NOTE: This Word Document Is Provided As a Model to Help You Prepare Your Report Off-Line

March 2010 Option A

NOTE: This word document is provided as a model to help you prepare your report off-line. You will actually submit your report in the on-line AIMS/PRS system. Please read carefully the General Directions beginning on page 2 to ensure that you are fully aware of the limitations in copying text and graphics from Word into AIMS.

Program Report for the Preparation of Advanced Early Childhood Teachers National Association for the Education for Young Children (NAEYC)

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

C O V E R S H E E T

Institution State

Date submitted

Name of Preparer

Phone # Email

Program documented in this report: Name of institution’s program Grade levels for which candidates are being prepared Degree or award level Is this program offered at more than one site? □ Yes □ No List the sites at which the program is offered

Title of the state license for which candidates are prepared

Program report status:  Initial Submission this review cycle  Response to Conditions Report  Revised Report (previous decision was Further Development Required or Recognized with Probation)

State licensure requirement for national recognition: NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section IV. Does your state require such a test?

Program Report Template—NAEYC 1 March 2010 Option A

□ Yes □ No

2 Program Report Template-- NAEYC March 2010 Option A

GENERAL DIRECTIONS

To complete a program report, institutions must provide evidence of meeting [SPA]/NCATE standards based on data from 6-8 assessments. In their entirety, the assessments and data required for submission should demonstrate the candidates have mastered the SPA standards.

The program report form includes the following sections:

Section I. Context Provide general information on the program as specified by the directions for this section. Each question that requires a narrative has a specific character limit. There is one attachment. Note that the table for Candidate Completer information is filled out online. The faculty information is entered one time for all faculty in the AIMS Manage Faculty Information view, then pertinent faculty information is imported into each program report.

Section II. List of Assessments Using the chart included in this report form, indicate the name, type, and administration point for each of the 6-8 assessments documented in this report. (Note that Section IV of the report form lists examples of assessments that may be appropriate for each type of assessment that must be documented in the program report.)

Section III. Relationship of Assessments to Standards Using the chart included in this report form, indicate which of the assessments listed in Section II provide evidence of meeting specific program standards.

Section IV. Evidence for Meeting Standards For each assessment, attach one document that includes the assessment, scoring guide/criteria, data tables and a 2-page maximum narrative

Section V. Use of Assessment Results to Improve Candidate and Program Performance Describe how faculty are using the data from assessments to improve candidate performance and the program, as it relates to content knowledge; pedagogical and professional knowledge, skills, and dispositions; and student learning.

Section VI. For Revised and Response to Conditions Reports Only Describe what changes or additions have been made in the report to address the raised in the original recognition report. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report and for preparing a response to conditions report are available on the NCATE web site at http://www.ncate.org/institutions/resourcesNewPgm.asp? ch=90

Attachments: Sections I and IV include attachments. In Section IV, each attachment should be no longer than the equivalent of seventeen text pages. A program report can include no more than a total of 20 attachments. A single attachment cannot be larger than 2mb. Attachments must be created as documents with “.doc” extension. The AIMS system will not accept documents created with a “.docx” extension

Character Limits: Character limits have been set based on one-page being equivalent to 4000 characters. Character counts include spaces, punctuation, numbers, etc.

Formatting Instructions: Please note that this Word document has been provided as a guide. You can use this document to prepare a draft of your report (although you can create drafts in the online AIMS/PRS system). You can

Program Report Template—NAEYC 3 March 2010 Option A cut and paste text from a Word document into the on-line AIMS/PRS system. But it is important to note that text boxes in Sections I, II, V, and VI are html-based and will not accept any formatting such as bullets, tables, charts, etc. Be sure that your responses are text-only. If you do need to include a table or a graph in a response to a question, then you must separate that into a unique file and attach in Section I. This restriction does not apply to the documentation for Section IV, since these documents are all uploaded as attachments.

