1 / 12

The next generation of NCATE program standards

The next generation of NCATE program standards. Institutional Orientation Friday, September 11, 2009 Emerson J. Elliott NCATE special projects. 1. What NCATE has been told about program standards and program reviews. There are too many standards for any specialty area

harva
Télécharger la présentation

The next generation of NCATE program standards

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The next generation of NCATE program standards Institutional Orientation Friday, September 11, 2009 Emerson J. Elliott NCATE special projects 1

  2. What NCATE has been told about program standards and program reviews • There are too many standards for any specialty area • The standards look too different from one specialty to another and cover different kinds of topics • The standards were written before NCATE’s shift in program review reports and evidence and do not fit program reviews • The review process takes too much time • The review process costs more than its value • Reviewers reach inconsistent conclusions 2

  3. SPA program standards are the basis for program review • SASB concluded in 2007 that guidelines for writing of SPA standards need to be updated and revised • Take comments into account • Look at the research and knowledge base • Take account of the national debate on standards • Create a Task Force on Program Standards • Rachelle Bruno, Chair, Northern Kentucky University • Gene Martin, former Chair of SASB, Texas State University-San Marcos • Joe Prus, Executive Board, Winthrop University • Gail Dickinson, Chair of SASB P&E Committee, Old Dominion University • John Johnston, SASB, University of Memphis • Charles Duke, Chair of SASB, Appalachian State University • Ron Colbert, SASB, Fitchburg State University • Work vetted this Spring and Summer, now being readied for SASB action in October 3

  4. Some guidelines remain the same • Standards focus on student learning • Standards describe and use the knowledge base and evolution of state and national standards • Standards describe what candidates should know and be able to do (not the curriculum, or experiences) 4

  5. But there are important differences

  6. More on what guidelines are different 6

  7. Details on the principles—1—Content Knowledge Candidates’ knowledge of content they plan to teach or use as other school professionals and their ability to explain important principles and concepts. Includes: • In-depth knowledge of content that will help all students meet standards for P-12 education • Central concepts, tools of inquiry, structures of the field • National P-12 standards and state student curriculum standards 7

  8. Details on the principles—2—Content Pedagogy Effective teaching strategies that make the discipline comprehensible to P-12 students. Includes: • How students develop and learn • Students’ diversity and differing approaches to learning • Cultural influences on learning • Students’ preconceptions that must be engaged for effective learning • Standards-based instruction, assessment and learning as practiced in schools

  9. Details on the principles—3—Learning environments Candidates’ ability to apply their knowledge by creating and maintaining safe, supportive, fair, and effective learning environments for all students. Includes: • Individual and group motivation for disciplined learning and engagement • Assessment, analysis, and monitoring of student learning, making adjustments in instruction • Use of a variety of instructional strategies, materials, andtechnology for student development in critical thinking, problem solving, and performance 9

  10. Details on the principles—4—Professional knowledge and skills Candidates knowledge of professional practices in their field and readiness to apply them. Includes: • Engagement, reflection for professional growth • Commitment to equitable and ethical treatment • Collaborative roles and readiness to work with colleagues, families, and the community • Ability to identify opportunities for collaboration and leadership

  11. Other school professionals • SPAs may make a case for adapting the principles • Still must focus on student learning • Still must base their standards on research in the specialized field

  12. Optional features • Supplemental document—Elaborated and comprehensive description of good preparation programs. Might include: • Curricula • Clinical and field experiences • Faculty qualifications • Technology • Assessments • Relationship to school partners • SPAs may specify up to one additional assessment beyond the five specified by NCATE • SPAs may have a clinical/field standard when the field requires something different from the institutional norm

More Related