naspe 2008 initial pete standards and ncate electronic portfolio workshop the national physical...

NASPE 2008 Initial PETE Standards and NCATE Electronic Portfolio Workshop

The National Physical Education Teacher Education (PETE) Conference

Las Vegas, NevadaWednesday, October 3, 2012

Tab Uhrich, Towson UniversitySupport from Stevie Chepko, Mel Horton, & Caryl Martin

Tab Uhrich, Towson University

What is the Purpose of the NASPE/NCATE Program Report?

Purpose: To demonstrate teacher candidate (TC) mastery of NASPE Standards and Elements (Also, Program Report provides information to Unit for use in response to NCATE Unit Standard 1)

NCATE Program Report allows program 6-8 comprehensive assessments to provide evidence of TC mastery

What is an assessment? -Assessment: A series of 4 items merged into 1 document

in sequential order (1st= narrative; 2nd= assignment; 3rd= scoring guide; and 4th= data table). Can be 1 single assignment (i.e.,

Unit Plan Assignment) or multiple assignments bundled together (i.e., 6 skill tests from 6 different activity courses)


NASPE/NCATE Program Report Sections

Cover Sheet

Section 1: Context

Section II: List of Assessments

Section III: Relationship of Assessments to NASPE Standards &

Elements

Section IV: Evidence for Meeting Standards

Section V: Use of Assessment Results to Improve TC and

Program PerformanceTab Uhrich, Towson University

NASPE/NCATE Program Report Sections

Briefly, what is involved with each section?

What information is needed?

How much work is there to do?


Cover Sheet

Cover Sheet: A form to complete with16 Basic Prompts to be Addressed

Sample Prompts Include: -Name of institution & program-Name of program report compiler(s)-Grade level for which TCs are being prepared (i.e., PK-12 or 6-12)-Degree level (i.e., bacc or post-bacc)-Program report status (i.e., initial, response to conditions or revised report)-Candidate performance on state licensure test (Did candidates meet 80% pass rate, as required by NCATE?)

Highly Recommend: Work on this section after Sections II and III are completed (and while you are waiting for data for Section IV).


Section 1: Context

Section I: 2 Prompts to be Addressed and 3 Documents to Upload2 Prompts to Address:

1. Description of any state or institutional policies that may influence the application of AAHPERD/NASPE Standards. (Limit: 4,000 characters)

FYI: NCATE considers 1 page = 4,000 characters2. Description of field/clinical experiences required for the program, including number of hours for early field experiences and the number of hours/weeks for student teaching or internships. (Limit: 8,000 characters)

3 Documents to Upload: 1. PETE Program Course of Study (including course titles)2. TC data across most recent 3 years (separate bacc & PB data)3. Faculty Chart (name, degree, assignment, rank, scholarship, and teaching experience)

Highly Recommend: Work on this section after Sections II and III are completed (and while you are waiting for data for Section IV).


Section II: List of Assessments (Minimum # is 6 & Maximum# is 8)

Section II: A 1-page chart.

For each of your program’s 6-8 assessments, provide the following:-Name of Assessment

Examples: Unit Plan Assignment; GPAI; Health-Related Physical Fitness Test-Type or Form of Assessment

Examples: Essay, comprehensive exam, case study, portfolio, licensure test -When the Assessment is Administered

Examples: Admission to the program; student teaching

Highly Recommend: Complete this section at the same time as you complete Section III


Name of Assessment Type or Form of Assessment

When the AssessmentIs Administered

1 [Licensure assessment, or other content-based assessment]

2 [Content-based assessment]

3 [Assessment of candidate ability to plan and implement instruction]

4 [Assessment of internship or clinical experiences]

5 [Assessment of candidate effect on student learning]

6 Additional assessment that addresses AAHPERD/NASPE standards (required) ]

7 Additional assessment that addresses AAHPERD/NASPE standards (optional) ]


Section II – List of Assessments


Name of Assessment Name of Assessment

Type or Form of

Assessment

When the AssessmentIs Administered

1 [Licensure assessment, or other content-based assessment]

Praxis II Tests 10091 & 20093

Licensure Test (required by the MD State Dept. of Educ.)

