Program Approval Presentation

Report
CONTINUED PROGRAM
APPROVAL STANDARDS
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Adriana G. McEachern Ph.D.
Associate Dean for Academic Affairs and Accreditation
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AGENDA AND TRAINING
OBJECTIVES
Participants will be able to…
 Identify the major components of continued program
approval standards
 Collect, review, and create documents related to the
program approval process
 Create curriculum maps and standards crosswalks
 Create Critical Tasks with associated scoring rubrics
 Summarize and report on data collected through
document reviews, surveys, and other data sources
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BENEFITS OF QUALITY EDUCATOR
PROGRAMS
 Well prepared educators will perform better in schools
 Well prepared educators will stay in the profession longer
 Well prepared educator graduates will be more satisfied
with their program of studies and more likely to
recommend the program to others
 Standards provide program faculty opportunities to make
program modifications and improvements
 Well prepared educators ensure continued high quality of
the teaching/counseling/school psychology professions
and service to children, families, and others involved in the
lives of Pk-12 students
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MAJOR SHIFTS IN EDUCATOR
PREPARATION
 Emphasis on performance based, competency
demonstration
 Strong relationship between educator preparation and
educator performance
 Strong emphasis on linking student achievement to
educator performance
 Strong emphasis on evaluation of educator
preparation program effectiveness
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FLORIDA’S LAWS AND RULES
 2002—Legislature changed Educator Preparation
programs to a performance based system. Programs
were judged on the performance of candidates and
graduates
 Revisions occurred in 2003, 2004, and 2007 but
emphasis still on candidate and graduate performance;
beginning emphasis on continuous improvement
 2006-Rule 6A-5.066 was changed to focus on
candidate as well as program performance
 2008-Rule 6A-5.066 standards effective in Fall 2008
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LAWS
 Section 1004.04, Florida Statutes established FDOE
authority to approve teacher education programs
according to state adopted standards
 Programs are held accountable for producing
educators to meet state goals and standards
 With freedom to innovate
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LAWS and GUIDELINES
 Rule 6A-5.056 further defines program approval
process
 Incorporates…
 ESOL instruction
 Scientifically researched based reading literacy and
computational skills instruction
 Based on a uniform core curricula established by the
State Board of Education
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PROGRAM APPROVAL STANDARDS
 Initial Approval—focused on the process—the plan for
the elements to be put in place for the program to
ensure preparation of qualified educators
 Continued Approval—focus on curriculum delivery,
candidate performance and continuous improvement
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STANDARDS ADDRESS THE
FOLLOWING QUESTIONS
1. How will the required curriculum elements and other
state-mandated requirements be delivered and
assessed in the program?
2. How will the institution document to ensure that each
candidate in the approved program progresses and
demonstrates all competencies identified in Statute
and Rule/core curriculum?
3. Has the institution planned processes to ensure
continuous improvement for each program and across
programs?
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OUTCOMES FOR THE CONTINUED
APPROVAL PROCESS
 Denied—may not stamp completer endorsement on
transcripts
 Conditionally approved—approved for 2 fiscal years
and must resubmit to address deficiencies (may stamp
endorsement)
 Fully approved—approved for the time period that all
other state approved programs at that institution are
given
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STANDARD 1: CORE CURRICULUM
CONTENT
 Criteria
1.1. Core Curriculum Content
Curriculum content is aligned with the Uniform
Core Curriculum and other state mandated
requirements and a process is established to
ensure consistent delivery in coursework and in
field/clinical experiences.
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Elements to be included
 Florida Educator Accomplished Practices (FEAPs)
 Professional Education Competencies and Skills for Teacher




Certification (PECs)
Subject Area Competencies and Skills for Teacher Certification,
(PECs Current Edition)
ESOL Performance Standards and ESOL Competencies and Skills for
Teacher Certification, (Current Edition)
Reading Endorsement Competencies
Additional Elements of the Uniform Core Curriculum
 Assessments are documented in syllabi, modules, and
coursework.
 A curriculum map/matrix/or chart for each program reflecting
where the appropriate elements are covered throughout the
curriculum must be provided
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STANDARD 1: CORE CURRICULUM
CONTENT
Criteria
 1.2 Field/Clinical experiences
 Field experiences provide specific guidance from
supervising faculty through observation instruments
and feedback
 A narrative is provided that describes how placements
and sites are selected
 A description of tasks associated with each field
experience or observation should be included in a table
or clearly delineated in syllabi (Field Experience
Handbook, Evaluation of Candidate Performance)
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STANDARD 1: CORE CURRICULUM
CONTENT
Criteria
 1.3 Program Faculty
 Evidence that faculty have completed either specialized
training in clinical supervision, or valid professional teaching
certificate, or at least 3 years of successful teaching experience
in Pk – 12 grades.
 A narrative that describes how state requirements for
supervising are monitored and met.
 A table indicating faculty credentials based on state
requirements may be included.
 Faculty teaching ESOL specific courses must have an
advanced degree in TESOL or a closely related field, i.e.
Foreign Languages with an ESOL endorsement or equivalent
training and experience.
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STANDARD 1: CORE CURRICULUM
CONTENT
Criteria
 1.4 School district
personnel
 Evidence that district
personnel have completed
specialized training in
clinical supervision, and
successful demonstration
of effective classroom
management strategies
that consistently result in
improved student
performance.
 A narrative should be
provided that explains how
requirements for school
district personnel are
documented and
monitored
 A letter or affiliation
agreement from the
district must be provided
that states that all students
will be placed with
educators who meet state
requirements
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STANDARD 2: Candidate Performance
Each candidate in the approved
program will demonstrate all
competencies identified in
Statute and Rule.
Indicators, methods and
processes have been
established to assess and
collect data on candidates’
attainment of the Uniform
Core Curricular content in
coursework, field/clinical
experiences, and on the
Florida Teacher Certification
Examination
 A flowchart of the process of
determining candidate progress and
mastery of competencies for program
completion, including faculty, data
sources and flow of data.
 2.1 State mandated
admissions requirements
 2.2 Assess and collect data
on candidate performance
(attainment of content)
 2.3 Assess candidate
impact on Pk-12 student
learning
 2.4 Assistance provided to
program completers
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STANDARD 2: Candidate
Performance
 2.1 State mandated admissions requirements
 Description of admissions process
 Description of how program collects data on




