STANDARD 4A:  PROGRAM DESIGN

Standard 4.A.  Conceptual Framework

Criteria

Unmet

Met

Exemplary

Examples of Evidence

The Conceptual Framework establishes the shared vision for the unit's efforts in preparing educators to work effectively in P-12 schools. The Conceptual Framework:

·  Publications, i.e., syllabi, hand-books, orientation, web, assessments, etc.

A.     Provides coherence among curriculum, instruction, field experiences, clinical practice, candidate assessment, and program evaluation;

The Conceptual Framework appears separate and disjointed from the workings of the program.

Curriculum, instruction, field experiences, clinical practice, candidate assessment, and program evaluation are aligned to the Conceptual Framework.

Coherence and alignment are evident in all elements of program design.

B.    Establishes the philosophy, purpose, goals and standards of the program or unit;

No evidence that faculty or students are aware of the Conceptual Framework.

The Conceptual Framework is used to communicate the philosophy, purpose, goals, and standards of the program or unit.

Faculty and staff share in the development and review of the Conceptual Framework.

The Conceptual Framework is present and clearly articulated in program communications.

The Conceptual Framework defines a philosophy of professionalism and service that guides decisions and collaboration.

The Conceptual Framework is observed through both formal and informal communications and behaviors of faculty, staff, and candidates.

·  Candidates and faculty articulate how the program “fits together;”

·  Publications

C.   Reflects renewing commitment to current research and best practices; and

The Conceptual Framework is dated with little evidence of recent intentional reflection on or alignment to research or best practices.

The Conceptual Framework is periodically revisited to assure alignment to current research and best practices.

The program collects evidence and engages in analysis of the effectiveness of the Conceptual Framework in guiding and maintaining coherence.

·  Alignment docs

·  Studies, references

·  Renewal docs

D.     Supports the state's goals for P12 student learning and program approval Standard V.

The Conceptual Framework is poorly connected to the state’s learning goals and/or Standard V.

The Conceptual Framework is consistent with and aligns with the state's goals for P12 student learning and Standard V. The CF is intentionally reviewed and reflected upon to assure coherence with the state goals and Standard V.

Faculty are knowledgeable about the connection of the program’s Conceptual Framework to the state’s learning goals and program approval Standard V.

Faculty invest in service to inform the state’s learning goals and program approval standards.

·  Alignment docs

·  Renewal docs

·  Faculty service

Standard 4.B. Transition Elements

Criteria

Unmet

Met

Exemplary

Examples of Evidence

A.     Programs recruit, admit, retain, and transition candidates to the field that

1.         Demonstrate the content and pedagogical knowledge and skills for success as educators in schools;

2.         Demonstrate the dispositions of a professional educator;

3.         Address the state and partner districts’ goals for diversifying the workplace;

4.         Meet the content areas identified by workforce data of the state and region. 

Evidence is inconsistent or not triangulated to show intentional and aligned design of practices in recruitment, ad-missions, retention, and/or transition to field.

The program includes the following aligned structural elements:

·         Recruitment

·         Admission

·         Retention

·         Exit Requirements;

The program has made consistent efforts to recruit promising candidates from a range of diverse peoples and roles.

The program’s efforts in recruitment, admissions, retention, and transition are comprehensive, personalized, and effective.

·  Aggregated and disaggregated data WEST-E and WEST-B

·  Personalized learning and/or intervention plans

·  Program redesign documents

·  Disposition assessments

·  Regional/district needs assessments

B.    Learner expectations for program requirements, progression, and completion are identified, published, and accessible.

Candidates and/or faculty report difficulty in finding or understanding the learner expectations.

Candidates and faculty report finding the expectations clear and available when needed. 

Candidates and faculty understand the progression of learning and can readily locate program materials.

·         Web, handbooks, syllabi, and other publications

·         Candidate interviews

C.   Faculty regularly review recruitment and retention data for effectiveness of program in meeting the diversity and content goals of the state, program, and partner districts.     

              1.      Programs create and implement a recruitment and retention plan in response to data;

         2.       Programs annually report the data, the plan, and proposed modifications to the Professional Educator Advisory Board and other stakeholder groups supporting the program’s efforts.