NOTE: NCATE staff may require institutions to revise reports that do not follow directions on format, page limits, and number of attachments. In addition, hyperlinks imbedded in report documentation will not be read by reviewers and cannot be used as a means of providing additional information.

Resources on the NCATE web site: NCATE has multiple resources on their web site to help you prepare your reports. These are all available a the following URL:Program report information on the web: http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90.

Specific Instructions for NAEYC

Who Should Submit Program Reports: If the institution offers a program in early childhood education, it must prepare a program report for NAEYC. NCATE and NAEYC define early childhood preparation programs as those that prepare students to work with children from birth through age 8. This includes programs that prepare candidates for K-primary licensure. Consistent with NAEYC’s professional preparation standards, it is expected that, although those programs will be giving strong emphasis to the education of children ages 5 – 8, this will occur in the context of knowledge about the characteristics and learning needs of all children in the 0 – 8 range, including children 0 – 4.

If the institution has combined programs for the preparation of early childhood education and early childhood special education teachers into one unified or “blended” program, a combined program report addressing both sets of standards may be submitted to NCATE using the template for blended programs. Program reports for blended programs will be reviewed by a team representing the Council for Exceptional Children and the National Association for the Education of Young Children.

NAEYC National Recognition Decision Rules: All five standards must be met. At least five of the nine essential tools must be met.

Additional Assessment Types (beyond the first 5 required types) required by NAEYC: NAEYC standards that could be addressed in this assessment include all of the standards, essential tools, and additional specialized competencies. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, and follow-up studies. If the program has identified additional specialized competencies, this assessment should address those competencies.

Other specific information required by NAEYC only: None

Will NAEYC accept grades as one of the assessments? All SPAs will accept course grades as one of the 6 to 8 key assessments. Instructions for documenting course grades has been standardized for all SPAs. These instructions are on the NCATE web site on the Program Resources page at the following URL: http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90

Other resources are available on the NAEYC web site at: http://www.naeyc.org/faculty/degrees.asp

SECTION I—CONTEXT

Provide the following contextual information: 1. Description of any state or institutional policies that may influence the application of SPA standards. (response limited to 4000 characters) 2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships. (response limited to 8000 characters)

Attach the following: 1. A program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. This information may be provided as an attachment from the college catalog or as a student advisement sheet.

Complete the following on-line: 1. Chart with the number of candidates and completers (Table A at end of this form). [Note that in the on-line AIMS/PRS submission system, this chart will be filled out on line.] 2. Chart on program faculty expertise and experience (Table B at end of this form). [Note that in the online AIMS/PRS submission system, faculty information is only entered once, in the AIMS Faculty Management view, then imported into each individual program report.]

SECTION II— LIST OF ASSESSMENTS

In this section, list the 6-8 assessments that are being submitted as evidence for meeting the NAEYC standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program.

Name of Assessment1 Type or When the Assessment Is Form of Assessment2 Administered3 1 [Licensure assessment, or other content-based 4 assessment (required)]

2 [Assessment of content (required)]

3 [Assessment of candidate ability to plan (required)]

4 [Assessment of clinical practice (required)]

5 [Assessment of candidate effect on student learning (required)] 6 [Additional assessment (required)]

7 Additional assessment that addresses NAEYC standards (optional)]

8 Additional assessment that addresses NAEYC standards (optional) ]

1Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include. 2Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio). 3 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specific title and number], or completion of the program). 4 If licensure test data is submitted as Assessment #1, the assessment and scoring guide attachments are not required. If the state does not require a licensure test, another content based assessment must be submitted (including the assessment and scoring guide). Program Report Template— NAEYC 7 March 2010 Option A

SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS

For each NAEYC standard on the chart below, identify the assessment(s) in Section II that address each standard. One assessment may apply to multiple NAEYC standards.