Phase III: During Internship II Or Following completion of program

2 [Content-based assessment]

Course Grades Course Grades Phases I or II:KNES 140 Track & Field, KNES 182 Field/Court I, KNES 202 Net/Wall Games,KNES 239 Physical Fitness Activities, NES 283 Activities for the Young Child (K-3) KNES 327 Teaching Cultural Dance Forms: Creative Movement

3 [Assessment of candidate ability to plan and implement instruction]

Unit Plans and Lesson Plans

Projects (Course Requirement)

Phase III: Internship II -Elementary Placement (2 Unit Plans & 2 sets LPs)-Secondary Placement (2 Unit Plans & 2 sets LP)

4 [Assessment of internship or clinical experiences]

Internship II Evaluation

Intern Evaluation Phase III: Internship II -Midpoint Evaluation - Elementary Experience-Final Evaluation - Elementary Experience-Midpoint Evaluation - Secondary Experience-Final Evaluation - Secondary Experience

5 [Assessment of candidate effect on student learning]

Assessing Student Achievement Project (ASAP)

Project (Course Requirement)

Phase III: Internship II-Elementary Experience (1 K-5 ASAP Assignment) -Secondary Experience (1 Gr.6-12 ASAP Assignment)

6 Additional assessment that addresses AAHPERD/NASPE standards (required) ]

Technology Assignment

Project (Course Requirement)

Phase III: Internship II -Elementary Placement (1 Technology Assignment)-Secondary Placement (1 Technology Assignment)


Health-Related Physical Fitness

PETE Program Requirement

One time per academic year (spring semester)


Internship I (Elem. & Sec. Eval. Form)

Intern Evaluation Phase II: Internship I-Final Evaluation - Elementary Experience-Final Evaluation - Secondary ExperienceTab Uhrich, Towson University

Section II: List of Assessments (Minimum # is 6 & Maximum# is 8)

Purpose: Provides information specific to the 6-8 assessments identified by PETE program as evidence of TC mastery of NASPE Initial PETE Standards/Elements

-The 6-8 assessments, when viewed holistically, should demonstrate TC mastery of all 6 NASPE Initial PETE Standards/Elements

-Assessments submitted in Program Report must be those implemented by all TC’s

(Rationale: Because elective courses do not ensure assessment and mastery of all TC’s)


Section III: Relationship of Assessments to NASPE Standards & Elements

Section III: A checklist.

For each of your program’s 6-8 assessments, indicate which NASPE Element(s) for which it is intended to provide evidence.

Example:Assessment 1 is Praxis II PE Content Knowledge Exam. Place a checkmark in the “#1” box at Elements 1.1, 1.2, 1.3 and 1.4.

Rationale: Evidence from Praxis II provides partial evidence for meeting Elements 1.1, 1.2 and 1.3 (“describe” but not “apply”) and full evidence for Element 1.4.

Highly Recommend: Complete this section at the same time as you complete Section II


Section III: Relationship of Assessments to Standards

AAHPERD/NASPE STANDARD APPLICABLE ASSESSMENTS FROM

SECTION II

Standard 1: Scientific and Theoretical KnowledgePhysical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.

Element 1.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, and fitness.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 1.4 Identify historical, philosophical, and social perspectives of physical education issues and legislation.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 1.5 Analyze and correct critical elements of motor skills and performance concepts.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8



AAHPERD/NASPE STANDARD APPLICABLE ASSESSMENTS FROM SECTION II

Standard 2: Skill and Fitness Based Competence*Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K – 12 Standards.

Element 2.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 2.2 Achieve and maintain a health-enhancing level of fitness throughout the program.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 2.3 Demonstrate performance concepts related to skillful movement in a variety of physical activities.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8


Section III: Relationship of Assessments to StandardsAAHPERD/NASPE STANDARD APPLICABLE ASSESSMENTS

FROM SECTION II

Standard 3: Planning and ImplementationPhysical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.

Element 3.1 Design and implement short and long term plans that are linked to program and instructional goals as well as a variety of student needs.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance based) goals and objectives aligned with local, state, and /or national standards.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 3.3 Design and implement content that is aligned with lesson objectives. □#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 3.4 Plan for and manage resources to provide active, fair, and equitable learning experiences.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 3.6 Plan and implement progressive and sequential instruction that addresses the diverse needs of all students.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 3.7 Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8Tab Uhrich, Towson University



SECTION II

Standard 4: Instructional Delivery and Management Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.

Element 4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 4.2 Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 4.3 Provide effective instructional feedback for skill acquisition, student learning, and motivation.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 4.5 Utilize managerial rules, routines, and transitions to create and maintain a safe and effective learning environment.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 4.6 Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8Tab Uhrich, Towson University



SECTION II

Standard 5: Impact on Student LearningPhysical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.

Element 5.1 Select or create appropriate assessments that will measure student achievement of goals and objectives.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 5.2 Use appropriate assessments to evaluate student learning before, during, and after instruction.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 5.3 Utilize the reflective cycle to implement change in teacher performance, student learning, and instructional goals and decisions.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8




SECTION II

Standard 6: ProfessionalismPhysical education teacher candidates demonstrate dispositions essential to becoming effective professionals.

