Commission on Teacher Credentialing Ensuring Educator Excellence BIR Session Team Lead Update...

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Ensuring Educator Excellence

BIR SessionBIR SessionTeam Lead UpdateTeam Lead Update

December 2, 2011December 2, 2011

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WelcomeWelcome Introductions—Please share

– Your name – Your affiliation/employer and the – Type of institution for which you

will be the team leadIHE-CSU, UC, PrivateLEA-School District, County OfficeOther

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Topics to be AddressedTopics to be Addressed

Two-Month Out Pre-VisitTwo-Month Out Pre-VisitSite Visit TeamSite Visit TeamRole of CTC ConsultantRole of CTC ConsultantWork Prior to Site visitWork Prior to Site visitDays 1-4 Days 1-4 Mid-Visit ReportMid-Visit Report

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Topics to be Addressed Topics to be Addressed (cont’d.)(cont’d.)

Program SamplingProgram SamplingDecisions on StandardsDecisions on StandardsAccreditation Accreditation

RecommendationRecommendationStipulationsStipulationsTeam ReportTeam ReportExit ReportExit ReportCOA PresentationCOA Presentation

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Two-Month Pre-VisitTwo-Month Pre-Visit Goals

– Use 2-month out checklist– Meet the Institution/Program leadership– View the institution and the hotel– Verify adequacy of: meeting rooms

(institution and hotel), internet service, visit meal and transportation plans

– Review the Interview Schedule and provide feedback to the institution

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Two-Month Pre-Visit Two-Month Pre-Visit (cont’d.)(cont’d.)

Goals– Confirm status of all programs, including

Intern option OperatingTransitioningInactive

– Confirm locations of programs– Finalize clustering of programs for

program sampling

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Schedule for Schedule for Two-Month PVTwo-Month PV

Team lead and consultant meet night before, discuss working styles, consultant’s supporting role

Morning—Meet with institution and see the meeting room at the hotel

Institution—Meet with leadership to review the topics on the “Checklist”

Usually completed by early afternoon

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Two-Month Out ChecklistTwo-Month Out ChecklistTeam Lead’s FocusTeam Lead’s Focus

Confirm with state consultant– Arrival time– Lodging at hotel for the visit

State Consultant will focus the discussion

Team Lead—interview schedule—including program sampling grouping!

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Site Visit TeamSite Visit Team Functions as a team—no one team member’s

views may be allowed to be worth more than others

Consensus is that while not all members of the team may personally agree with a proposed decision, all members understand the bases for the decision and all members can support it

– In the process of achieving consensus, team members must seek to understand one another’s views and be willing to set aside personal views in reaching a collective decision

Use your State Consultant

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Composition of the TeamComposition of the Team

Team Lead (1) Common Standards {NCATE} Cluster

(1-4) Program Sampling Cluster (1-4) State Consultant (1-2)

State Consultant will share team member names/contact info and cluster assign-ments but are not truly a part of the site visit team

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Role of the CTC ConsultantRole of the CTC Consultant Works with Institution for one year before SV on

meaning and intent of standards, documents, schedule, logistics, etc.

Sends team lead or team members:– institution documents for review – Guidance for Program Cluster Team Members

Handles logistical issues—food, internet, etc. Keeps line of communication open between team

and Institution Deals with integrity of “process” Helps team in deliberations as well as editing and

reviewing report

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Work Prior to Site Visit Work Prior to Site Visit (and before conference call)(and before conference call)

Team Lead asks team members to: Watch Program or Common Standards Cluster archived

video (leads may want to as well)

Common Standards Cluster: Read Common Standards Narrative (all) Read Biennial Report Response Prepare draft report for “your” standards

Program Cluster—for your programs: Read Program Summary(ies) Read Program Assessment Preliminary Report feedback Read Biennial Report and CTC Response Prepare draft of program report(s)

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Work Prior to Site Visit Work Prior to Site Visit (cont’d.)(cont’d.)