Number of students admitted and enrolled by program
Number of candidates meeting admission requirements upon
entry to program
Number of candidates entering under 10% waiver
Documentation of assistance provided to those entering
under the 10% waiver.
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STANDARD 2: Candidate Performance
2.2 Indicators, methods and processes have been established to assess and
collect data on candidates’ attainment of the Uniform Core Curricular
content in coursework, field/clinical experiences, and on the Florida
Teacher Certification Examinations.
Data documents a formal process to collect data at the individual and
program level at a minimum of two points: one point prior to student
teaching and mastery at program completion….demonstrating candidate
has mastered the FEAPs, PECs and Subject Area Competencies and Skills
at program completion
The Professional Education Examination and Subject Area
Examination (SAE) of the Florida Teacher Certification Examinations
(FTCE) may be used for the second point of mastery at program
completion for the Competencies and Skills for Teacher Certification
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STANDARD 2: Candidate
Performance
 Reading in The Subject
Area Course that
includes an overview of
Reading Competencies 1
&2
 ESOL Course that
includes the revised
ESOL Standards and
Competencies
 Narrative describing the
formal process used to
collect data at the
candidate and program
level on passing levels on
all 3 tests of the FTCE
and process for
providing feedback
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STANDARD 2: Candidate Performance
 2.3 Assess candidate
impact on Pk-12 student  A narrative is provided
that describes how
learning
impact on Pk-12 learning
 Opportunity for
data is collected during
candidates to provide
field/clinical
instruction/interventions
experiences.
and collect data on
 A formal process for
student learning
collecting
and
analyzing
 Candidate analysis and
results of impact is also
reflections
described.
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STANDARD 2: Candidate
Performance
 2.4 Assistance provided to program completers
 A narrative is provided that describes a process for
additional support or remediation of program
completers during first two years of work as an educator
 Development of an individualized plan of
remediation with specific learning outcomes for
completers experiencing difficulty
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STANDARD 3: CONTINUOUS
IMPROVEMENT
Criteria
3.1 Needs of the state and district served
3.2 Employer Satisfaction
3.3 Program Completer Satisfaction
3.4 Assessing candidate impact on Pk-12 student
learning during the first year of teaching
3.5 Decision making for continuous improvement
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STANDARD 3: CONTINUOUS
IMPROVEMENT
 3.1 Needs of the state and district served
---A narrative is provided that describes the program
philosophy and objectives and how they were
determined based on state and local district needs
---Identification of a certification ombudsperson
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STANDARD 3: CONTINUOUS
IMPROVEMENT
 3.2 Employer Satisfaction
---A narrative is provided that describes a formal
process for collecting and analyzing the following data
 Employer satisfaction data
 Percentage of completers employed in Florida public
schools the first year following program completion
 FDOE data on length of stay in classroom
[If an institution is using an employer satisfaction survey
other than the DOE survey, a copy of the survey must be
provided]
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STANDARD 3: CONTINUOUS
IMPROVEMENT
 3.3 Program Completer
Satisfaction
 A narrative is provided
that describes a formal
process for collecting and
analyzing completer
satisfaction data.
[If the institution is using a
completer satisfaction
survey other than the
DOE survey, a copy of the
survey must be provided]
 3.4 Methods and
processes are in place to
assess completer impact
on Pk-12 student
learning based on
student achievement
data during the first year
of employment as a
teacher/school
counselor/school
psychologist
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STANDARD 3: CONTINUOUS
IMPROVEMENT
 Continuous improvement across and within programs
is the result of routine analysis of data collected on
Standards 2 and 3; admission, enrollment, and
completion status of each candidate; and results of
recent faculty experiences
 Formal evaluation process for annual data analysis
 Team members involved in the evaluation process
 Dissemination of results
 Narrative of stakeholder involvement in continuous
improvement process
 Collection and analysis of results of Faculty Recency
 Flowchart of process
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Scoring Scale for Individual Criteria
3 = Acceptable
--Most of the evidence presented is clear and appropriate.
The explanation of how the criteria are met is adequate and
provided in the folio.
2 = Needs Improvement
--Some of the evidence presented is unclear and/or
inappropriate. The explanation of how the criteria are met
is sometimes inadequate or not provided in the folio.
1 = Unacceptable
--Most of the evidence presented is unclear and/or
inappropriate. The explanation of how the criteria are met
is frequently inadequate or not provided in the folio.
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Description of Overall Scoring
 (Weighted criteria are 1.1, 2.2, and 3.5.)
 To earn a Fully Approved Program rating:
 No score of 1 in any criteria
 No more than one score of 2 in any weighted criteria
 No more than three scores of 2 across all three standards
 To earn a Conditionally Approved Program rating:
 No score of 1 in any criteria. No more than two scores of 2 in any
weighted criteria. No more than four scores of 2 across all three
standards
 To earn a Denied Program rating:
 A score of 1 in any criteria More than two scores of 2 in any weighted
criteria More than four scores of 2 across all three standards
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THANK YOU FOR YOUR ATTENTION
AND GREAT WORK!
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Dr. McEachern Contact Information
 If you have questions, concerns please feel free to
contact me:
[email protected]
 305-348-3391
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