NCATE STANDARD I REVIEW

Hyacinth E. Findlay Carol Dawson Gwendolyn V. King

NCATE Unit Standard 1:

Candidates preparing to work in schools as teachers or other school personnel know the content of their fields, demonstrate professional and pedagogical knowledge, skills, and dispositions and apply them so that students learn

Assessments indicate that candidates meet professional, state, and institutional standards.

Elements

CONTENT KNOWLEDGE FOR TEACHER CANDIDATES(Initial and Continuing Preparation of Teachers)

CONTENT KNOWLEDGE FOR OTHER PROFESSIONAL SCHOOL PERSONNEL

PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER CANDIDATES(Initial and Continuing Preparation of Teachers)

PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATES(Initial and Continuing Preparation of Teachers)

Elements PROFESSIONAL KNOWLEDGE AND SKILLS

FOR OTHER SCHOOL PERSONNEL

DISPOSITIONS FOR ALL CANDIDATES

STUDENT LEARNING FOR TEACHER CANDIDATES(Initial and Continuing Preparation of Teachers)

STUDENT LEARNING FOR OTHER PROFESSIONAL SCHOOL PERSONNEL

Levels of AcceptabilityCONTENT KNOWLEDGE FOR TEACHER

CANDIDATES(Initial & Continuing Preparation of Teachers)

UNACCEPTABLETeacher candidates have inadequate knowledge of subject matter that they plan to teach and are unable to give examples of important principles or concepts delineated in professional, state, and institutional standards

Fewer than eighty percent of the unit’s program completers pass the academic content examinations in states that require such examinations for licensure

CONTENT KNOWLEDGE FOR TEACHER CANDIDATES

ACCEPTABLE

Teacher candidates know the subject matter that they plan to teach and can explain important principles and concepts delineated in professional, state, and institutional standards

Eighty percent or more of the unit’s program completers pass the academic content examinations in states that require such examinations for licensure

CONTENT KNOWLEDGE FOR TEACHER CANDIDATES

TARGET

Teacher candidates have in-depth knowledge of the subject matter that they plan to teach as described in professional, state, and institutional standards

They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject. All program completers pass the academic content examinations in states that require such examinations for licensure

CONTENT KNOWLEDGE FOR OTHER PROFESSIONAL SCHOOL PERSONNEL

TARGETCandidates for other professional school roles have a thorough understanding of the central concepts, tools of inquiry, and structures of their fields as delineated in professional, state, and institutional standards and shown through inquiry, critical analysis, and synthesis

All program completers pass the academic content examinations in states that require such examinations for licensure

CONTENT KNOWLEDGE

Evidence/Assessments Needed

Alabama Prospective Teacher Test (APTT) data, where necessary

State certification exam data for program area (Praxis II)

Content Assessment Evidence of alignments with State standards,

INTASC, ELCC, Praxis II etc.

Assessments

APTT & Praxis II data

Provide sub-scores if possibleProvide alignment information is

useful80% of completers must meet or

exceed the state pass score

Assessments

Another content-based assessment

Grades (although this can be tricky)Comprehensive examContent-based portfolio assessmentCase studiesAction research

PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER CANDIDATES

TARGETTeacher candidates reflect a thorough understanding of pedagogical content knowledge delineated in professional, state, and institutional standards.

They have in-depth understanding of the subject matter that they plan to teach, allowing them to provide multiple explanations and instructional strategies so that all students learn.

PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER CANDIDATES

TARGET

They present the content to students in challenging, clear, and compelling ways and integrate technology appropriately

PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER CANDIDATES

Evidence/Assessment

Evidence that candidates have in-depth understanding of the subject matter they teach

Evidence that candidates integrate technology appropriately

PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATES

TARGETTeacher candidates reflect a thorough understanding of professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards. They develop meaningful learning experiences to facilitate learning for all students

They reflect on their practice and make necessary adjustments to enhance student learning. They know how students learn and how to make ideas accessible to them

PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATES

TARGET

They consider school, family, and community contexts in connecting concepts to students’ prior experience and applying the ideas to real-world problems

PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATES

Evidence/Assessments needed

Assessment of ability to plan instruction e.g., unit or lesson plan assignment Evidence of candidates’ ability to set

classroom tests Evidence of candidates’ use results of

various tests to plan and improve student learning

PROFESSIONAL KNOWLEDGE AND SKILLS FOR OTHER SCHOOL PERSONNEL

TARGET

Candidates for other professional school roles have an in-depth understanding of professional knowledge in their fields as delineated in professional, state, and institutional standards

They collect and analyze data related to their work, reflect on their practice, and use research and technology to support and improve student learning

PROFESSIONAL KNOWLEDGE AND SKILLS FOR OTHER SCHOOL PERSONNEL

Evidence/Assessments needed Evidence of candidates’ ability to use data to

improve student learning Other

DISPOSITIONS FOR ALL CANDIDATES

TARGETCandidates work with students, families, and communities in ways that reflect the dispositions expected of professional educators as delineated in professional, state, and institutional standards

Candidates recognize when their own dispositions may need to be adjusted and are able to develop plans to do so

DISPOSITIONS FOR ALL CANDIDATES

Evidence/Assessments Needed Evidence that candidates’ have the

dispositions espoused by the Unit as outlined in the Conceptual Framework

Assessments of candidates’ dispositions

STUDENT LEARNING FOR TEACHER CANDIDATES

TARGET

Teacher candidates accurately assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students

STUDENT LEARNING FOR TEACHER CANDIDATES

Evidence/Assessments Needed

Student teaching/internship assessment Assessment of candidates’ ability to plan

instruction, e.g., unit or lesson plan assignment

Assessment of candidates’ impact on student learning or providing a supporting learning environment

STUDENT LEARNING FOR TEACHER CANDIDATES

Evidence/Assessments Needed Teacher work sample or other classroom-

based project

Professional Education Personnel Evaluation (PEPE)

Employer or other external surveys (ELCC)

STUDENT LEARNING FOR OTHER PROFESSIONAL SCHOOL PERSONNEL

TARGET Candidates for other professional school

roles critique and are able to reflect on their work within the context of student learning

They establish educational environments that support student learning, collect and analyze data related to student learning, and apply strategies for improving student learning within their own jobs and schools

STUDENT LEARNING FOR OTHER PROFESSIONAL SCHOOL PERSONNEL

Evidence/Assessments Needed Candidates’ practicum/internship

assessment

Assessment of candidates’ impact on student learning or providing a supporting learning environment

Assessment of candidates’ ability to fulfill specified professional roles (advanced programs) e.g., needs assessment project

STUDENT LEARNING FOR OTHER PROFESSIONAL SCHOOL PERSONNEL

Assessment of candidate impact on student learning

Professional Education Personnel Evaluation (PEPE)

Employer or other external surveys (ELCC)

Other

Important Questions

Do we have the following? SDE analysis forms which demonstrate

syllabi alignment with SDE objectives Matrices from Department Chairs, which

demonstrate program alignment with NCATE and INTASC and NBPTS standards

Matrices which align conceptual framework with state and national standards

Important Questions

Candidates’ work which demonstrate Examples of Inquiry – investigate, examine,

analyze, survey, probe, ask questions, course related assignments

Examples of Critical Analysis – research papers, research based units, reflective journals found in Methods courses

Examples of Synthesis – candidate’s portfolio, lesson and unit plan, student teaching evaluation

Important Questions

Do we have evidence of multiple performance-based assessments

from 2004-the present? From whom or where do we get these data? Are assessments presented as aggregated

data and disaggregated data, where appropriate?

Important Questions

Have the data been analyzed?

What decisions for program improvement have been made as a result of analyzing the data?