No evidence that faculty review effectiveness of recruitment or retention efforts.

Evidence of community stake-holder involvement in the recruitment or retention of candidates to meet the diversity or content goals is inconsistent or not triangulated.

The program has developed a plan and procedures for recruitment and retention based on data and analysis of program effectiveness.

The program considers candidates’ backgrounds and experiences in optimizing the education of the candidates.

Programs report their progress in meeting recruitment and retention goals to the PEAB and other stakeholder groups invested in the program’s efforts.

The plan and procedures are regularly reviewed by both faculty and stakeholder groups for effectiveness. 

The program seeks input from stakeholder groups of underrepresented populations to inform recruitment and retention practices.

·  Self-study

·  Student feedback surveys

·  Reports to stakeholders

·  Renewal designs

·  Recruitment and retention plans

Standard 4.C.  Field Experiences and Clinical Practices

Criteria

Unmet

Met

Exemplary

Examples of Evidence

A.    The program(s) and its school partners design, implement, and evaluate field experiences and clinical practices.

Candidates are placed but there is inconsistent  evidence of collaboration with P12 on the design or evaluation of field experiences

Placements and field experiences are intentionally coordinated and evaluated with P12 partners.

The field placements and clinical practices help P-12 partners meet their school improvement goals.

·  Partnership activities and agreements

·  Coordinated evaluation

·  Collaboration on placements

B.     Field experiences are integrated throughout the preparation program.  

            1.      Field experiences provide opportunity to plan, practice and reflect on methods of instruction and differentiation;

            2.      Field experiences provide opportunity to work in communities or with populations dissimilar to the background of the candidate.

            3.      Faculty supervision including on-site visits will be provided on an on-going basis

There is insufficient opportunity for candidates to practice, reflect, and receive feedback.

Field experiences are disconnected from coursework.

There is insufficient opportunity for candidates to practice and reflect upon their work with diverse populations.

Candidates’ clinical experiences occur throughout the program.

Candidates’ clinical work is integrated with coursework.

Candidates experience and reflect upon teaching and learning (or counseling) in a culture new to them.

Candidates receive ongoing feedback from faculty in their field placement.

Candidates, faculty, and field supervisors are a part of the school’s professional development and student learning strategies.

Candidates have a range of experiences that increase their knowledge of teaching and learning (or counseling) across cultures.

The program studies the effectiveness of the field placements, supervision, and integration with courses.

·  Alignment between placements and methods courses

·  Field handbooks

·  Supervision guidelines

·  Field assessments

·  Field seminar syllabi

·  Placement records

·  Candidate reflections on experiences in diverse communities

C.   Mentors are instructional leaders identified collaboratively with the partner school or district.

            1.    Mentors and principals are provided with a set of internship expectations;

            2.    Mentors receive or provide evidence of training on mentoring of adult learners;

            3.    Mentors must be fully certificated school personnel and have a minimum of three years of professional experience in the role they are supervising.   

            4.   Effectiveness of mentor preparation and communication are reviewed annually by faculty.

Candidates report placements with poor models or there has been insufficient support.

Assessment of effectiveness of placements, mentoring, or mentor training is not a regular part of faculty or program responsibilities.

Candidates receive mentoring from educators identified as instructional leaders by the school or district.

Internship expectations provided to P12 administration and mentors are clear and updated.

Mentors are trained in coaching and adult learning.

Faculty annually review effectiveness of the placements, mentoring, and mentor training.

The program and its partners assure candidates are mentored and provided with models of effective practice.

Programs and P12 partners design, engage in, and study innovative and sustainable practices for mentoring and professional development.

·  Mentor training documents

·  Mentor training assessment & plan

·  Redesign based on needs assessment and agreements

·  Innovative structures and practices

·  Research on field activities

·  Data on responsiveness to partner needs

D.     All Washington educator preparation programs operating field experiences in Washington state shall establish and maintain field placement agreements with all school districts in which candidates are placed for field experiences leading to certification or endorsement per WAC 181-78A-125 .

Placement agreements are inconsistently applied, outdated, and/or ineffective in defining the norms of effective placements.