Element 6.1 Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 6.2 Participate in activities that enhance collaboration and lead to professional growth and development.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

Element 6.4 Communicate in ways that convey respect and sensitivity.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8



Purpose: Demonstrates alignment of the Program’s assessments (as listed in Section II of Program Report) with the NASPE Standards and Elements

Keep in mind:– One assessment may apply to multiple NASPE Standards & Elements– Conversely, some NASPE Standards & Elements may be addressed by

more than one assessment

Usage:– By programs: As a self-check to be certain all 6 Standards and each

Element have been addressed– By reviewers: To determine which assessments align with each of the

NASPE Standards and Elements


Section IV: Evidence for Meeting Standards (Section IV is comprised of 6-8 assessments)

Section IV: Location where you house your program’s 6-8 assessments.

Each assessment should be one document comprised of the following sections (in this order):

1. Narrative2. Assignment3. Scoring Guide4. Data Table

Section IV is the heart of the program report, so…let’s quickly take a glance of the intent of Section V, then return to Section IV, assessments, narrative, data, …..etc.


Section V: Use of Assessment Results to Improve TC and Program Performance

Purpose: Evidence that assessment results were analyzed by program faculty and are, or will be used, to improve TC performance and for strengthening the PETE program

1 Prompt to be Addressed Across 3 Different Areas: (Limit: 12, 000 characters)Describe the steps program faculty has taken to use information from assessments for

improvement of both candidate performance and the program. Organize response around the following 3 areas (in this order):

1. Content knowledge2. Professional and pedagogical knowledge, skills, and dispositions3. Student learning

Highly Recommend: Complete this section last (In other words, after Section IV is completely finished).


Section V: Use of Assessment Results to Improve TC and Program Performance

Summarize principal findings from evidence (data)(Summarize holistically to each of the 3 areas of NCATE Unit

Standard 1 rather than assessment-by-assessment)

Provide faculty’s interpretation of the findings

Describe steps taken by program faculty interpretation to improve TC and PETE program performance

Provide programmatic changes/improvements made, or proposed, based on faculty interpretation

Note: Graphs/charts cannot be inserted into Section V



The actual evidence of TC’s ability to meet the 6 NASPE

Standards & each Element (as stated in Section II)–

this section is the heart of the report.



Make “most compelling case” that program assessments align, meet, & provide sufficient TC performance evidence (data) that each of the 6 NASPE Standards and each of the Elements are met.



Each assessment is one document that contains 4 sections

Each assessment consists of the following (in this order):-Narrative (4 prompts to be addressed; 2 pages)-A copy of the assignment (5 pages)-A copy of the scoring guide (No page limit stated)-Data table(s) (No page limit stated)

Each assessment is limited to 17 pages and/or cannot be larger than 2 mb

Label each assessment document as it is identified in Section II, List of Assessments and save as .doc FYI: NCATE’s system will not accept docx. files

Example: If Section II indicates that Assessment 5 is “Assessing Student Achievement Project” then Assessment 5 document in Section 4 is labeled “Assess 5” OR “Assess 5 Assess Student Achieve Project”



1 possible exception regarding 4 parts of an assessment: Assessment 1 may not have assignment and scoring guide if state has

a required licensure test such as Praxis II Physical Education Content Knowledge (ETS will not release sample copy of exam or answer key)

Note: If state does NOT have a required licensure test, and program administers their own content knowledge exam, submit the following (in addition to narrative and data table):

-”Assignment” = A copy of the exam including answer key

-”Scoring Guide”= Information about point values per question; minimal level of acceptable performance; and performance levels (i.e., Target is 90-100%; Acceptable is 70-89%; Unacceptable 0-69%)


Assessments: The Narrative

Narrative (2 pages maximum): NCATE requires that each assessment in the program report contain a narrative addressing the following 4 prompts:

(1a) Description of Assignment: Brief description, or overview of the assignment, and its use in the program (especially important when the assignment is not obvious such as lesson plans, unit plans, and work samples). Be concise; may be 1-2 sentences.

(1b) Alignment: Description of how the assessment specifically aligns with NASPE Standard(s) and Element(s), as noted in Section III of Program Report. Highly Recommend: Report this information in a chart (example on next slide)

(1c) Brief analysis of data findings: May be a brief statement that addresses what faculty noted about data; may be 1-2 sentences.

