Ncss-Ncate Report On

HOW TO PREPARE AN NCSS NATIONAL RECOGNITION REPORT Initial Preparation of Social Studies Teachers National Council for the Social Studies (NCSS)

NCATE recognition of this program is dependent on the review of the program by representatives of the National Council for the Social Studies.

This report is in response to a(n):

*Initial Review ¨ *Revised Report ¨ *Response to Condition

* ______[insert name of institution submitting the program report along with the state in which it is located]

*______[insert date of review: Month/Day/Year]

*Program(s) Covered by Program Type *Award or Degree this Review: Level(s) Initial teacher license in field Write the name of the program ¨ Baccalaureate here as described under “Title of This is the only type for which the NCSS ¨ Post-baccalaureate the state license for which is approved by NCATE to review. ¨ Master’s candidates are prepared”. Add the level of licensure or the grades These are the only levels for encompassed by the license. which the NCSS is approved by NCATE to review.

PART A—RECOGNITION DECISION (see Section G for specifics on decision)

A.1—SPA Decision on NCATE recognition of the program(s):

¨ Nationally-recognized ¨ Nationally-recognized with conditions [18 months to report again] ¨ Not nationally-recognized

1 A.2—Test Results (from information supplied in Assessment #1, if applicable)

The program meets or exceeds an 80% pass rate on state licensure exams: Yes ¨ No ¨ Not applicable ¨ Not able to determine

Comments: If “yes”, show where the data was found. If “no”, give the reasons why the 80 per cent rate was not met; if “not applicable”, quote an NCATE or institutional statement why such is the case.

A.3—Summary of Strengths: If a part of the review has not been referred to as leading to a “condition”, describe it here as met or as a strength. Strengths could involve the 80 per cent pass rate on the state licensure examination, licensure testing sub-score evidence, candidate content knowledge assessment evidence, candidate ability to do lesson and unit planning, performance evidence, candidate ability to assess the outcomes of instruction, the character of the methods course, the educational personnel associated with the program, and the institution’s use of the report to improve candidate and program performance, preferably in that order (the order by which they appear in the report).

PART B—STATUS OF MEETING SPA STANDARDS M = Met NM = Not Met

Specific Specific Specific Specific NCSS Standards Program or Program or Program or Program or Level1 Level Level Level THEMES Standard 1.1. Culture and Cultural M or NM Diversity. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of culture and cultural diversity. Comment: Place comments with the first standard to which they apply; then, say “See comment for Standard 1.1 above”, etc. for each subsequent standard for which the statements are applicable. Possible statements based on past experience are:

Licensure testing evidence: Although general scores from the PRAXIS II test of social studies content knowledge are useful to determine the general passing rate, they are not specific to each standard, so they cannot, by themselves, show if candidates understand the content of the individual standards.

Licensure assessments include sub-scores (ETS calls them “categories”) on PRAXIS applicable to each standard. PRAXIS sub-scores are provided to candidates and are provided to institutions with

1 More than one column may be used for standards decisions if the program report encompasses more than one program.

2 Specific Specific Specific Specific NCSS Standards Program or Program or Program or Program or Level Level Level Level more than ten test-takers by Educational Testing Service for Behavioral Sciences (Standards 1.1, 1.4, and 1.5), United States history (1.2), world history (1.2), geography (1.3), civics/government (1.6 and 1.10), and economics (1.7).

For Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, and 1.10 the quartile PRAXIS scores given are not appropriate performance evidence. The reviewers’ understanding is that quartile scores represent all students who indicated that they had attended your institution; thus they represent institutional data rather than data on teacher education candidates who were recommended for certification by your institution. The expected sub-scores indicate your candidates’ actual sub-scores for each appropriate standard.

State testing evidence for social studies content knowledge is needed for a cohort of candidates on the New York Content Specialty Test (CST) for social studies. Both the general score as well as sub-scores are needed for history (Standard 1.2), geography (Standard 1.3), government and civics (Standards 1.6 and 1.10), and economics (Standard 1.7).

Candidate sub-scores from high to low should be placed in a table in Assessment 1 and a summary applicable to each standard should be explained in the narrative for Assessment 1.

