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III. Evidence

Concordance of Program Standards with Sources of Evidence

The following tables relate the eight Institutional Approval Standards developed by Minnesota’s Board of Teaching (MBOT; 8700.7600) with the six Professional Standards for the Accreditation of Schools, Colleges, and Departments of Education advanced by the National Council for the Accreditation of Teacher Education (NCATE).  The concordance also identifies primary sources of evidence related to those standards in support of the College of Saint Benedict and Saint John’s University Education Department’s accreditation review.  Documents noted in the following tables will be found in the unit’s Institutional Report, documents included in its 2005 accreditation web site, the accreditation documents room, and in the Education Department.

Table 1.  Subpart 5.A.  In professional and pedagogical studies…

MBOT Institutional Approval Standards

NCATE Professional Standards

Unit’s Primary Sources of Evidence

A.1. The institution has high quality professional education programs that are cohesive, comprehensive, and based on research, theory, and accepted practice.

Conceptual Framework.

-Colleges’ and Unit’s Vision and Mission;

-Unit philosophy, goals;

-Knowledge base

-Commitments (plans)

-Institutional Report: II. Conceptual Framework

-Unit Conceptual Framework (All related documents included in this section of the Unit’s 2005 accreditation web site at www.csbsju.edu/education/accreditation/ncate2005/default.htm.

A.2. The institution requires that candidates in teacher preparation programs complete a professional sequence of courses based on the components under part 8710.2000. (MSEPT)

 

Standard 1.3 Pedagogical Content Knowledge.

-Candidates have a broad knowledge of instructional strategies…delineated in state standards.  They present content to students in challenging, clear and compelling ways.

-Documentation on MSEPT included in Process for Assurance of Licensure, May 2000 (licensure ring binders) and documentation for each licensure program (ring binders).

-Student Teaching Performance Profiles summarized in Tables III.1.13 and III.1.14 in IR: III.1 Candidate Knowledge.

-Course syllabi, standards charts, learning tasks, and samples of student performance on key tasks.

-Student teaching portfolios

-Assessment Questions 3A and 3B in Unit Assessment System (2005)

A.3.  Assessment and evaluation are integral components of the professional education sequence and are used to monitor teacher candidate performance and program effectiveness;

 

Standard 2.1 Assessment

System and 2.2 Data Collection and Analysis.

The unit’s assessment system was developed with its professional community, includes comprehensive and integrated measures used to monitor candidates’ performances as well as improve operations, and uses multiple assessments to support decisions about candidate performance.

-Assessment System briefly described in the IR, III.2 Program Assessment and Unit Evaluation and detailed in the Unit Assessment System (2005).

-Assessment Committee memoranda concerning selection of candidates (writing performance; entry tests) and modification of social studies licensure programs.

-Student Teaching Performance Profiles

-Selected elements included in the Candidate Performance Data Base.

- The colleges’ emphasis on Academic Assessment offers additional supporting information.

KEY

IR: Institutional Report
UAS: Unit Assessment System
MSEPT: Minnesota Standards of Effective Practice for Teachers
Element: Components of an NCATE standard 
 

Table 2.  Subpart 5.B.  In general and content studies…

MBOT Institutional Approval Standards

NCATE Professional Standards

Unit’s Primary Sources of Evidence

B.1The institution provides and requires candidates in teacher preparation programs to complete a program of general studies in the liberal arts and sciences equivalent to the requirement for persons enrolled in programs not

preparing persons for teacher licensure;

.

- All candidates complete the general education program described in our Colleges’ 2003-2005 Academic Catalogue (pages 13-14) and in detail on the Core Curriculum web site, “Exploring the Human Condition.”  Course information for each licensure program is offered in the Unit’s Teacher Education Handbook for elementary and secondary candidates.

B.2 The institution provides programs that require candidates in teacher preparation programs to attain academic competence in the content that they plan to teach;

 

Standard 1.1 Content Knowledge.  Candidates have in-depth knowledge of the subject matter they plan to teach as described in professional, state and unit standards.

- Candidates’ licensure examination results summarized in Tables III.1.1.7, III.1.8, III.1.9, and III.1.10 in the Unit’s IR at III Evidence, Standard 1.1)

- Student Teaching Performance Profiles as described in the Unit Assessment System and revealed as Tables III.1.11 and III.1.12 in the Unit’s IR.

- Inspection of Student Teaching Work Samples will reveal dimensions of candidates’ knowledge in the design of their instructional units and lessons.

 (see Assessment Question 2 in IR III.2 Program Assessment)

B.3 The liberal arts curriculum of the institution incorporates multicultural and global perspectives; 

 

 

- All students complete a “global flag” course as described at http://www.csbsju.edu/core/requirements/catalog.htm#Global which offers curricular and experiential learning opportunities to learn about different cultures and world views.  All candidates complete a Senior Seminar focused on human relations in a multicultural world that is open to all third and fourth year students.