APPLICABLE ASSESSMENTS NAEYC STANDARD FROM SECTION II 1. Promoting Child Development and Learning. Candidates use their understanding of □#1 □#2 □#3 □#4 young children's characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, □#5 □#6 □#7 □#8 supportive, and challenging for all children. 2. Building Family and Community Relationships. Candidates know about, understand, □#1 □#2 □#3 □#4 and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships □#5 □#6 □#7 □#8 that support and empower families, and to involve all families in their children's development and learning. 3. Observing, Documenting, and Assessing to Support Young Children and Families. □#1 □#2 □#3 □#4 Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective □#5 □#6 □#7 □#8 assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children's development and learning. 4. Teaching and Learning. Candidates integrate their understanding of and relationships □#1 □#2 □#3 □#4 with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, □#5 □#6 □#7 □#8 implement, and evaluate experiences that promote positive development and learning for all children. 5. Becoming a Professional. Candidates identify and conduct themselves as members of □#1 □#2 □#3 □#4 the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, □#5 □#6 □#7 □#8 collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

APPLICABLE ASSESSMENTS NAEYC STANDARD FROM SECTION II 2. For each essential professional tool for all candidates in advanced programs NAEYC on □#1 □#2 □#3 □#4 the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple NAEYC standards. □#5 □#6 □#7 □#8 1. Cultural Competence. Advanced program candidates demonstrate a high level of competence in understanding and responding to diversity of culture, language, and ethnicity. 2. Knowledge and Application of Ethical Principles. Advanced program candidates □#1 □#2 □#3 □#4 demonstrate in-depth knowledge and thoughtful application of NAEYC’s Code of Ethical Conduct and other guidelines relevant to their professional role. □#5 □#6 □#7 □#8 3. Communication Skills. Advanced program candidates possess a high level of oral, □#1 □#2 □#3 □#4 written, and technological communication skills, with specialization for the specific professional role(s) emphasized in the program. □#5 □#6 □#7 □#8 4. Mastery of Relevant Theory and Research. Advanced program candidates □#1 □#2 □#3 □#4 demonstrate in-depth, critical knowledge of the theory and research relevant to the professional role(s) and focus area(s) emphasized in the program. □#5 □#6 □#7 □#8 5. Skills in Identifying and Using Professional Resources. Advanced program candidates □#1 □#2 □#3 □#4 demonstrate a high level of skill in identifying and using the human, material, and technological resources needed to perform their professional roles and to keep abreast of □#5 □#6 □#7 □#8 the field’s changing knowledge base. 6. Inquiry Skills and Knowledge of Research Methods. Using systematic and □#1 □#2 □#3 □#4 professionally accepted approaches, advanced program candidates demonstrate inquiry skills, showing their ability to investigate questions relevant to their practice and □#5 □#6 □#7 □#8 professional goals. 7. Skills in Collaborating, Teaching, and Mentoring. Advanced program candidates □#1 □#2 □#3 □#4 demonstrate the flexible, varied skills needed to work collaboratively and effectively with other adults in professional roles. □#5 □#6 □#7 □#8 8. Advocacy Skills. Advanced program candidates demonstrate competence in □#1 □#2 □#3 □#4 articulating and advocating for sound professional practices and public policies for the positive development and learning of all young children. □#5 □#6 □#7 □#8 9. Leadership Skills. Advanced program candidates reflect on and use their abilities and □#1 □#2 □#3 □#4 opportunities to think strategically, build consensus, create change, and influence better outcomes for children, families, and the profession. □#5 □#6 □#7 □#8

APPLICABLE ASSESSMENTS NAEYC STANDARD FROM SECTION II 10.Beyond the core standards and essential professional tools, programs may identify □#1 □#2 □#3 □#4 additional competencies essential to particular focus areas or specializations. Examples might be knowledge of the legislative process for candidates specializing in public policy □#5 □#6 □#7 □#8 and advocacy, or skills in personnel, and fiscal management for candidates in an early childhood administration program. Programs with such additional competencies should identify them in clear performance language and include criteria by which the program assesses these competencies. In their Program Report, programs should (if relevant) insert these additional competencies where noted, providing documentation of learning opportunities and candidate performance in the same way as requested for the core standards and essential professional tools.