One week out (or more): conference phone call(s) to discuss findings

Team lead tells team to:– Be prepared to look for additional information

that verifies what was in documents read– Review previous COA reports to be familiar

with technical writing required– Prepare questions/areas of concern to send to

Team Lead before 1st day of SV– Develop first draft of team report—see next

slide

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11stst Draft of Report Draft of Report Completed prior to site visitCompleted prior to site visit Will assist in guiding interviews—can Will assist in guiding interviews—can

include questions that need to be asked include questions that need to be asked during interviewsduring interviews

Use program summaries or Common Use program summaries or Common Standards narrativeStandards narrative

Fill in what is stated in the narrative as a Fill in what is stated in the narrative as a frame—can be removed, altered, frame—can be removed, altered, augmented, etc., as needed at the visit. augmented, etc., as needed at the visit.

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At the SV—Pacing At the SV—Pacing of the Workof the Work

• Day 1: Get to know each other and the institution, raise questions, gather information (possibly have interviews during reception and/or learn about institution and programs)

• Day 2: Gather and sort a lot of information, identify what is known and what needs to be found, draft of report on what is known

• Day 3: Hone in on the unknown, team decisions, write report, recommendations, edit report

• Day 4: Review and finalize report, meet with institutional leadership and give Exit Report

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First Team MeetingFirst Team Meeting

Team Lead and the State Consultant organize the meeting

Introductions

Set tone for the visit

Each team member has a voice, but no individual dominates the discussions

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Meetings will take place each evening and at lunch each day

Discussions assist team members in Discussions assist team members in incorporating evidence into report as incorporating evidence into report as they get itthey get it

Team lead helps members look at Team lead helps members look at language of standards and helps language of standards and helps them understand how to incorporate them understand how to incorporate the identity of sources as each report the identity of sources as each report is written.is written.

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Bring DataBring Data—from Multiple Sources— —from Multiple Sources— into the Team’s Discussioninto the Team’s Discussion

Common Standards {NCATE} Cluster shares info Program Sampling Cluster shares info Work to confirm from multiple sources—

documentary and interview Interviews—cite stakeholder group and program Biennial Reports and Program Assessment A single instance of evidence will be considered

an outlier unless issues came from a “constituency” where all or most faculty, candidates, etc., agree—then it becomes a concern or possible issue

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Ensuring Educator Excellence 1919

Progress Towards Findings on Progress Towards Findings on StandardsStandards

By end of Day 2, the team should have enough evidence from multiple sources to: – Make a preliminary determination on most of

the Common Standards – Confirm the Program Assessment findings

Discussions on 2nd night focus on:– Findings as they relate to Program and

Common Standards– What other information/evidence is needed by

the team to complete findings on all standards

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Mid-Visit ReportMid-Visit Report Purpose—Dean/Director, Team Lead and State

Consultant(s)– Must be in writing (use form)- Identify what the team still needs to know in

order to make a determination about standards

- Ask for evidence team members have not been able to locate up to this point

- Discuss areas of concern or “red flags,” if any, that have emerged so far

Each Morning and Evening—an informal reporting takes place

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Group Decision-MakingGroup Decision-Making Site visit team makes a consensus decision

– Review all parts of the standard

– Review all evidence

Use only evidence gathered by the team in interviews or provided by the institution at the visit, during program assessment or biennial report process.

– Is there a pathway of evidence from multiple sources?

– Do the multiple sources of evidence point to the same conclusion, or are there discrepancies?

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Suggestions for Team LeadSuggestions for Team Lead Use flip charts or an overhead projector to identify

questions and concerns during the first night and then revising them every night

Use LCD for whole group review of the draft report Require team members to complete some work

prior to the start of the visit With CTC consultant, check in regularly with team

members about their progress and read a draft of each member’s report early in the visit: Falling behind? Not a strong writer? Showing a bias? Unsure how to incorporate the source of information into the writing?

