomes (Evidence) Meeting minutes demonstrating collaboration among campuses Bb demo Identification of students with need for assistance EAR website, newsletters Use of technology for instruction Disaggregated academic data Outcomes (Evidence) Sample course evaluations Focused professional accomplishments Focused professional reflection Fieldwork evaluation data 5

#4 Quality Assurance Ensuring Program Quality Throughout the Unit (Continued) Communicating with faculty • Candidates meet with chairs or advisors to assess progress in the program and receive support with concerns • Full-time faculty teach at RCA locations • The advisory boards provide feedback from practitioners to improve programs • Frequent Phone and email communication • Program retreats, monthly program meetings Professional Development • Attendance at CCTC workshops and conferences • Conference attendance and presentation • Thought Leaders highlighted faculty scholarship • BTSA induction regional and Cal Council meetings Supporting Candidates • Curriculum Labs at all sites • All candidates have a designated advisor & program head • Candidates meet with chairs or advisors to assess progress in the program and receive support with concerns • Programs have course sequence charts so that candidates assess progress or plan for out of sequence course enrollment • Intervention process for struggling candidates at regional campuses • Full-time faculty available at all locations • Check points ensure candidates meet all requirements • CBEST workshops • Student Teaching retreats • Three years of Title V pathway from Citrus College (a nearby community college) • Articulation agreements with many community colleges • More online courses and technology support for learning • Library support for students both on and off campus • Learning Enhancement Center supports students in writing Areas for continuing improvement 1. Post-pilot implementation of the Peer Observation procedure which is intended to provide feedback to full and part-time faculty. The unit will decide how often faculty members should be observed during the tenure and promotion process and beyond 2. More programs adopting a Teaching Reflection process to encourage professional development through self-evaluation 3. Programs are discussing ways to elicit more employer feedback about graduates. 4. Share program meeting minutes 5. CBEST and CSET workshops delivered via technology; CSET delivered in-person 6. Conversations beginning to heighten awareness of the need for writing support and feedback in all courses 7. Improve partnerships with school districts 8. Upgrade technology in all locations Outcomes (Evidence) Candidate testimony Consistent understanding of academic operations among all in each program Outcomes (Evidence) Staff keep faculty informed PD chart Promotes scholarly activity Outcomes (Evidence) Course improvements (higher course evals) Sample sequence charts Outcomes (Evidence) TBD 6

#5 Diversity • Give examples of how your program prepares candidates to work with diverse populations. 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 Anti-bias lesson plan, curriculum Cultural project—research websites Diversity course— 30 hrs field work—gains required 7

#6 Professional Development Give examples of how your unit supports you to improve your practice? Workshops on campus—for example, online forum and Professors as Writers Online certification program that offers skills to teach through hybrid & online Stipend to attend conferences at the state, national and international Thought Leaders 8

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 9

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 10

Important links on the CEOL Accreditation and Accountability website: CEOL Accreditation and Accountability – Homepage: http: //sites. laverne. edu/ceol-accreditation/ Conceptual Framework – Links to the specific components including guiding principles: http: //sites. laverne. edu/ceol-accreditation/conceptualframework/ Unit Program Reports and Documents – Includes program documents such as the Biennial Report and dispositions forms: http: //sites. laverne. edu/ceol-accreditation/evidence/ Faculty Only – Training materials for the NCATE visit such as Power. Point, jing, Top 20 questions, etc: http: //sites. laverne. edu/ceolaccreditation/faculty-only/ 11

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 12