(1d) Interpretation of how data provides evidence for meeting the identified NASPE Standard(s) and Element(s)


Assessments: The Narrative (Example: 1b Alignment Chart)

Practice Task Assignment Sections NASPE Standards & Elements

1. MD Stds. for Physical Education (No alignment)

2. Title of Game (No alignment)

3. Object of Game (No alignment)

4. Environment Formation Element 3.4

5. Student Formation Element 3.4

6. Equipment (No alignment)

7. Rules of Game Element 3.6

8. Remediations Element 3.5

9. Extensions Element 3.5

10. Game Variations Element 3.6

11. Reference(s) (No alignment)Tab Uhrich, Towson University

Assessments: The Narrative

1a. Description of the Assignment: This assignment provides evidence of TC ability to…

1b. Alignment with NASPE Standards/Elements: Insert chart here with assignment sections as aligned per NASPE Standard(s)/Element(s)

1c. Brief Analysis of the data: Data reveal that…1d. Interpretation of how data provides evidence for meeting NASPE

Standards/Elements: Evidence for Element 4.1 is noted by…

Highly Recommend: -Write 1a and 1b while waiting for data (and following completion of Sections

II & III).-Write 1c and 1d as data become available throughout the semester.


Assessments: The Assignment

Assignment (Approximate limit: 5 Pages)

Copy of the Assignment (aka instrument/directions) is a comprehensive document that is clearly delineated as communicated to TCs

Assignment should fully align with narrative, scoring guide, and data table

Assignment should align with NASPE Standard(s) & Element(s) it is intended to support (as per Program Report Section III and Narrative 1b).


Assessments: The Assignment

Additional Information:

-If assignment does not provide clear description of TC expectations, report compiler should provide additional detail(s) and description to clarify candidate expectations

-Ideally, the assignment will state which section(s)/portion(s) are intended to align with NASPE Standard/Element as denoted in narrative 1b (Rationale: To avoid reviewers having to guess or assume how assignment aligns with 1b)


Assessments: The Scoring Guide

Scoring Guide

-Scoring guide or rubric that is used to assess the assignment

-Scoring guide should fully align with narrative, assignment and data table

-Scoring guide should align with NASPE Standard(s)/Element(s) it is intended to support (as per Program Report Section III and Narrative 1b).

-Ideally, the assignment will state which section(s)/portion(s) are intended to align with NASPE Standard/Element as denoted in narrative 1b (Rationale: To avoid reviewers having to guess or assume how assignment aligns with 1b)


Assessments: The Scoring Guide Sample Assessment 4 Internship Evaluation Scoring Guide

(Note: Select items only; sample does not represent entire rubric)

NASPE Element

Level 1 Level 2 Level 3 Level 4

TC provides demonstration

4.2 Insert criteria here

Insert criteria here



TC delivers feedback to individual Ss about practice performance





TC notes when students are ready for next activity





*Minimal level of acceptable performance for scoring guide entry: Level 3Tab Uhrich, Towson University

Assessments: The Scoring Guide Additional Information

Provide clear differentiation among TC levels of performance. Examples:

3 Levels: Target, Acceptable, & Unacceptable Minimal level of acceptable performance: Acceptable

3 Levels: Excellent, Satisfactory, & Unsatisfactory Minimal level of acceptable performance: Satisfactory

3 Levels: 3, 2, & 1 Minimal level of acceptable performance: 2

4 Levels: Exceeding Expectations, Meeting Expectations, Approaching Expectations, & Unacceptable Minimal level of acceptable performance: Meeting Expectations

4 Levels: 4, 3, 2, & 1 Minimal level of acceptable performance: 2

Provide a statement of note delineating the level the program considers minimally acceptable TC performance for the assessment, even if it seems obvious to the report compiler and program faculty.


Assessments: The Scoring Guide Additional Information

Scoring guide levels should be identical to the levels identified in the data table.

Example: If the scoring guide states 4 levels of performance, the data table should indicate TC achievement for the same 4 levels.

May use any number of levels of TC performance

Ideally, the scoring will delineate which section(s)/portion(s) are intended to align with NASPE Standard/Element as denoted in narrative 1b (Rationale: To avoid reviewers having to guess or assume how scoring guide aligns with narrative 1b and assignment).


Assessments: Data Table(s)

Data table: Aggregated data from TC scores, per scoring guide item, following administration and grading of the assignment.

Each cell of data table should indicate percentage of TCs who performed at each level, per scoring guide item, for administration period (including n for assignment and administration period).

Data table should fully align with narrative, assignment and scoring guide.

Data table summarizes aggregated data by administration (DO NOT SUBMIT DATA PER CANDIDATE).

Be sure to omit any references to candidate names and/or confidential information (i.e., social security number or student ID number).