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Sampling Across ProgramsSampling Across Programs Only ONE stakeholder group will be interviewed at

a time—likely divided into teaching and services/advanced groups (i.e., teaching—MS/SS and Ed Spec, services/advanced—reading, admin, librarian, PPS)

– Candidates– Completers– Program coordinators– Faculty and Instructional Personnel– Field supervisors—programmatic and district-based– Employers – Credential analysts– Advisory boards

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Sampling Across Programs Sampling Across Programs (cont’d.)(cont’d.)

Review at 10,000 foot level Standards preliminarily aligned during

Program Assessment are contraindication to “dig deeper”

Constituents bring up things that were not “on paper” during PA

Team discussion and, possibly, phone call to CTC administrators to “re-open” preliminarily aligned standard (s)

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Findings on StandardsFindings on Standards

Met—All phrases of the standard are evident and effectively implemented.

Met with Concern(s)—One or more phrases of the standard are not evident or are ineffectively implemented.

Not Met — Significant phrases of the standard are not evident or are so ineffectively implemented that it is not possible to see the standard in the program.

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Accreditation Accreditation RecommendationRecommendation

Site Visit Team makes a consensus Accreditation Recommendation to the COA– Accreditation

– Accreditation with Stipulations

– Denial of Accreditation

Team agrees on the recommendation and crafts a Rationale for the recommendation

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Team RecommendationsTeam Recommendations Accreditation

– Nothing required– 7th year Report– Report in next Biennial Report

Accreditation with Stipulations Accreditation with Major Stipulations Accreditation with Probationary

Stipulations Denial of Accreditation

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StipulationsStipulations State what the program sponsor must do

to meet the standards and gain accreditation

Define only the what, and not the how May include a re-visit Are drafted by Team Lead and CTC

Consultant and reviewed by team before inclusion in team report

Are recommendations to the COA, which can accept, reject, or revise them

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How to Divide Writing How to Divide Writing Responsibilities Responsibilities

Depends on the size of the team

Team lead makes these decisions, but asks for members’ preferences

– Common Standards—approximately 1 page

– Programs—approximately 2 pages

Each team member is responsible for the full team report

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Responsibility for Responsibility for Understanding the Common Understanding the Common

Standards Standards Each team member is responsible for the

content of the Common Standards

Use the Glossary!

Team Lead and CTC Consultant are resources—Team Leads need to be very comfortable with the Common Standards

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Common Standards Common Standards AssignmentsAssignments

Prior to the visit, assign specific Common Standards to team members—primary and secondary

Team Lead may have to write to 1 or more CS if it is a small team

Begin draft of CS Report before SV, refine on 1st and 2nd evenings, finalize on last evening

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CS Pre-Visit WorksheetCS Pre-Visit Worksheet Each Common Standards Cluster member

will review the Common Standards Document and note evidence reviewed in the top box (see next slide)

Team members should note evidence they want to look for in the lower box

Arrive at Visit with the Pre-Visit Worksheet completed—Some team leads ask that Worksheet is emailed prior to arriving at visit

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Key ideas, concepts Documentary evidence reviewed prior to site visit

The institution and education unit

create and articulate a research-based

vision for educator preparation that

is responsive to 's adopted standards

and curriculum frameworks. The

vision provides direction for

programs, courses, teaching,

candidate performance and

experiences, scholarship, service,

collaboration, and unit

accountability…….

Evidence/Questions to review during site visit

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Report for Each Common Report for Each Common StandardStandard

Describe how the institution/program operates related to the language in the standard

Cite examples of evidence to:– Flesh out and “personalize” how the institution/

program meets key parts of a standard– Note innovative, unique, and/or noteworthy

practices used by the institution/program to meet key parts of a standard

– Indicate triangulation from multiple sources Report must be congruent across Common

Standards Reports, Program Reports, Standard Findings, Accreditation Recommendation and Rationale

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Format for Common Format for Common Standards Report Standards Report

Writing Worksheet: use during the collection of evidence

Report Template: prompts to assist in the writing of the report

—means to replace with your own writing

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Blue Text

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Program Assessment and Program Assessment and Program SamplingProgram Sampling

Program Assessment began 2 years before the site visit

Many Program Standards will have been identified as “Preliminarily Aligned”

Other Program Standards will be reviewed onsite—notes to SV team important

Sample across 3 categories: Program Design, Course of Study (curriculum and field experience), and Candidate Competence

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Program SummaryProgram Summary Developed by institution program when

submitting the program assessment report. Provides contextual information on the program (2-4 pages total)– Program Design– Course of Study (curriculum and field

experience)– Candidate Competence

Program Summaries must be read prior to arriving at the site visit and will serve as the foundation for the Program Report.

