CAEPCON 2017 SPECIALIZED PROFESSIONAL ASSOCIATION (SPA) | ELCC 2017 Fall CAEP Conference Presented by Joan Auchter, NPBEA SPA Program Administrator Washington Hilton Hotel September 24, 2017 ELCC
Discussion CAEPCON 2017 • Guidelines for Preparing Your Program Report • Spring 2017 SPA Update • Status of the National Educational Leadership Preparation (NELP) Standards ELCC
Rela lationship ips and Responsibil ilities Among the Organizations Council for Accreditation of Educator Preparation (CAEP) CAEP Umbrella organization that sets the Specialty Professional Associations (SPA)s requirements. National Recognition Report is one piece of evidence in the CAEP review process. NPBEA The e Nati tional l Polic olicy Boa Board for or Educational l Admin inis istration (NP (NPBEA) ELCC/ The National Policy Board for Educational Administration is a national alliance of major NELP membership organizations committed to the advancement of school and school-system SPA leadership. Sets initiatives to guide preparation programs in educational leadership , creates educational leadership standards, and owns the ELCC/NELP SPA . NPBEA members include AACTE, AASA, CCSSO, ICPEL, NAESP NASSP, and UCEA. The e Nati tional l Educational l Lea Leadership Prep eparation (NE (NELP) SPA Deals with all building and district level educational leadership program reviews which provides evidence that program candidates have a strong foundation of content and pedagogical knowledge in the educational leadership program area. Program review is part of the overall accreditation process and occurs prior to the self- study and on-site accreditation visit. Educator Preparation Provider (EPPs) then use the results of program review as evidence to meet applicable CAEP standards. http://npbea.org/
CAEPCON 2017 WHO BENEFITS FROM NPBEA STANDARDS AND SPA REVIEWS? • Preparation • Internship Placement/ • Accreditation Mentors • Principal Institutions Pipeline School of Higher District Education/ Level CAEP State National Organizations Level • Great Leaders • School Leader in Each Licensure ELCC School
CAEPCON 2017 GUIDELINES FOR PREPARING YOUR PROGRAM REPORT ELCC
CAEP’S ANNUAL CALENDAR OF ACTIVITIES CAEPCON 2017 • FALL PROGRAM REVIEW CYCLE • SPA Program Reports Posted in AIMS September 15 • SPA Program Team Review Period Oct 15 – Nov 15 • SPA Audit Committee Review Period Nov 15 – Jan 1 • CAEP Technical Edit Period Jan 1 – Feb 1 • National Recognition Reports Posted February 1 • SPRING PROGRAM REVIEW CYCLE • SPA Program Reports Posted in AIMS March 15 • SPA Program Team Review Period April 15 – May 15 • SPA Audit Committee Review Period May 15 – July 1 • SPA Tech Edit Period July 1 – August 1 • National Recognition Reports Posted August 1 ELCC
Who Should Submit Program CAEPCON 2017 Reports? • All colleges and universities that offer programs for the preparation of superintendents, principals, curriculum directors or supervisors at the master’ s degree, post- master’s, specialist , or doctorate levels should respond to these guidelines. • Program’s CAEP coordinator’s responsibility to keep profile updated in AIMS. ELCC
CAEPCON 2017 7 STANDARDS & ELEMENTS ARE THE FOUNDATION ELCC
CAEPCON 2017 CRITICAL RECOGNITION ELEMENTS STANDARDS- AND EVIDENCE-BASED DESIGN ELCC
SIX ASSESSMENTS - DISTRICT CAEPCON 2017 ELCC
SIX ASSESSMENTS - BUILDING CAEPCON 2017 ELCC
INFORMATION REQUIRED BY CAEPCON 2017 ELCC ONLY Program must include a one-page description to inform reviewers how the internship/clinical experience(s) have been designed to meet ELCC Standards 7.1 and 7.3 Assessment 4 evaluates candidate skills (ELCC 7.2) ELCC
Option A: Report Sections CAEPCON 2017 Section I. Context Specifies general program information • Enter Candidate Information table online • Enter information for all faculty online in the AIMS Manage Faculty Information view • Pertinent faculty information imports into each program report • Specifies character limits for responses ELCC to narrative questions • Requires one attachment
Section II. List of Assessments CAEPCON 2017 Section III. Relationship of Assessments to Standards Section IV. Evidence for Meeting Standards For each assessment, attach one document that includes the assessment, scoring guide/criteria, data tables and a 2-page maximum narrative Section V. Use of Assessment Results to Improve the Program Describe how faculty are using the data from assessments to improve candidate performance and the program, as it relates to content knowledge, ELCC pedagogical and professional knowledge, skills and dispositions, and student learning.