Assessments: Data Table(s)Sample Assessment 4 Internship Evaluation Data Table

(Note: Select items only; sample does not represent entire rubric)

Level 1 Level 2 Level 3 Level 4

TC provides demonstration (NASPE Element 4.2)

Fall 2011 (n=24) 0% (0/24) 4% (1/24) 67% (16/24) 29% (7/24)

Spring 2012 (n=19) 5% (1/19) 10.5% (2/19) 74% (14/19) 10.5% (2/19)

Mean (F11 + S12) 2% (1/43) 7% (3/43) 70% (30/43) 21% (9/43)

TC delivers feedback to individual Ss about practice performance (NASPE Element 4.3)

Fall 2011 (n=24) 0% (0/24) 12.5% (3/24) 75% (18/24) 12.5% (3/24)

Spring 2012 (n=19) 5.25% (1/19) 10.5% (2/19) 79% (15/19) 5.25% (1/19)

Mean (F11 + S12) 2% (1/43) 12% (5/43) 77% (33/43) 9% (4/43)


Assessments: Data Table(s)Additional Information

Data should be presented 1 administration at a time

Indicate percentage of TCs achieving in every level for each scoring guide category (Present most recent data first)

Data table should use identical categories from the scoring guide to indicate TC performance at each level

Ideally, the scoring will delineate which section(s)/portion(s) are intended to align with NASPE Standard/Element as denoted in narrative 1b (Rationale: To avoid reviewers having to guess or assume how scoring guide aligns with narrative 1b and assignment).


Assessments: Data Table(s)

Minimum amount of data to demonstrate candidateperformance at acceptable level for the 2008 Standards:

At least 2 administrations of data for each assessment

*For an assessment administered every semester (in both fall and spring each academic year), data for 2 administrations could be collected in one academic year.

*For an assessment administered only in one semester per academic year (e.g., only in fall semesters), data for 2 administrations could be collected in two academic years.


Section IV Assessments: Reminder

Assessment 1: Licensure assessment, or other content knowledge-based assessment

Assessment 2: Content-based assessment Assessment 3: Assessment of candidate ability to plan and

implement instructionAssessment 4: Assessment of internship or clinical

experiencesAssessment 5: Assessment of candidate effect on student

learningAssessment 6: Required, but program’s choiceAssessment 7: Optional & program’s choiceAssessment 8: Optional & program’s choice


Section IV: Assessment #1

Reminder: If state licensure test data are submitted, assessment & scoring guide are not required for submission in Assessment #1 bundle (i.e., if state requires Praxis II exam or state administers their own exam)

If state does not require a licensure test, a content-based assessment must be implemented and be submitted as Assessment 1 (Assessments 1 & 2 MUST address content knowledge, as per NCATE guidelines).

A data table is always a required document in all assessments, including Assessment #1. When using state licensure test data, sub-score data are needed to delineate performance among Elements 1.1 vs. 1.2 vs. 1.3



NCATE requires 80% pass rate of program completers on state licensure exam in most recent academic year to be eligible for NASPE/NCATE program national recognition

Programs are exempt from requirement when – State does not have a required licensure exam or– If program does not have a total of 10 program completers

over the past 3 years



Test data should reflect percentage of candidates who have passed licensure test for each administration period

Most recent administration must also include:– Mean and range of total scores– Mean and range of sub-test scores

Data must be presented for all program completers, even if less than 10 test takers in a given year

Additional information about accessing Praxis II data: http://www.ncate.org/Accreditation/ProgramReview/PraxisIIDataforNCATEStandardOne/tabid/457/Default.aspx

Test data may be scanned if report presents data as outlined above



Reminder: Assessment 3 must provide evidence of candidates’ ability to plan and implement (with K-12 students).

FYI: Reviewers will be seeking that evidence of implementation is from the same plan created by the candidate.

In other words, candidates write a plan (i.e., lesson plan or unit plan) and implement the same plan they wrote with K-12 students.


Section IV: Element 2.2

Element 2.2: *Achieve and maintain a health-enhancing level of fitness throughout the program.

IMPORTANT: Reviewers will be seeking that program implements assessment for Element 2.2 at least 2 times throughout the PETE Program. In other words, candidates must be assessed initially (to determine “achieve”) and assessed at least one more time (to determine “maintain”).

Highly Recommend: Ensure your program has a plan in place for remediation for those candidates who fail to achieve program’s minimal level of acceptable performance relative to Element 2.2. Be sure to state and explain plan in assessment used to provide evidence for Element 2.2 (Assessment 2, 6, 7, or 8).

Possible sources of evidence include but are not limited to thefollowing:• Fitnessgram®• Any approved health-related physical fitness test• Institutional assessment

*TC competence will be defined by the program and assessed accordingly. All programs will ensure that TCs with documented disabilities are allowed and encouraged to use a variety of accomodations and/or modifications to demonstrate competency in movement fundamentals, performance concepts, and fitness based on their ability.


Section IV: Element 3.7

Element 3.7: Demonstrate knowledge of current technology by planning andimplementing learning experiences that require students toappropriately use technology to meet lesson objectives.

Important: K-12 students are expected to be using the technology in order to achieve lesson objective(s); it is not acceptable if the candidate plans and is the only one to use the technology during instruction.

