Preparing a NCTM CAEP Program Report Dr. Irma Cruz-White NCTM CAEP Coordinator icruzwhite@comcast.net September 24, 2017
2 Goals of this Session • To explain program review in the overall CAEP picture • Roles of NCTM and CAEP • Assessment development and implementation timeline • To provide an overview • NCTM CAEP Standards (2012) and Mathematics Content addenda • Program review options, linked reports, and program report forms • Program report Option A submission requirements • NCTM CAEP Standards (2012) Reviewer Rubrics decision criteria • Assessment requirements, guidelines, and rubric expectations • Potential decisions • Resources available • To answer questions
3 Program Review in the Overall CAEP Picture NCTM’s Role CAEP’s Role • • Provide standards and elements for Receive program reports from mathematics education program review institutions • • Provide support to program report Assists with the process of compilers assigning teams of program reviewers if necessary • Train potential reviewers • Send program reports to review • Provide a list of trained reviewers to teams and collect completed CAEP and assign teams of program national recognition reports from reviewers team leaders • Monitor and provide support to • Review audited program reports reviewers during the review process for policy compliance • Evaluate the program report to • Provide national recognition determine if the program meets the reports to institutions NCTM CAEP Standards • Assist institutions in interpreting recognition reports
4 Review Process Report is assigned to NCTM program team of reviewers report is submitted trained by NCTM online to CAEP Team report is Review team’s report reviewed by NCTM is submitted to CAEP Audit Team Audit report is National recognition reviewed by CAEP report is provided by Tech Editors (policy CAEP to the compliance errors) institution
5 NCTM CAEP Standards (2012) Assessment Development and Implementation Timeline • Development and pilot of assessments and rubrics should occur approximately 3 years prior to program report submission • Revision (if needed) of assessments and rubrics should occur approximately 2 years prior to program report submission • Assessment administration and data collection should occur approximately 2 years prior to program report submission for licensure exams and grades/GPA assessments and 1 year prior to program report submission for all other assessments.
6 NCTM CAEP Standards (2012) • Initial preparation (first teaching license) • NCTM CAEP Standards (2012) - Secondary • NCTM CAEP Standards (2012) - Middle Grades • Advanced preparation (already licensed) • NCTM CAEP Standards (2012) - Elementary Mathematics Specialist o Specifically designed to prepare candidates to assume a mathematics leadership role as teacher, lead teacher, and/or coach/mentor
7 NCTM CAEP Standards (2012) Secondary Middle Grades Elem Math Specialist 28 elements 25 elements 28 elements Standard 1: Content Standard 1: Content Standard 1: Content Knowledge (1 element) Knowledge (1 element) Knowledge (1 element) Standard 2: Mathematical Standard 2: Mathematical Standard 2: Mathematical Practices (6 elements) Practices (6 elements) Practices (6 elements) Standard 3: Content Standard 3: Content Standard 3: Content Pedagogy (7 elements) Pedagogy (7 elements) Pedagogy (7 elements) Standard 4: Mathematical Standard 4: Mathematical Standard 4: Mathematical Learning Environment (5 Learning Environment (5 Learning Environment (5 elements) elements) elements) Standard 5: Impact on Standard 5: Impact on Standard 5: Impact on Student Learning (3 Student Learning (3 Student Learning (3 elements) elements) elements) Standard 6: Professional Standard 6: Professional Standard 6: Professional Knowledge and Skills (3 Knowledge and Skills (3 Knowledge and Skills (4 elements) elements) elements) Standard 7: Secondary Standard 7: Elem Math Spec Mathematics Field Field Experiences and Experiences and Clinical Clinical Practice (2 elements) Practice (3 elements)
8 NCTM CAEP Mathematics Content (Addendum to NCTM CAEP Standards 2012 ) A. Secondary Mathematics Teachers Mathematical Domain Competencies A.1. Number and Quantity A.1.1 – A.1.5 A.2. Algebra A.2.1 – A.2.7 A.3. Geometry and Trigonometry A.3.1 – A.3.10 A.4. Statistics and Probability A.4.1 – A.4.6 A.5. Calculus A.5.1 – A.5.6 A.6. Discrete Mathematics A.6.1 – A.6.5 39 competencies to be supported by appropriate technology and varied representational tools, including concrete models (see NCTM CAEP Standards (2012) Mathematics Content for Secondary at www.nctm.org/caep )