CAEPCON 2017 CRITICAL RECOGNITION ELEMENTS SECTION IV: EVIDENCE FOR MEETING STANDARDS ELCC
Section IV: Assessment Narrative CAEPCON 2017 A brief description of the assessment and its use in the program (one sentence may be sufficient); A description of how this assessment specifically aligns with the standards it is cited for in Section III. Cite SPA standards by number, title, and/or standard wording. A brief analysis of the data findings; An interpretation of how that data provides evidence for meeting standards, indicating the specific SPA standards by number, title, and/or standard wording; ELCC
Assessment Narrative CAEPCON 2017 ELCC
PATH TO NATIONAL RECOGNITION CAEPCON 2017 Section IV. Evidence for Meeting Standards For each assessment, attach one document that includes the assessment, scoring guide/criteria, data tables and a 2-page maximum narrative ELCC
CAEPCON 2017 Assessment Directions Scoring Data Assessments Charts Rubric Evaluative Criteria ELCC
EXPLICIT AND DIRECT CAEPCON 2017 ALIGNMENT ALIGNMENT ALIGNMENT ELCC
ALIGNMENT TO ELCC STANDARDS CAEPCON 2017 Definition of Alignment The concepts addressed in the ELCC standard elements are visible in the assessment and scoring guide to the same degree of depth, breadth, and specificity . Does not require exact wording of the standard element in the description of the assessment or the scoring guide. However, same concepts must be there. SCORING ELCC STANDARDS ASSESSMENT DATA TABLES GUIDE/CRITERIA
ASSESSMENTS CAEPCON 2017 • WHAT – develop and deliver assessments explicitly aligned to the standards that “ask” learners (directions) to demonstrate their knowledge and skills If you don’t ask for it, you can’t measure it. ELCC
SECTION IV: ASSESSMENT DESCRIPTION CAEPCON 2017 Can be the assessment tool itself or a rich description of the assessment (often the directions given to candidates for completing the assignment) Where possible, indicate standard alignment to assessment tasks (e.g. ELCC 3.1 or ELCC 3.2) so reviewers can easily find your evidence ELCC
2011 ELCC DISTRICT STANDARDS CAEPCON 2017 ELCC
PART – 2E: ALIGN ASSESSMENT DIRECTIONS TO STANDARDS CAEPCON 2017 ELCC
TEAM ASSIGNMENT CAEPCON 2017 • Review your program report. Select one assessment to review. • How clearly does your assessment align with the standard elements you identified? • Read the assessment directions and then read the identified standard element. Are the assessment directions clearly aligned with the identified standard element? If not, how can you better align the standard element with the assessment? ELCC
RUBRIC OR SCORING GUIDE CAEPCON 2017 • HOW – develop scoring guides and score scales explicitly aligned to the standards and assessment to reliably measure the learner’s evidence You can only measure WHAT you “asked” for in the assessment directions ELCC
SECTION IV: ALIGNING THE SCORING GUIDE/CRITERIA CAEPCON 2017 Design a scoring guide or a likert scale instrument that explicitly defines the criteria you will use to evaluate the degree of candidate mastery of the essential ELCC Standards concepts required in the assessment. The scoring guide instrument must evaluate a preponderance of the standard elements align to the assessment description and directions ELCC
2011 ELCC SCORING GUIDE (RUBRIC) STARTER CHARTS CAEPCON 2017 ELCC 2011 ELCC DISTRICT STANDARDS, PAGE 15
PART 2F- ALIGNED SCORING GUIDE CAEPCON 2017 ELCC
TEAM ASSIGNMENT CAEPCON 2017 • Select the same assessment you reviewed during your first assignment. Review the assessment scoring rubric. • How clearly does your rubric align with the standard elements you identified in the assessment? • Does the rubric clearly describe difference among levels of performance using descriptions of what a reviewer would expect to see at each level? (does not rely on subjective use of qualifiers)? • Does the rubric incorporate the preponderance of standard element indicators to describe what the candidate must ELCC demonstrate for each standard element?
SECTION IV: DATA TABLES CAEPCON 2017 Data tables should relate back to what is measured in the scoring guide instrument. Report data at the standard level, not element level. Use elements level data to make case for standard quality as a whole. Initial reports must include TWO applications of data on assessments 1, 2, 3, 4, 5 and 6. ELCC
PART 2g – DATA TABLE CAEPCON 2017 ELCC
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