Possible sources of evidence include but are not limited to thefollowing:

• Lesson plan• Unit plan• Work sample• Internship/student teaching or field work assessments


Assessments: Portfolios

Highly Recommend: Avoid using portfolio (hard copy or e-portfolios) data as evidence for meeting NASPE Standards/Elements if possible.

If your program decides to use portfolio (hard copy or e-portfolios) data, ensure data reflects candidates’ ability to meet the targeted element. Often, scoring of portfolios is based on quality of reflection of portfolio artifact, which does not align with the intent of any NASPE Standard or Element. In other words, when a candidate submits a “reflection statement about a portfolio artifact” it is often graded on grammar/spelling and alignment with assignment (e.g., accuracy of alignment of reflection and artifact with NASPE Element) rather than actual ability to plan, teach, assess, etc.


Assessments: General Info. Across ALL 6-8 Assessments

-Peer-evaluated work: NOT acceptable. In other words, data submitted as evidence of candidates’ knowledge/skills must be generated from scoring by a course instructor, university supervisor and/or internship mentor teacher; not a college-level peer practicing a “peer assessment” task.

-Candidate self-assessment data: NOT acceptable. In other words, opportunities for candidates to do a self-evaluation (i.e., dispositions form) is not acceptable evidence for meeting NASPE Standards/Elements.

-Data generated from group work: NOT acceptable. In other words, when candidates work in pairs to plan or implement, it is unclear if data reflects both candidates’ knowledge/skills or only one of the 2 candidates of the pair.


Assessments: General Info. Across ALL 6-8 Assessments

-Candidates’ ability to implement, as per elements under Standards 3, 4 & 5: Implementation MUST be with K-12 students (NOT college-level peers).

-Reminder: Evidence submitted of candidate ability to implement is, in general, expected to be based on a plan written by that same candidate.


Uploading the Assessment Files

Before upload to the PRS website: Create ONE assessment document for each of the 6-8 assessments in Section IV including:

• Narrative• Copy of the Assignment• Scoring guide• Data Table

Remember: Label the assessment document by assessment # and name as it is titled in Section II of Program Report

*An Attachment cannot be uploaded if it exceeds 2 MB (about 17 pages; 4000 characters per page)

*Attachments must be in .doc format (NOT .docx)*Limit of 20 total attachments to PRS file


Section I: Context

Report Compilers:

Attach one document:PETE program of study (A document that outlines courses and experiences required for all TCs to complete the program. Document must include course titles and may be from catalog or advisement sheet.)


Section I: Context

Report Compilers:Complete the following on-line:1. Chart with # of candidates and completers

(Table A in NASPE/NCATE Program Report instruction document)

2. Chart on program faculty expertise and experience (Table B in NASPE/NCATE Program Report instruction document)


Section I: Context

Formatting:-Tables & charts are not permitted when

answering questions 1 & 2 (if a table or chart is necessary, it must be uploaded as a separate attachment; be sure to label accurately)


Focus of the reviewers

In general:-Have TCs mastered the necessary knowledge for

subjects they will teach or jobs they will perform?

-Do TCs meet state licensure requirements?

-Do TCs understand teaching & learning, and can they plan their teaching and fulfill other professional education responsibilities?

-Can TCs apply their knowledge in classrooms & schools?

-Do TCs focus on student learning?



In Section IV:-Do the assessments align with the components of

the NASPE Standard(s) and Element(s)?

-Do the assessments demonstrate meaningful cognitive demands & skill requirements at challenging levels for TCs?

-Are the assessments accurate & free from bias?



In Section IV:

-Do the scoring guides provide clear and distinct levels of TC performance?

-Does the minimal level of acceptable performance, as determined by the program, align with the NASPE Standard(s) and Element(s) it is intended to support?

-Do the data, as reported, indicate the extent to which the TCs meet the NASPE Standard(s) and Element(s)?

-Is the NASPE Standard met? (each element under the standard must be met in order to pass the standard)



Criteria for determining if an element is met:

Target: Fully meets and exceeds element

Acceptable: Meets element; weaknesses may be found, but overall the element is met

Unacceptable: Weaknesses are serious and must be addressed prior to positive rating


Program Review Decisions

National recognition, or

National recognition with Conditions, or

Not Nationally Recognized*

*Refer to the following NCATE document for further details regarding “Guidelines on Decisions”:

http://www.ncate.org/Accreditation/ProgramReview/GuidelinesAndProcedures/GuidelinesonDecisions/tabid/447/Default.aspx


Program Review Decisions:Nationally Recognized

Criteria for making decision:

-The program substantially meets NASPE Standards & every Element

-The program substantially meets NASPE Standards & Elements, but may have some Areas for Improvement (AFI) which are limited to broad programmatic areas


Program Review Decisions:Nationally Recognized with Conditions

Criteria for making decision: The program generally meets NASPE Standards & Elements.