SECTION IV—EVIDENCE FOR MEETING STANDARDS

DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. Taken as a whole, the assessments must demonstrate candidate mastery of the SPA standards. The key assessments should be required of all candidates. Assessments and scoring guides and data charts should be aligned with the SPA standards. This means that the concepts in the SPA standards should be apparent in the assessments and in the scoring guides to the same depth, breadth, and specificity as in the SPA standards. Data tables should also be aligned with the SPA standards. The data should be presented, in general, at the same level it is collected. For example, if a rubric collects data on 10 elements [each relating to specific SPA standard(s)], then the data chart should report the data on each of the elements rather that reporting a cumulative score..

In the description of each assessment below, the SPA has identified potential assessments that would be appropriate. Assessments have been organized into the following three areas to be aligned with the elements in NCATE’s unit standard 1:  Content knowledge (Assessments 1 and 2)  Pedagogical and professional knowledge, skills and dispositions (Assessments 3 and 4)  Focus on student learning (Assessment 5)

Note that in some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional knowledge may be considered "content knowledge" assessments for the purpose of this report.

For each assessment, the compiler should prepare one document that includes the following items:

(1) A two-page narrative that includes the following: a. A brief description of the assessment and its use in the program (one sentence may be sufficient); b. A description of how this assessment specifically aligns with the standards it is cited for in Section III. Cite SPA standards by number, title, and/or standard wording. c. A brief analysis of the data findings; d. An interpretation of how that data provides evidence for meeting standards, indicating the specific SPA standards by number, title, and/or standard wording; and

(2) Assessment Documentation e. The assessment tool itself or a rich description of the assessment (often the

Program Report Template— NAEYC 11 March 2010 Option A

directions given to candidates); f. The scoring guide for the assessment; and g. Charts that provide candidate data derived from the assessment.

The responses for e, f, and g (above) should be limited to the equivalent of five text pages each , however in some cases assessment instruments or scoring guides may go beyond five pages.

Note: As much as possible, combine all of the files for one assessment into a single file. That is, create one file for Assessment #4 that includes the two-page narrative (items a – d above), the assessment itself (item e above), the scoring guide (item f above, and the data chart (item g above). Each attachment should be no larger than 2 mb. Do not include candidate work or syllabi. There is a limit of 20 attachments for the entire report so it is crucial that you combine files as much as possible.

#1 (Required)-CONTENT KNOWLEDGE: Data from licensure tests or professional examinations of content knowledge. NAEYC standards addressed in this assessment could include but are not limited to Standards 1,2 and 4. If your state does not require licensure tests or professional examinations in the content area, another assessment must be presented to document candidate attainment of content knowledge.

Provide assessment information as outlined in the directions for Section IV.

#2 (Required)-CONTENT KNOWLEDGE: Assessment of content knowledge in the language to be taught. NAEYC standards addressed in this assessment could include but are not limited to Standards 1, 2 and 4. Examples of assessments include comprehensive examinations; written interpersonal/presentational tasks; capstone projects or research reports addressing cross-disciplinary content; philosophy of teaching statement that addresses the role of culture, literature, and cross-disciplinary content; and other portfolio tasks.5

#3 (Required)-PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates can effectively plan classroom-based instruction or other practices (e.g., designing child care programs, policy and advocacy initiatives, and applied research in early childhood education). NAEYC standards that could be addressed in this assessment include but are not limited to Core Standards; Essential Tools 1, 2, and 5-8; and additional specialized competencies.

5 A portfolio is a collection of candidate work. The information to be reported here requires an assessment of candidates’ content knowledge as revealed in the work product contained in a portfolio. If the portfolio contains pieces that are interdependent and the portfolio is evaluated by faculty as one assessment using a scoring guide, then the portfolio could be counted as one assessment. Often the assessment addresses an independent product within the portfolio rather than the complete portfolio. In the latter case the assessment and scoring guide for the independent product should be presented.