B.4 Teacher candidates can integrate general, content, professional, and pedagogical studies, as measured by teacher performance, and performance of the students they teach.

 

Standard 1.4 Professional and Pedagogical Knowledge.  Candidates use their professional and pedagogical knowledge and skills as delineated in professional, state, and unit standards to facilitate learning.  They consider the school, family, and community contexts in which they work and their students’ prior experiences to develop meaningful learning.

- Student Teaching Performance Profiles as described in the Unit’s IR (III Evidence: Standard 1, Element 4) in Tables III.1.15 and III.1.16 and also in Tables III.1.23 and III.1.24.

- Teacher work samples as summarized in the Unit’s IR (III Evidence: Standard 1, Element 7) in Tables III.1.21 and III.1.22.

- MBOT Licensure Program Approval Documentation (Ring binders).

- Syllabi, standards charts, key tasks, and samples of candidate performance on key tasks for field experiences in Tier II (methods) courses.

(See Assessment Questions 3a in IR III.2 Program Assessment)

 

Table 3.  Subpart 5.C.  In providing clinical and field experiences…

MBOT Institutional Approval Standards

NCATE Professional Standards

Unit’s Primary Sources of Evidence

C.1 Teacher licensure programs incorporate a

broad range of ongoing clinical and field experiences that

provide candidates opportunities to demonstrate the required

skills and knowledge under part 8710.2000 (MSEPT);

 

3.2 Design, Implementation, and Evaluation of Field and Clinical Experiences.

 

3.3 Candidates’ Development and Demonstration of Knowledge, Skills, and Dispositions to Help All Students Learn.

- IR III.2 Field Experience, Design.  

- IR III.3 Field Experience; Table III.3.1 and III.3.2 describe field and clinical experiences associated with each licensure program. Tables III.4.6 and III.4.7 describe self-reported diversity transcript entries.  Table III.4.8 recounts student teachers work with diverse and exceptional K-12 learners

- Student Teaching Handbooks for elementary (K-6/5-8) and secondary (5-12/K-12) candidates describe the range of experiences developed for those seeking licensure as documented in their Student Teaching Portfolios. 

- Syllabi for EDUC 111, 212, and Tier Two methods courses in each licensure program, supported by samples of student work.

C.2 Candidates have experiences with diverse

populations, students with disabilities, and students of

different ages under the direction of teacher education faculty

in collaboration with school partners;

 

3.3 Candidates’ Development and Demonstration of Knowledge, Skills, and Dispositions to Help All Students Learn.

-Candidates develop and demonstrate proficiencies that support learning by all students,

4.1 Design, Implementation, and Evaluation of Curriculum and Experiences

-Curriculum, field experiences, and clinical practice help candidates to demonstrate knowledge, skills, and dispositions related to diversity.

- IR III.3 Field Experiences, element 3 and element 4

- IR III.4 Diversity, element 1 (design).  Table III.4.5 details the cultural and economic diversity of clinical sites in which candidates were placed during the previous academic year.

- Student Teaching Performance Profiles, Tables III.4.1 and III.4.2 describe performance on standards related to supporting diverse learners in the settings described in III.4.5.

- Unit Diversity Plan and related plan documents, including the 2005 Progress Report, describes the Unit’s approach to Standard 4, element 1.

 

C.3 Candidates work in the field and at the licensure level for which they are to be recommended for

licensure;

 

3.2 Design, Implementation, and Evaluation of Field and Clinical Experiences.

-Experiences allow candidates to demonstrate competence in professional roles

- Student Teaching Portfolios: descriptions of candidates’ eight week placements in each of two school settings.

- Unit records of cooperating and supervising teachers who work with candidates during their student teaching. 

- Syllabi for Tier II “Methods” courses describe field settings and cooperating K-12 teachers who observe, critique, and guide candidates’ in their field work.

C.4 Each program is developed and implemented through collaborative school partnerships in which university faculty and school personnel share responsibility for planning,

supervising, evaluating, and implementing the curriculum for candidates;

3.1 Collaboration between Unit and School Partners.

-Unit and school faculty jointly design, implement, and evaluate field and clinical experiences.

-Unit and school partners jointly determine the placement of candidates to maximize their learning and that of their students.

 

- IR III.3 Field Experiences, Element 1.

 

-The Unit’s Partnership Plan and related documents provides information on the design of collaborative, cooperative, and networking relationships with our K-12 school and agency partners.

 

- Summaries of Teacher Education Advisory Council meetings provide evidence of the Unit’s collaboration with professional educators serving partner schools in efforts to improve the design of licensure programs (5-12 social studies; literacy; K-6 science)

C.5 School personnel hold valid Minnesota continuing licenses, or the equivalent, in the fields of specialization, and model good professional practice.

 

 

3.2 Design, Implementation, and Evaluation of Field and Clinical Experiences.

-Clinical faculty are accomplished professionals selected using explicit criteria who provide regular and continuing support for candidates’ learning.