However, one or more conditions must be remediated within 18 months. Conditions are limited to one or more of the following: – Insufficient data to determine if NASPE Standards & Elements are met – Insufficient alignment (e.g., among NASPE Standards/Elements or

scoring guides)– Lack of quality in some assessments or scoring guides – All NASPE Elements are not met – The NCATE requirement for an 80% pass rate on state licensure tests

is not met


Program Review Decisions:Not Nationally Recognized

Criterion for making decision: -The NASPE Standards & Elements that are not

met are serious and more than a few in number OR are few in number but so fundamental that recognition is not appropriate


Assessment Information:Generic Assessments

It will be difficult to use a unit assessment to demonstrate that NASPE Standards & Elements are met (unless it specifically aligns with designated NASPE Standards & Elements, as indicated on the document submitted in the program report)

Options:• Create addendum to the generic assessment (e.g., student teaching

evaluation) to address NASPE Standard(s) & Element(s)• Align assessment & scoring guide with NASPE Standard(s) & Element(s)

(and indicate this alignment in the assessment submitted in the program report)

• Add additional items or directly reference NASPE Standards & Elements on the assessment instrument

See the following NCATE FAQ (“Assessments” question #5) document for further information regarding the use of generic assessments in Program Reports:

http://www.ncate.org/Accreditation/ProgramReview/ProgramReviewFAQ/Assessments/tabid/440/Default.aspx


Assessment Information: Grades

-NASPE/NCATE will accept use of grades as evidence of content knowledge only (Assessment #1 if no state licensure test; or, Assessment #2; or optional assessments #6, #7, #8)

-Grades from required courses of all TCs (no electives)

-Select courses then bundle into one assessment

-Narrative must indicate how program aligns grades with NASPE Standard(s) & Elements(s)

-Need to develop scoring guides for grades using content specific scoring criteriaSee the following NCATE document for further information regarding the use of course grade in Program Reports:

http://www.ncate.org/Accreditation/ProgramReview/GuidelinesAndProcedures/DocumentingCourseGrades/tabid/456/Default.aspx


Assessment Information: Grades

Required Format of Assessment: Part 1: Description of the assessmentPart 2: Alignment with NASPE Standards and ElementsPart 3: Grade policy and minimal level of acceptable TC performancePart 4: Data table(s)

See the following NCATE document for sample alignment charts and data tables:http://www.ncate.org/Accreditation/ProgramReview/GuidelinesAndProcedures/DocumentingCourseGrades/tabid/456/Default.aspx


Section VI: Revised Reports

This section is only completed if program is submitting a revised report for a Not Nationally Recognized decision.

Report Compilers:1. Download the program report form from NCATE website.

2. Describe, in Section VI, what the program has done to address the concerns of reviewers. (FYI: Section VI is only found in revised reports)

3. List all components of the report (in Section VI) that are being resubmitted in the revised report.

4. Prepare the revised assessments of the report for submission.


Submission Process

Submit Program Report at the AIMS/PRS website: http://prs.ncate.org

Requirement: Adobe Acrobat Reader version 7 or higher

FYI: -Converts report to PDF format -Allows for character limits instead of page limits-20 attachments maximum permitted (2 MB maximum per

attachment)


Where Should I Begin? Highly Recommend

1. Analyze PETE curriculum– Where do we assess NASPE Standards & Elements (as written in

Section II of program report)?– How do we assess?– How did TCs perform?– Where are the “gaps” (in standards and/or elements, as found

by completing Section III of program report)?

2. Determine consistent decision points

3. Plan consistent assessments– Limited to 6-8 assessments

4. Plan method for data collection and tracking– Aggregated data


Special Cases: 2 PETE Program Levels

B.A. and MAT Programs:

-Levels may be combined in 1 program report if assessments in each program are identical. These programs would submit a “linked report.” (However, data tables must be disaggregated for TCs in each respective program).

-If sufficient differences among program tracks exist in their assessment structure, content, and/or conceptual frameworks, it might be best to write separate program reports.


Special Cases: Dormant Programs

If 0 TCs are “in the pipeline” and 0 TCs have graduated from the program in the past 3 years:

-Program report NOT required by NCATE

-However, once TCs are admitted, program status changes to reactivated– Programs may choose to submit program report at that

time, or– Submit program report as part of the scheduled unit

accreditation review cycle (whether or not TCs have graduated from the program)


Special Cases: Small Programs

-All programs, regardless of size, must submit a program report if program has had any completers in the past 3 years

-NCATE-imposed state licensure test pass rate does not apply to programs without 10 completers over a 3-year period– However, it is strongly recommended that programs

address interpretation of these data– Consider what might be done programmatically to

improve TC scores


Special Cases: Small Programs

Assessment data for very small programs

-Data do not provide a reliable indicator of program quality

-If TCs perform poorly on a specific assessment – It will be important for program to reflect on why poor performance

occurred– Develop a systematic plan to address such deficiencies in the program

report (Sections IV & V)

-Regardless of program size, TCs still expected to meet NASPE Standards & Elements


Team Component

-Accreditation process calls for concerted teamwork among PETE program faculty to achieve goal of national program accreditation recognition.