Placement agreements are in place and recently reviewed.

The program and its partners define and uphold mutually beneficial norms, agreements, and vision for placement and support of interns. These agreements reflect ongoing dialogue on how the program and its candidates fit into the student learning, workforce, and professional development strategies of both P12 and higher ed.

E.     Entry and exit criteria and a process for mitigating concerns during clinical practice are provided for candidates, the principal, and the mentor.

Candidates and/or faculty are unaware of the criteria for field experiences.

Faculty and/or candidates are unaware of a process for mitigating problems.

Entry and exit criteria are clear, published, and known to candidates and faculty.

The processes for mitigating concerns are known and followed.

Faculty are explicit in their modeling of effective and culturally relevant communication of expectations and problem solving strategies, guiding candidates to reflect upon their professional growth and apply similar strategies in the field with P12 students.

·  Problem-solving or decision-making training and protocol

·  Trail or timeline of decisions and follow-up

·  Evidence of candidates applying problem-solving protocol in P12 classrooms

A.      Teacher programs:

(i)       Programs shall administer the pedagogy assessment adopted by the professional educator standards board to all candidates in a residency certificate program.

(ii)     (B) Clinical practice (defined as supervised planning, instruction, and reflection) for teacher candidates should consist of no less than 450 hours in classroom settings.

Out of Compliance

In Compliance

B.      School counselor programs

(i)       Candidates complete a supervised internship in the schools that includes a minimum of 400 hours of on the job professional service and one hour per week of individual supervision provided by the mentor.

(ii)     Prior to the internship, the candidate will complete a faculty supervised practicum (a distinctly defined clinical experience intended to enable the candidate to develop basic counseling skills and integrate professional knowledge).

Out of Compliance

In Compliance

C.      School psychology programs

(i)       (A) Candidates complete a supervised internship in the schools that includes a minimum of 1200 hours of on the job professional service and one hour per     week of individual supervision provided by the mentor.

(ii)     (B) Prior to the internship, the candidate will complete a faculty supervised practicum (a distinctly defined clinical experience intended to enable the candidate   to develop basic school psychology skills and integrate professional knowledge).

Out of Compliance

In Compliance

D.      Administrator Programs

(i)       The internship for administrators shall take place in an education setting serving under the general supervision of a certificated practitioner who is performing in the role for which certification is sought.

(ii)     Components of the required internship shall include demonstration by the candidate that he or she has the appropriate, specific relevant skills pursuant to WAC 181-78A-270.

(iii)    An approved preparation program for superintendents shall require an internship of at least three hundred sixty hours.  

(iv)    (D) An approved preparation program for principals shall require for those persons beginning their internship August 1, 2009, and after, an internship which requires practice as an intern during the full school year. A "full school year" shall mean five hundred forty hours of which at least one-half shall be during school hours, when students and/or staff are present: Provided further, That an approved preparation program for principals shall require an internship that shall include demonstration by the candidate that she or he has the appropriate, specific skills pursuant to the standards identified in WAC 181-78A-270 (2) and meets, at minimum, the standards-based benchmarks approved and published by the professional educator standards board. The benchmarks may not be changed without prior professional educator standards board approval.

Out of Compliance

In Compliance

Standard 4.D.  Program and Faculty Collaboration

Criteria

Unmet

Met

Exemplary

Examples of Evidence

1.     Faculty within the program and the unit collaborate for continuous program improvement.

Faculty have little input or opportunity to collaborate on analysis of data or goal setting

Faculty collaborate within the institution to set goals, design program, and assess progress.

Faculty collaboration for continuous improvement is an ongoing, data driven habit of practice.

·  Strategic plans and work plans

·  Timelines, Gantt, SWOT, or work plans showing benchmarks and decisions with stakeholder input;

2.     Teacher program faculty collaborate with content area specialists; Administrator, Superintendent, School Psychology, and School Counselor faculty collaborate with other educator roles.

Inadequate collaboration with subject matter experts or across educator roles negatively affects program design and candidates’ preparation in content instruction and/or collaboration in P12 settings.

The teacher program faculty collaborates with subject matter experts to align with state and national standards and inform program decisions; faculty collaborate with other educator preparation roles.

