Commission on Teacher Credentialing Ensuring Educator Excellence 1 Biennial Report October 2008.

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Ensuring Educator Excellence

Biennial Report

October 2008

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History of AccreditationHistory of Accreditation

Former accreditation system – Six-Former accreditation system – Six-year cycle of visits with large teams, year cycle of visits with large teams, little follow-up and no on-going little follow-up and no on-going activityactivity

New accreditation system – Seven-New accreditation system – Seven-year cycle, smaller teams, focus on year cycle, smaller teams, focus on common standards, follow-up as common standards, follow-up as needed, required on-going activityneeded, required on-going activity

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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.

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Purposes of Accreditation

Accountability to the public and the profession

Adherence to Adopted Standards Ensuring High Quality Programs Encouraging Programmatic

Improvements

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3 Primary CTC Components in 7 Year Accreditation Cycle

Program Assessment

Site Visits

Biennial Reports

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The Complete CycleThe Complete Cycle

Year 3, Biennial Report

Year 4,Program Assessment

Year 5, Biennial Report,

Prepare for Site Visit

Year 6,Site Visit

Year 7, Follow-Up

Year 1, Biennial Report

Year 2, Collect Data

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Relationship to the Standards

Common Standard 2 – Unit and Common Standard 2 – Unit and Program Evaluation SystemProgram 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)

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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.

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Common Standard 9Assessment of Candidate

CompetenceCandidates 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.

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Biennial ReportTwo 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.

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Biennial Report, Section ABiennial Report, Section APurpose: Snapshot of Institution’s processes for utilizing candidate and completer data to increase program effectiveness.

Part I. Contextual InformationPart II. Assessments of Candidates and Completers Part III. Analyses of dataPart IV. Proposed Program Changes

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Section AProgram Specific

InformationPart I. 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

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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

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Section A continued

Part II. Assessments of Candidates and CompletersProgram 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.

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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.

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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 assessmentOthers

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Examples of Assessments of

Program Effectiveness Program effectiveness can be assessed Program effectiveness can be assessed

throughthrough* post program surveys* employer feedback * hiring information* retention rate in employmentOthers

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Additional Information

Include aInclude 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

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Section A continued

III. Analyses of Data Program analyzes data and interprets the Program analyzes data and interprets the results within the context of the program results within the context of the program and relevant standards. Program and relevant standards. Program discusses results of analyses within the discusses results of analyses within the context of the current instructional and context of the current instructional and fieldwork offerings.fieldwork offerings.

1-3 pages

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Analyses of DataAnalyses 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.

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Example of Analyses of DataExample of Analyses of Data

First time passage rates for TPA First time passage rates for TPA tasks 1, 2, and 4 are strong. First tasks 1, 2, and 4 are strong. First time passage rates for TPA task 3 lag time passage rates for TPA task 3 lag considerably behind.considerably behind.

Explanations include that Explanations include that administration of TPA task 3 comes administration of TPA task 3 comes too early in the student teaching too early in the student teaching semester.semester.

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Section A continued

IV. Use of Assessment Results to Improve Candidate and Program PerformanceThe program describes any changes any changes necessitated by analyses of the data and necessitated by analyses of the data and links those changes to the relevant links those changes to the relevant standards.standards.

1-2 pages

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Proposed Program ChangesProposed 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

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Example of Proposed Program Example of Proposed Program ChangeChange

Proposed change: provide more direct Proposed change: provide more direct instruction and practice, revise student instruction and practice, revise student learning outcomes to better reflect task 3 learning outcomes to better reflect task 3 skills, consider administering task 3 later skills, consider administering task 3 later in the semester.in the semester.

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Biennial Report, Section BBiennial 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

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Page Parameters

Each part has a suggested page limitation.

Each program’s 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.

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Due datesThree Cohorts Due in Fall 2009:

Red, Yellow, IndigoSelect 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)

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How will Biennial Reports be Reviewed?

CTC staff will review the reports and, if staff will review the reports and, if necessary, seek additional information.necessary, seek additional information.

Feedback will be provided to program Feedback will be provided to program sponsors in a timely manner--6-8 weekssponsors in a timely manner--6-8 weeks

A summary of the information from the A summary of the information from the Biennial Reports will be shared with the Biennial Reports will be shared with the Committee on Accreditation.Committee on Accreditation.

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Review of Biennial Reports

1. Was a report submitted?2. Did the report include

aggregated candidate data?3. Was the data analyzed?4. Are the planned modifications

linked to the analysis of the data presented

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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.

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Resources The Biennial Report template and more

can be found at: www.ctc.ca.gov

http://www.ctc.ca.gov/educator-prep/program-accred-biennial-reports.html

Questions? Cheryl Hickey or Rebecca Parker

[email protected] or [email protected]

Commission on Teacher Credentialing Ensuring Educator Excellence 1 Biennial Report October 2008.

Documents

Transcript of Commission on Teacher Credentialing Ensuring Educator Excellence 1 Biennial Report October 2008.