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Using Biennial ReportsUsing Biennial Reports Biennial Reports are available for all visits. They

identify key assessments used to assess candidate competency and unit/program modifications made based on data. (CS 2 and 9 member should review)

CTC Response points out the level of data analysis and the plans to use the analysis to drive program modifications.

Biennial Reports (for programs reviewed by program cluster member) and CTC Response must be reviewed prior to arriving at the site visit.

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When would a team member When would a team member go to the specific program go to the specific program

standards?standards? If a concern seems to arise during the site

visit—e.g., candidates talk about not being supervised in field experience—pin down which program(s) and try to triangulate with other stakeholder groups

If the concern is confirmed by multiple stakeholder groups, or multiple members of a constituency, go to the adopted program standards to detail the issue in the program report

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MS, SS, and Ed Sp Intern MS, SS, and Ed Sp Intern ProgramsPrograms

120 hour Pre-Service– Required prior to the issuance of the

Intern Credential.– Team members focusing on one of these

programs should understand the Pre-service component for the program and the tracking process to ensure that all individuals recommended for the Intern Credential have completed the 120 pre-service (June 2008).

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MS and SS Intern ProgramsMS and SS Intern Programs

Early Completion Option

– All MS and SS Intern programs must offer an ECO in the areas of MS, SS-English, SS-Math, and SS-Science IF the program offers the internship for the credential.

– Check on the advising process and how many individuals have elected ECO.

– May not have any candidates who have elected ECO…that is ok

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TPATPA When visit has MS and/or SS

Program(s): State Consultant will provide

questions for Program Sampling Team Member(s) to ask– TPA Coordinator– Faculty – Assessors– Supervisors– Candidates

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Program ReportProgram Report Program Summary is the genesis of the

Program Report

As a team, make decisions for each standard

If one or more standards are not fully met, identify the standard and detail the evidence that led to the standard being “Met with Concerns” or “Not Met”

Provide examples and evidence how the institution meets the program standards

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Program Report Program Report (cont’d.)(cont’d.)

If program has multiple pathways, a decision needs to be made as to how to report on these

– Multiple/Single combined or separate?

– Information about each pathway?

– Write on each of the 3 main areas Program Design Course of Study (curriculum and field experience) Candidate Competence

Will make one program finding even if there are multiple pathways

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Exit ReportExit Report Prior to the Exit Report, team lead and state

consultant meet with leadership to review the report and answer any questions

Exit Report—public, factual, no questions– Institution introduces state consultant– State consultant provides brief explanation of

process up to now– Team Lead presents findings and accreditation

recommendation– State consultant reviews COA meeting and

appeal options

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Presentation to the COAPresentation to the COA Specific date and scheduled time—state consultant will

arrange this (team may not need to attend if decision is Accreditation)

COA will have read the Site Visit Report thoroughly so provide contextual information about the visit to indicate how the findings were determined and considerations in making the recommendation

Order of the presentation: consultant provides brief overview, team lead provides brief summary of decision

COA Members will ask questions of institution, team lead or state consultant

Watch 2-3 presentations from the COA Archive

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SupportSupport Assigned State Consultant

– BTSA Induction Visits Karen Sacramento and Gay Roby

Cheryl Hickey or Teri Clark

BIR Web page: http://www.ctc.ca.gov/educator-prep/BIR.html

Accreditation Handbook, Chapter 12: Team Leadership: http://www.ctc.ca.gov/educator-prep/accred-handbook/AH-Chapter-12.doc

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Commission on Teacher Credentialing Ensuring Educator Excellence BIR Session Team Lead Update...

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