The program participates in determining the direction of content area standards at the state and/or national level; cross program collaboration is ongoing with evidence of informing program design and candidate preparation to collaborate in P12 settings.

·  Feedback, assessment, and redesign, as a result of collaboration

·  Vitae or citations of collaborators

3.    Programs collaborate with P-12 schools to assess and respond to workforce, student learning, and professional development needs.

Little or unsubstantiated evidence that the program collaborates or responds to the needs of P-12 schools

The faculty collaborates with schools, districts, and organizations, that serve P12 students.

The program and its school and community partners have a sustained shared vision of their roles in workforce development, professional development, and student learning that are cost, resource, and service effective.

·  Video clips, media presence

·  Agreements

·  Design elements in response to P-12

4.  Faculty collaborate with members of the broader professional community.

·         Media

·         Published works

Program Designs

5.     Faculty collaborate with members of under-represented populations for program improvement.

Collaboration with under-represented groups is insufficient to positively influence program improvement

Faculty engage in community dialogue with members of under-represented groups, requesting input to inform program improvement.

The program proactively finds opportunities to be influenced by members of under-represented populations, resulting in evidence of increased effectiveness in meeting its goals.

·  Video clips, media presence, blog posts

·  Case studies

·  Influences on program design

·  Structure of collaboration

Standard 4.E: Diversity

Criteria

Unmet

Met

Exemplary

Examples of Evidence

A.     Candidates have significant interactions with diverse populations including colleagues, faculty, P-12 practitioners, and P-12 students and families.

1.   Candidates reflect on interactions with diverse populations in order to integrate professional growth in cultural competency as a habit of practice.

2.      Candidates integrate their cultural and linguistic backgrounds into classroom activities in order to build the multicultural capacity of the preparation program cohort.

Candidates have limited opportunities for interaction across cultures in program or with students and families of diverse cultures.

Growth in cultural competency does not extend beyond a multicultural ed. course or Title I placement.

Candidates report opportunity to incorporate their funds of knowledge into coursework or influence the cultural awareness of the cohort or community

Candidates report having significant interactions, including guided reflection, across cultures as an intentional component of the program and in their field experiences.

Candidates have opportunities to reflect upon their own attitudes and to plan for growth in cultural competence.

Candidates’ funds of knowledge inform cohort learning and behaviors, curriculum, courses, and field experiences.

Candidates and faculty articulate a broad definition of culture and diversity that includes socio-economic, gender, ethnicity, race, and exceptionalities.

Evidence that candidates’ interactions across cultures positively influence educational decisions and student learning.

Candidates’ funds of knowledge influence personalized learning, inform cohort and program capacity, and extend to service in the greater community.

Candidates are actively engaged in their program and in the community to positively impact the achievement gap and increase multicultural capacity of the organizations and community.

·  Broad definition of culture in documents and in action

·  Community and field placement activities

·  Candidate reflections

·  Candidate work samples

·  Syllabi

·  Interviews

·  Professional Growth Plans

·  Placement and hiring data disaggregated by historically marginalized

B.    Faculty model equity pedagogy through

1.      interaction with diverse populations,

2.      reflective practice on their own professional growth in cultural competency,

3.      culturally relevant communication and problem-solving, and

4.         personalized instruction that addresses cultural and linguistic backgrounds.

Faculty are unaware of the need for or feel ill prepared to implement the elements of an equity pedagogy.

Faculty report having few interactions with diverse populations.

There is evidence of candidates feeling marginalized.

Faculty model professional discourse across cultures.

Faculty model reflective practice on their own professional growth in cultural competency.

Candidates report that faculty model relevant instruction and problem-solving.

Faculty revise instruction and communications to eliminate marginalization and increase candidate affiliation.

Faculty study and take a leadership role in advocating for and modeling equity pedagogy.

Faculty seek to be influenced by the teaching and learning needs of cultures unfamiliar to them.

·  Faculty professional development opportunities

·  Faculty and candidate professional growth plans

·  Actions showing candidate, faculty, families and community members from historically marginalized groups’ influence on curriculum and pedagogy

·  Redesign based on qualitative data

·  Faculty and candidate interviews