Writing the Institutional Report

Report
Writing the Institutional
Report
Antoinette Mitchell
Vice President, Unit Accreditation
NCATE
What is the Institutional Report
(IR)?





The IR is the unit’s assessment (self-study) of how it is
meeting the unit standards.
The IR “makes the case” that the unit is meeting the
standards.
The IR is the Board of Examiners (BOE) team’s map for
understanding the unit and how it is meeting the
standards.
The IR provides information that the BOE team verifies
on-site.
The IR helps form the BOE team’s first impression of the
unit.
What are the major components of
the IR?

Overview



Summary of conceptual framework


General characteristics
Program table
Elements
Evidence for meeting each of the six unit
standards

Element by element for the six unit standards
Who should write the IR?

Different institutions approach the writing of the
IR differently:




Committees across programs write by standard
Programs write to all six standards
Program directors write with input from community
Deans with input from community
Ultimately, the IR should be written in one voice, but
should not be written by one person without input
from the community.
Institutional Report for Continuing
Visits: What’s different?



Visit the NCATE website at ncate.org and
go to the “Resources” page for sample
Institutional Reports
The template for the IR is posted on
conference CD under Donna Gollnick’s
session on streamlining
The template includes the tables that
should be in the report
What tables should be included?










1.
2.
3.
4.
Academic rank of professional education faculty
Programs and their review status
Pass rates on Content Tests (initial)
Pass rates on Content Tests (other school
professionals)
5. Unit Assessment System: Transition Point
Assessments
6. Field Experiences and Clinical Practices
7. Faculty Demographics
8. Candidate Demographics
9. Demographics on Clinical Sites
How long should the IR be?






Currently, 50 pages (might be increased)
Tables not included as pages
Each section/standard has a suggested
length
Single-spaced
12-point type
Regular margins
What are the major components of
the IR?








Overview – approx. 3 pages
Conceptual framework – approx. 3
Standard 1 – approx. 12 pages
Standard 2 – approx. 6 pages
Standard 3 – approx. 6 pages
Standard 4 – approx. 6 pages
Standard 5 – approx. 6 pages
Standard 6 – approx. 4 pages
What should be included in the
evidence section?




Evidence that addresses each element and the
rubric at least at the acceptable level
Evidence that addresses all programs, including
advanced-level programs
Key evidence such as data from state licensing
exams, evaluations of clinical practice, studies of
graduates and employers, program reviews,
admissions information.
Multiple sources
How is the IR related to
performance-based accreditation?




NCATE is interested in outcomes
For Standard 1, include aggregated assessment
data
For Standard 2, describe a systematic plan of
assessment that addresses initial and advanced
programs.
For Standard 4, be clear about proficiencies
related to diversity, curriculum, assessments,
and results
How much data are enough?
Amount of Data Expected for Program Reviews and Site Visits
Continuing Institutions
Program Reports
Submitted
Through February 1, 2007
Amount of Data
Expected
(program
reports)
1 semester
Site Visit Date
Amount of Data
Expected
(site visits)
Through Spring
2008
1 year
September 15, 2007
1 year
Fall 2008
2 years
February 1, 2008
1 year
Spring 2009
2 years
September 15, 2008
2 years
Fall 2009
3 years
February 1, 2009
2 years
Spring 2010
3 years
September 15, 2009 &
afterwards
3 years
Fall 2010 &
afterwards
3 years
How much data are enough?
Institutions Undergoing Accreditation for the First Time
Program
Reports
Submitted
Amount of Data
Expected
Site Visit Date
(program reports)
Through
February 1,
2007
1 semester
September
15, 2007
February 1,
2008 &
afterwards
Amount of Data
Expected
(site visits)
Through Spring
2008
1 year
1 year
Fall 2008
2 years
1 year
Spring 2009 &
afterwards
2 years
How should one edit the
document?





Content-should address the
elements/rubrics
Standard editing – voice, tense, grammar
Use of headings – should be similar to the
headings in the standards
Internally consistent
Professional document
What are the characteristics of a
strong IR?





Address each standard, element by
element
Use standard and element headings as
organizers
Address the rubrics, at the acceptable
levels, at a minimum
Include data to support statements
Include charts, tables and graphs
When and how should the IR be
submitted?




Sixty days before the visit
Send copies to NCATE and to the team members
Chair needs a copy to conduct the pre-visit
Three ways to submit




Hard copy
Attachment in e-mail
URL in e-mail to IR posted on institution’s website
Discuss best method with chair!
The Most Productive Visits:






Were well-organized during the pre-visit
Had professional communities that were
involved in the process
Had open communication between the chair of
the BOE and the unit head
Included poster sessions describing programs
Had unit members who had a clear
understanding of the standards and the process
Had faculty that made the decision to work
toward performance-based assessment

similar documents