Content evidence: Content evidence may involve whole courses where the entire course is applicable to a given standard, units or segments of courses applicable to a given standard, or other assessed candidate content activities. How do the course(s) listed facilitate candidates’ understanding of the basic scholarly concepts of xxxx (in this case, primarily anthropology)?

For post-baccalaureate and master’s degree teacher preparation programs, describe the assessment used to determine that candidates have adequate content background in each standard. This is done best by showing how advising sheets are aligned with each standard and reporting candidate performance in those courses or portions of courses.

A summary of course title, descriptions, or unit descriptions should be placed in the “Context section” of the report. A program sheet/advising sheet outlining the candidates’ course of study should be submitted as an attachment.

Assessment of candidate knowledge of content: Assessments of candidate knowledge of content include grades OR assessments on applicable units or segments of the courses listed under pedagogical evidence for each standard. Course grades where the whole course is applicable to the standard OR applicable unit or segment of course assessments, where only part of a course is applicable to a given standard, are especially crucial to standards where external assessment data may not be available. However, there are also other means by which assessment of candidate knowledge of content can be collected. If so, the program needs to clearly indicate how the data provides evidence of candidates’ knowledge of content relevant to the standard.

Candidate scores from high to low should be placed in a table in Assessment 2 and a summary applicable to each standard should be explained in the narrative for Assessment 2.

3 Specific Specific Specific Specific NCSS Standards Program or Program or Program or Program or Level Level Level Level

Candidate planning evidence: Planning evidence is data that candidates can write satisfactory lesson and unit plans. A successful program need not provide planning evidence standard-by- standard, but, for NCSS purposes, planning evidence should relate to social studies instruction.

Candidate scores from high to low should be placed in a table and a summary applicable to social studies instruction should be explained in the narrative for Assessment 3.

Evidence of candidates’ ability to teach content relevant to the NCSS Standards: A summary of cooperating teacher and university supervisor assessments of candidates’ abilities to teach real students in real classrooms the content applicable to NCSS Standards is required here. While the report need not address each standard, data should clearly address the candidate’s ability to teach relevant content. A single score reflecting the candidate’s final grade in student teaching or an internship does not meet the needs of this assessment. The format for performance evidence could include adding at least the following to the institution’s more generic student teaching evaluation or assessment form:

the title of each standard; possibly, a brief description of the content included in each standard; a rubric similar to the rubric for the generic student teaching assessment form by which each cooperating teacher and university supervisor assesses the candidate’s ability to teach content applicable to each standard.

An example of planning and performance evidence rubrics is available on the NCSS website (www.ncss.org). Assessment of student learning data could also be added to these rubrics.

While a rubric for collecting performance data has been developed, no data has been collected to provide evidence for this standard.

Candidate scores from high to low should be placed in a table in Assessment 4 and a summary applicable to each standard or that addresses the strength of candidates ability to convey knowledge relevant to the standards should be explained in the narrative for Assessment 4.

Assessment of student learning outcomes: Assessment of candidate’s ability to assess the outcomes of their instruction of actual students in actual classrooms is best done by the candidates’ analysis of pre test-post test data based on a unit they had taught.

Candidate scores from high to low could be placed in a table and a summary applicable to the degree to which students learned from instruction by the candidate should be explained in the narrative for Assessment 5.

(Bear in mind that your comments will have to be tailored to the actual situation of the program report.)

4 Specific Specific Specific Specific NCSS Standards Program or Program or Program or Program or Level Level Level Level Standard 1.2. Time, Continuity, M or NM and Change. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of time, continuity, and change. Comment: See comments in Standard 1.1 above. How do the course(s) listed facilitate candidates’ understanding of the basic scholarly concepts of the history of the United States, western civilization, and non-western society? Standard 1.3. People, Places, and M or NM Environment. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of people, places, and environment. Comment: See comments in Standard 1.1 above. How do the course(s) listed facilitate candidates’ understanding of the basic scholarly concepts of geography? Standard 1.4. Individual M or NM Development and Identity. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individual development and identity. Comment: See comments in Standard 1.1 above. How do the course(s) listed facilitate candidates’ understanding of the basic scholarly concepts of psychology? Generally a course in Educational or Adolescent Psychology would not meet the needs of this standard. Standard 1.5. Individuals, Groups M or NM and Institutions. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individuals, groups, and institutions. Comment: See comments in Standard 1.1 above. How do the course(s) listed facilitate candidates’ understanding of the basic scholarly concepts of sociology? Standard 1.6. Power, Authority, ? M or NM and Governance. Candidates in