-Report compiler’s job is to clearly communicate the program’s stance for each section.

-Importance of creating a detailed timeline with designated initiatives, responsibilities, & deadlines should be maintained to keep program moving in a timely fashion to program report completion.


Team Component

-Designate specific roles & responsibilities– Programmatic changes– Collection of assessment data– Decisions made in preparation for next review cycle

-Programs must determine a “collection system” to secure aggregated data efficiently and effectively

-Distribute responsibilities equally among program faculty rather than a single, individual decision.


Team Component and Timeline

-Time to begin preparing for next NASPE/NCATE review is immediately following conclusion of previous cycle

-Reflect on self-study of program assessment data & NASPE/NCATE reviewer feedback

-Make planned programmatic changes to address deficiencies

-Discuss, develop, & implement changes by PETE program faculty as a whole


TimelineSemester of NCATE

Visit to the Institution Program Reports Due Date Recognition Report Due Back to Institution

Fall 2012 Sept. 15, 2010; March 15, 2011

Feb. 1, 2011Aug. 1, 2011

Spring 2013 March 15, 2011 Aug. 1, 2011

Fall 2013 Sept. 15, 2011 Feb. 1, 2012

Spring 2014 March 15, 2012 Aug. 1, 2012

Fall 2014 March 15, 2012Sept. 15, 2012

Aug. 1, 2012Feb. 1, 2013

Spring 2015 March 15, 2012Sept. 15, 2012

Aug. 1, 2012Feb. 1, 2013

Fall 2015 Sept. 15, 2012 Feb. 1, 2013

Spring 2016 March 15, 2013Sept. 15, 2013

Aug. 1, 2013Feb. 1, 2014

Fall 2016 Sept. 15, 2013 Feb. 1, 2014Tab Uhrich, Towson University

Important Considerations

Faculty roles in program review and report writing process:

-Strongly recommend a senior, tenured faculty member be designated to coordinate or direct the process– Conflict of assigning a non-tenured, tenure track faculty

member in this leadership role(Possible lack of scholarly activity due to overwhelming time commitment demands…possibly resulting in impact on tenure & promotion decision)


Important Considerations

TC artifacts (i.e., sample copy of candidate’s work such as lesson plan or written assignment):

-NOT included in program report (syllabi are also NOT included in the program report)

-However, important to maintain a collection of appropriate artifacts that demonstrate TC performance relative to corresponding assessments & related data for on-site institutional NCATE and/or state program approval visit


Further Reading & Resources

1. National Association for Sport and Physical Education (2009). National standards and guidelines for physical education teacher education (3rd ed.). Reston, VA: Author.

2. Guidelines for preparing an NCATE Program Report:http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/

PreparingAnNCATEProgramReport/tabid/449/Default.aspx

3. Checklist for Evaluating Key Assessments:http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/

KeyAssessmentsAndProgramReports/tabid/455/Default.aspx

4. Guidelines for Using & Documenting Course Grades:http://www.ncate.org/Accreditation/ProgramReview/GuidelinesAndProcedures/

DocumentingCourseGrades/tabid/456/Default.aspx

5. Obtaining & Documenting Praxis II Data:http://www.ncate.org/Accreditation/ProgramReview/

PraxisIIDataforNCATEStandardOne/tabid/457/Default.aspx


Further Reading & Resources

6. Program Report Examples:http://www.ncate.org/Accreditation/ProgramReview/

ProgramReviewResources/ProgramReportExamples/tabid/459/Default.aspx

7. Examples of Assessments:http://www.ncate.org/Accreditation/ProgramReview/ProgramReviewResources/

SPAAssessmentLibrary/tabid/460/Default.aspx

8. Guidelines for preparing Response to Conditions Program Report : http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/ResponsetoConditionsReport/tabid/454/Default.aspx

9. Guidelines for preparing Revised Program Report: http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/RevisedProgramReports/tabid/453/Default.aspx

10. Frequently Asked Questions: http://www.ncate.org/Accreditation/ProgramReview/ProgramReviewFAQ/

tabid/436/Default.aspx


Questions? Need Help?

Contact Information:

1. NASPE or NCATE questions? Contact Kristin Cipriani at NASPE E-mail: [email protected]

2. About this presentation? Contact Tab Uhrich at Towson UniversityE-mail: [email protected]