Assessments might emphasize features such as (a) adaptations to individual, developmental, cultural differences; (b) knowledgeable application of subject matter knowledge to specialized professional roles as emphasized in the advanced program; (c) use of effective and appropriate strategies for teaching young children or for communicating these strategies to adult learners; and (d) attention to effects on the learning of young children or adults. These assessments are often included in a candidate’s portfolios. Provide assessment information as outlined in the directions for Sections IV.

#4 (Required)- PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice. NAEYC standards that could be addressed in this assessment include all of the standards, essential tools, and additional specialized competencies. An assessment instrument used in the internship or other field- based experiences should be submitted. Provide assessment information as outlined in the directions for Section IV.

#5 (Required)-EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate effects on student learning. NAEYC standards that could be addressed in this assessment include but are not limited to Standards 3, 4, and 5. Examples of assessments include those based on student work samples, portfolio tasks, case studies, follow-up studies, and employer surveys. Provide assessment information as outlined in the directions for Section IV.

#6 (Required)- Additional assessment that addresses NAEYC standards. NAEYC standards that could be addressed in this assessment include all of the standards, essential tools, and additional specialized competencies. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, and follow-up studies. If the program has identified additional specialized competencies, this assessment should address those competencies.

#7 (Optional): Additional assessment that addresses NAEYC standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, and licensure tests not reported in #1.

#8 (Optional): Additional assessment that addresses NAEYC standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, and licensure tests not reported in #1. .

SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE CANDIDATE AND PROGRAM PERFORMANCE

Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning.

(response limited to 12000 characters)

SECTION VI—For Revised Reports or Response to Conditions Reports Only

For Revised Reports: Describe what changes or additions have been made to address the standards that were not met in the original submission. Provide new responses to questions and/or new documents to verify the changes described in this section. Specific instructions for preparing a Revised Report are available on the NCATE web site at http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90

For Response to Conditions Reports: Describe what changes or additions have been made to address the conditions cited in the original recognition report. Provide new responses to questions and/or new documents to verify the changes described in this section. Specific instructions for preparing a Response to Conditions Report are available on the NCATE web site at http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90

(response limited to 24,000 characters)

TABLE A Candidate Information These charts are provided to you as a guide for collecting data. But note that the table for Candidate Completer information is actually filled out online. You will not attach this chart when you submit your actual report. Rather, the numbers will be entered directly into charts built into the AIMS/PRS system.

Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post- baccalaureate, alternate routes, master’s, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years as appropriate for your data span.

Program:

Academic # of Candidates # of Program Year Enrolled in the Completers6 Program

Program:

Academic # of Candidates # of Program Year Enrolled in the Completers Program

Program:

Academic # of Candidates # of Program Year Enrolled in the Completers Program

6 NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements.

TABLE B Faculty Information

Directions: This chart is given to you as a guide to prepare your information. But please note that you will not attach this table chart when you submit your actual report. Rather, faculty information is entered one time for all faculty in the AIMS Manage Faculty Information view, then pertinent faculty information is imported into each program report. You will need to provide the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program.

Teaching or Assignment: Tenure Scholarship,10 Leadership in other Highest Indicate the Faculty Track Professional Associations, and professional Faculty Degree, role of the Rank9 (Yes/ Service: 11 List up to 3 major experience in Member Field, & faculty No) contributions in the past 3 years 12 P-12 schools13 Name University7 member8

7 e.g., PhD in Curriculum & Instruction, University of Nebraska 8 e.g., faculty, clinical supervisor, department chair, administrator 9 e.g., professor, associate professor, assistant professor, adjunct professor, instructor 10 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation. 11Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission. 12 e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program 13 Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.

Program Report Template— NAEYC 17 March 2010 Option A

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