5 Specific Specific Specific Specific NCSS Standards Program or Program or Program or Program or Level Level Level Level social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of power, authority and governance. Comment: See comments in Standard 1.1 above. How do the course(s) listed facilitate candidates’ understanding of the basic scholarly concepts of political science? Standard 1.7. Production, M or NM Distribution, and Consumption. Candidates in social studies should possess the knowledge, capabilities, and disposition to organize and provide instruction at the appropriate school level for the study of production, distribution, and consumption of goods and services. Comment: See comments in Standard 1.1 above. How do the course(s) listed facilitate candidates’ understanding of the basic scholarly concepts of micro- and macro-economics? Standard 1.8. Science, M or NM Technology and Society. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of science, technology and society. Comment: This standard expects candidates to understand the manner by which science and technology have enhanced or threatened the development of human society. Often a unit in U.S. or world history courses on the “Industrial Revolution” is sufficient to meet the content expectations of this standard. How do(es) the course (or courses) listed meet this standard? If a segment of a course is indicated as meeting this standard, the grade or other determination of candidate knowledge for that portion of the course should be provided. In general, educational technology application courses do not meet the expectations of this standard. Standard 1.9. Global M or NM Connections. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of global connections and interdependence. Comment: See comments in Standard 1.8 above. This standard expects candidates to understand that our planet has been exposed to an ever-increasing human interdependence in a world made smaller by improvements in communication, transportation, marketing, and trade.

6 Specific Specific Specific Specific NCSS Standards Program or Program or Program or Program or Level Level Level Level Standard 1.10. Civic Ideals and M or NM Practices. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civic ideals and practices. Comment: See comments in Standard 1.1 above. How do the course(s) listed facilitate candidates’ understanding of the basic ideals of American democracy? In general, a basic political science course usually meets the expectations of this standard. 2.0 SOCIAL SCIENCE DISCIPLINES Standard 2.1. History. Candidates NA or M or who are to be licensed to teach NM history at all school levels should possess the knowledge, capabilities, and dispositions to organ ize and provide instruction at the appropriate school level for the study of history. Comment: See comments in Standard 1.1 above. How do the course(s) listed facilitate candidates’ understanding of the basic scholarly concepts of history? Standard 2.2. Geography. NA or M or Candidates who are to be NM licensed to teach geography at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of geography. Comment: See comments in Standard 1.1 above. How do the course(s) listed facilitate candidates’ understanding of the basic scholarly concepts of geography? ______Standard 2.3. Civics and NA or M or Government. Candidates who are NM to be licensed to teach civics and/or government at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civics and government.

7 Specific Specific Specific Specific NCSS Standards Program or Program or Program or Program or Level Level Level Level Comment: See comments in Standard 1.1 above. How do the course(s) listed facilitate candidates’ understanding of the basic concepts of civics and government? Standard 2.4. Economics. NA or M or Candidates who are to be NM licensed to teach economics at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of economics. Comment: See comments in Standard 1.1 above. How do the course(s) listed facilitate candidates’ understanding of the basic scholarly concepts of economics? Standard 2.5. Psychology. NA or M or Candidates who are to be NM licensed to teach psychology at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of psychology. Comment: See comments in Standard 1.1 above. How do the course(s) listed facilitate candidates’ understanding of the basic scholarly concepts of psychology? 3.0 PROGRAMMATIC STANDARDS FOR INITIAL LICENSURE Standard 3.1. Course or Courses M or NM on Teaching Social Studies. Institutions preparing social studies teachers should provide and require prospective social studies teachers to complete a course or courses dealing specifically with the nature of the social studies and with ideas, strategies, and techniques for teaching social studies at the appropriate licensure level. Comment: This standard is designed to solicit evidence that there is (are) methods course(s) specifically devoted to social studies instruction. The methods course(s) must emphasize the candidate’s ability to instruct students in using a variety of strategies for the subject-matter of each of the ten content standards, in lesson and unit planning, in the ability to assess the outcomes of instruction, and is appropriately sensitive to the use of a variety of approaches to instruction as well as to the potential diversity of common school social studies classrooms in the United States. A generic methods course will not satisfy this standard. What are the social studies credentials of the methods course instructor(s) (Attachment B)? Standard 3.2. Qualified Social M or NM Studies Faculty. Institutions