9 NCTM CAEP Mathematics Content (Excerpt) Calculus Competencies - Secondary
10 NCTM CAEP Mathematics Content (Addendum to NCTM CAEP Standards 2012 ) B. Middle Grades Mathematics Teachers Mathematical Domain Competencies B.1. Number Systems B.1.1 – B.1.5 B.2. Algebra B.2.1 – B.2.5 B.3. Geometry and Trigonometry B.3.1 – B.3.10 B.4. Statistics and Probability B.4.1 – B.4.6 B.5. Calculus B.5.1 – B.5.3 29 competencies to be supported by appropriate technology and varied representational tools, including concrete models (see NCTM CAEP Standards (2012) Mathematics Content for Middle Grades at www.nctm.org/caep )
11 NCTM CAEP Mathematics Content (Excerpt) Statistics and Probability Competencies – Middle
12 NCTM CAEP Mathematics Content (Addendum to NCTM CAEP Standards 2012 ) C. Elementary Mathematics Specialists Mathematical Domain Competencies C.1. Number and Operations C.1.1 – C.1.5 C.2. Algebra C.2.1 – C.2.5 C.3. Geometry and Trigonometry C.3.1 – C.3.9 C.4. Statistics and Probability C.4.1 – C.4.5 24 competencies to be supported by appropriate technology and varied representational tools, including concrete models (see NCTM CAEP Standards (2012) Mathematics Content for Elementary Mathematics Specialist at www.nctm.org/caep )
13 NCTM CAEP Mathematics Content (Excerpt) Number and Operations Competencies - EMS
14 Overview of Review Process, NCTM CAEP Standards (2012), and Mathematics Content Addenda
15 SPA Program Review Options • Option A – 6 to 8 Assessments (state licensure exam, content knowledge, pedagogical content knowledge and skills, impact on student learning) • Option B – “Choose your own” assessments with state exam required
16 Linked Reports • Programs in the same discipline and same level with identical assessments, differing only by program type (Bac, PB, MAT, etc.) • Different shells for each separate program created in AIMS with identical program reports uploaded • All data charts include data disaggregated (separated by program type) for each program submitted and linked • Color coded for quick identification in AIMS
17 Program Report Forms • Separate program reports are required for different grade levels (e.g., Secondary, Middle Grades, EMS) and different degrees types (e.g., Bac, Post- bac, MAT) • Sample program report forms are available CAEP’s website ( http://www.caepnet.org/accre ditation/caep- accreditation/spa-standards- and-report-forms/nctm ) • The program report must be submitted through AIMS. Programs must request a shell to submit a report.
18 Program Report Form Instructions & Resources • Instructions • Examples of assessments based on the NCTM CAEP Standards (2012) for Secondary available on the CAEP website (www.caepnet.org/accreditation/caep- accreditation/spa-standards-and- report-forms/nctm) • Scroll to bottom of page to Resources
19 Program Report Form Option A • Secondary, Middle, and Elementary Mathematics Specialist templates are identical in terms of format and assessment requirements (6-8) but differ in total number of NCTM standards and elements. • Secondary and Elementary Mathematics Specialist – 7 standards, 28 elements • Middle Grades – 6 standards, 25 elements
20 Program Report Form Option A – Secondary Submission Requirements • Section I – Context • #1 – Description of any state or institutional policies that may influence the application of NCTM CAEP Standards (2012) • #2 – Field experiences (Secondary Element 7a) Observation/participation in both middle and high school mathematics o classrooms Work with diverse range of students individually, in small groups, and in large o class settings Supervised by experienced and highly qualified mathematics teacher o Participating in varied settings reflecting cultural, ethnic, linguistic, gender, and o learning differences. • #2 – Clinical experiences (Secondary Element 7b) Full-time student teaching in secondary mathematics o Supervised by experienced and highly qualified mathematics teacher o College/University supervisor with secondary mathematics teaching experience o
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