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“Sticking Points”

“Sticking Points”. Conceptual framework has five structural elements Standard 1 requires data, not information about when courses are taken and numbers of hours needed Dispositions and student learning Attention to advanced-level programs. “Sticking Points”.

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“Sticking Points”

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  1. “Sticking Points” • Conceptual framework has five structural elements • Standard 1 requires data, not information about when courses are taken and numbers of hours needed • Dispositions and student learning • Attention to advanced-level programs

  2. “Sticking Points” • Standard 2 requires a written plan or description of a unit’s assessment system • Assessment system plan should address all of the elements in Standard 2. (see ncate paper) • Transition plan

  3. “Sticking Points” • Assessments of field experiences and clinical practice should be linked to CF and standards • Diversity standard focuses on what candidates know and can do • Definitions of scholarship • Criteria for clinical faculty

  4. “Sticking Points” • Relationship between program review process and the unit review • Relationship between standard 1 and standard 2 • Relationship between state and ncate requirements (what if the state requires more than ncate?)

  5. The Strongest Institutional Reports: • 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

  6. 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

  7. The Use of Technology • Some pilots had electronic exhibit rooms, some barely used computer technology at all, and most were in the middle • BOE members had different comfort levels with electronic exhibits • Overall, institutional and most BOE members found electronic exhibits beneficial • Logistics are critical – see Guidelines for Electronic Exhibits

  8. The Benefits of Electronic Exhibits • Facilitated communication between ed. faculty, K-12 practitioners, and arts and sciences faculty • Demystified the accreditation process • Allowed units to subvert NCATE guidance on page limits of IR • Allowed BOE members the opportunity for a more thorough review of evidence!

  9. Advice from Pilots to Other Institutions • Start working with the standards two years out • Get faculty and others involved in a structured way • Begin keeping samples of candidate work • Have faculty attend national professional association meetings when possible • Think of accreditation as a process, not an event

  10. Advice from pilots to other institutions • Be clear in your understanding of the standards. Take advantage of multiple opportunities to learn about them. • Ensure that there are enough team members on the visit • Have key program administrators available to answer questions early in the visit, even at the orientation

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