8 Specific Specific Specific Specific NCSS Standards Program or Program or Program or Program or Level Level Level Level preparing social studies teachers should provide faculty in the social studies and social studies education components of the program who are recognized as (a) exemplary teachers, (b) scholars in the fields of social studies and social studies education, and (c) informed about middle and secondary school classrooms and teaching. Comment: This standard expects that college and university personnel directly associated with the program (methods course instructors, college and/or university supervisors, and other educational personnel) will be appropriately-qualified social studies educators; that the college or university supervisors involved have been successful social science or social studies educators (see Attachment B), and that the cooperating teachers involved are licensed and experienced in social studies education. Utilizing only generalist supervisors of social studies student teaching is NOT favorably regarded by the NCSS.

PART C—EVALUATION OF PROGRAM REPORT EVIDENCE

C.1—Candidates’ knowledge of content. NCSS standards addressed in this entry could include Standards #1.1-#1.10, #2-1-#2.5, and #3.1-#3.2. Information from Assessments #1 and #2 should provide primary evidence in this area. (Assessments #6-#8 may also focus on content knowledge.)

For licensure testing evidence (Assessment 1):

Although general scores from the PRAXIS II test of social studies content knowledge are useful to meet the 80 per cent pass rate criterion of NCATE, they are not specific to each standard, so they cannot, by themselves, show if candidates understand the content of the individual standards.

External assessments include sub-scores on PRAXIS applicable to each standard. PRAXIS sub- scores are provided to candidates and are provided to institutions with more than ten test-takers by Educational Testing Service for Behavioral Sciences (Standards 1.1, 1.4, and 1.5), United States history (1.2), world history (1.2), geography (1.3), civics/government (1.6 and 1.10), and economics (1.7).

For Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, and 1.10 the quartile PRAXIS scores given are not appropriate performance evidence. The reviewers’ understanding is that quartile scores represent all students who indicated that they had attended your institution; thus they represent institutional data rather than data on teacher education candidates who were recommended for certification by

9 your institution. The expected sub-scores indicate your candidates’ actual sub-scores for each appropriate standard.

State testing evidence for social studies content knowledge is needed for a cohort of candidates on the New York Content Specialty Test (CST) for social studies. Both the general score as well as sub-scores are needed for history (Standard 1.2), geography (Standard 1.3), government and civics (Standards 1.6 and 1.10), and economics (Standard 1.7).

An array of candidate sub-scores from high to low should be placed in a table or chart and a summary applicable to each standard could be explained in the narrative description for Assessment 1.

For content assessment evidence (Assessment 2):

Internal assessments include grades OR assessments on applicable units or segments of the courses listed under pedagogical evidence for each standard in the Context statement. Course grades OR applicable unit assessments are especially crucial to standards where external assessment data may not be available.

For post-baccalaureate and master’s degree teacher preparation programs, describe the assessment used to determine that candidates have adequate content background in each standard. This is done best by showing how advising sheets are aligned with each standard and by reporting candidates’ performance in relevant courses already taken and in any courses or experiences prescribed to meet identified deficiencies.

An array of candidate scores from high to low should be placed in a table or chart and a summary applicable to each standard could be explained in the narrative description for Assessment 2.

C.2—Candidates’ ability to understand and apply pedagogical and professional content knowledge, skills, and dispositions. NCSS standards that could be addressed in this assessment include Standards #1.1-#1.10, #2-1-#2.5, and #3.1-#3.2. Information from Assessments #3 and #4 should provide primary evidence in this area. (Assessments #6-#8 may also focus on pedagogical knowledge, skills, and dispositions.)

For lesson and unit planning evidence (Assessment 3):

This category expects that the institution will have developed rubrics for assessing that each candidate can prepare meaningful lesson and unit plans. An array of candidate scores from high to low should be placed in Assessment 3 and a description of the salient data should be explained in the narrative description for Assessment 3. This data need not be addressed standard by standard.

For performance evidence (Assessment 4):

A summary of university supervisor and/or cooperating teacher assessments of candidates’ abilities to teach real students in real classrooms the content applicable to each standard is

10 required here. The format for performance evidence would include adding at least the following to your institution’s more generic student teaching evaluation or assessment form: The program need not provide this evidence standard by standard, but the emphasis is on teaching content relevant to the social studies and we prefer that they not use the generic final grade for student teaching or internships.

the title of each standard; possibly a brief description of the content included in each standard; a rubric similar to the rubric for the generic student teaching assessment form by which each university supervisor or cooperating teacher assesses the candidate’s ability to teach content applicable to each standard.

An example of performance evidence rubrics is available on the NCSS website (www.ncss.org). This example also contains planning evidence rubrics. It can be modified to include assessment of student outcomes also.

While a rubric for collecting performance data has been developed, no data has been collected to provide evidence for this standard

An array of candidate scores from high to low should be placed in a table or chart and a summary applicable to each standard could be explained in the narrative description for Assessment 4.

C.3—Candidate effects on P-12 student learning. NCSS standards that could be addressed in this assessment include but are not limited to Standards #1.1-#1.10, and #2-1- #2.5. Information from Assessment #5 should provide primary evidence in this area. (Assessments #6-#8 may also focus on student learning.)

For candidate’s effects on student learning (Assessment 5): This assessment assumes that the program has developed rubrics for assessing the candidate’s ability to meaningfully assess the outcomes of his or her own instruction. The strongest evidence comes from the candidate’s analysis of pre test-post test data drawn from a unit the candidate has taught to real students in real classrooms. An array of candidate scores from high to low should be placed in a table or chart in Assessment 5 and a summary of the data should be explained in the narrative description for Assessment 5.

PART D—EVALUATION OF THE USE OF ASSESSMENT RESULTS

D—Evidence that assessment results are evaluated and applied to the improvement of candidate performance and strengthening of the program (as discussed in Section V of the program report.)

Evidence must be presented in this section that the results of the report have been analyzed and have been or will be used to improve candidate performance and strengthen the program. It is also acceptable to emphasize the strengths that have been found to exist in the current program.

PART E—AREAS OF CONCERN

11 Restate here the essential areas that required a decision of something less than “nationally recognized”.

PART F—ADDITIONAL COMMENTS

F.1—Comments on context and other topics not covered in sections B-D:

F.2—Concerns for possible follow up by the Board of Examiners:

PART G: TERMS AND SUBSEQUENT ACTIONS FOR DECISIONS

¨ Program is nationally recognized. The program is recognized through the semester and year of the institution’s next NCATE accreditation visit in 5-7 years. To retain recognition, another program report must be submitted before that review. The program will be listed as nationally recognized through the semester of the next NCATE review on websites and/or other publications of the SPA and NCATE. The institution may designate its program as nationally recognized by NCATE, through the semester of the next NCATE accreditation review, in its published materials. National recognition is dependent upon NCATE accreditation. Subsequent action by the institution: None. Nationally recognized programs may not file revised reports addressing any unmet standards or areas for improvement.

¨ Program is nationally recognized with conditions. The program is recognized through [date to be filled in by NCATE]. The program will be listed as nationally recognized on websites and/or other publications of the SPA and NCATE. The institution may designate its program as nationally recognized by NCATE, through the time period specified above, in its published materials. National recognition is dependent upon NCATE accreditation. Subsequent action by the institution: To retain accreditation, a report addressing the conditions to recognition must be submitted within 18 months of the date of this report, no later than [date to be filled in by NCATE]. The report must address the conditions specified in the box below. Failure to submit a report by the date specified above will result in loss of national recognition.

¨ Program is not nationally recognized. Programs that retain recognition from a prior review will lose recognition at the end of the semester in which the NCATE accreditation visit is held, unless a revised program report is submitted in or before that semester. Subsequent action by the institution: A revised report, addressing unmet standards, may be submitted within 18 months of the date of this report, no later than [date to be filled in by NCATE]. The institution may submit a new program report at any time. In states that require NCATE program review, another program report must be submitted before the next NCATE accreditation visit.

For further information on due dates or requirements, contact program review staff at NCATE (202-466-7496).

¨ National recognition with conditions: The following conditions must be addressed within 18 months (see above for specific date):

This section must be completed for programs receiving “National recognition with conditions”.

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