- IR: III.3 Element 2.

 

- Unit records describing the licensure and experience of K-12 educators who serve as cooperating and supervising teachers for elementary and secondary candidates.

 

Table 4.  Subpart 5.D.  For candidate qualifications…

MBOT Institutional Approval Standards

NCATE Professional Standards

Unit’s Primary Sources of Evidence

D.1 The institution recruits, admits, and retains

candidates who demonstrate potential for professional success in

schools;

 

 

- IR III.1: Narrative and Tables III.1.1, III.1.2, III.1.3, and III.1.4 summarize the academic skills of prospective and accepted candidates.

- See also Unit Assessment System, Assessment Question 1 and IR III.2, Element 1, AQ 1.

- The Unit’s Teacher Education Handbook offers standards, procedures, admission information, and requirements for K-6/5-8 and 5-12/K12 licensure.

D.2 Multiple criteria and assessments are used to

identify candidates for admission who have potential to become

successful teachers;

Standard 2: Assessment System and Unit Evaluation.

- Decisions about candidates are based on multiple assessments made at multiple points before program completion.

- IR III.2, Element 1, Assessment Question 1.

- Unit Assessment System, Theory of the Program.

Admissions Committee decisions reported to and summarized in the minutes of the Teacher Education Council.  Documents supporting the Committee’s deliberations as well as TEC minutes are available for review in the documents collection.

D.3 The institution has clearly stated and

applied assessment procedures for the admission of transfer,

nontraditional, and post baccalaureate candidates into undergraduate and graduate teacher preparation programs;

 

- See Guidelines for Description of Assessment of Previous Teaching Experience and Teacher Preparation in “process section” of the Process for Assurance of Licensure, May 2000 (MSEPT) program approval binder.  See also Process to follow to Help Identify Prior Learning Experiences and Process to Assess Attainment of Standards of Effective Practice in the same section of this volume,

- Program exit criteria for all candidates stipulated in the Unit’s Teacher Education Handbook.

- Colleges’ Academic Catalog describes credit transfer policies.

D.4 The institution actively recruits and has plans, policies, and practices for admission and retention of a diverse candidate population;

 

Standard 4: Diverse Candidates, Element 3

-The unit’s affirmation of the values of diversity is revealed through its good faith efforts to recruit and retain racially, culturally, and ethnically diverse candidates.

- Unit Diversity Plan and 2005 Progress Report, and report on Diversity Course Initiatives.

 

- The colleges’ strategic plans (Goal 2) and tactical procedures for recruiting and retaining a more diverse student body.

D.5 The institution assesses and, if appropriate, gives credit to candidates for knowledge and skills acquired through prior academic preparation and teaching experiences that

meet licensure requirements.

 

- See Guidelines for Description of Assessment of Previous Teaching Experience and Teacher Preparation in “process section” of the Process for Assurance of Licensure, May 2000 (MSEPT) program approval binder.  See also Process to follow to Help Identify Prior Learning Experiences and Process to Assess Attainment of Standards of Effective Practice in the same section of this volume,

- Program exit criteria for all candidates stipulated in the Unit’s Teacher Education Handbook.

- Colleges’ Academic Catalog describes credit transfer policies.

 

Table 5.  Subpart 5.E.  When Monitoring and Advising Candidate Progress…

MBOT Institutional Approval Standards

NCATE Professional Standards

Unit’s Primary Sources of Evidence

E.1 The institution provides appropriate academic and professional advisement at a candidate's admission and throughout the candidate's professional education program;

 

- Advising information is included in the Teacher Education Handbook, including standards, course and unit requirements for K-6/5-8 and 5-12/K12 licensure programs, application procedures and forms, the admission process, and exit criteria all candidates must meet.

- All first year prospective candidates complete a four year plan with the Unit’s student advisor and are assigned a faculty advisor from the unit in their second year if accepted.

- The Colleges provide Academic Advising for all their students.

 

E.2 The institution maintains specific criteria for admission and retention, and a defined student appeals process;

 

- The unit reveals its standards for admission and retention in its Teacher Education Handbook. Our colleges reveal their requirements in their joint Academic Catalog.

The unit’s performance data base supports acceptance and retention decisions.

- The unit’s appeals process is described in its Teacher Education Handbook.

 

E.3 The institution maintains complete, accurate, and current records of candidates in teaching preparation programs;

Standard 2: Assessment System and Unit Evaluation; Element 2.

-The unit is implementing its assessment system to provide regular and comprehensive data… on candidate performance at each stage of a licensure program.

 

- IR III.2, Element 1 (AQ 1- 4).  See also Elements 2 and 3 in that IR chapter.

- Unit Assessment System, Theory of the Program and development of AQ1 to AQ4.

- Performance Data Base

- Review candidate files in the Unit’s Records Room

E.4 The institution uses authentic performance-based assessments and systematic procedures and timelines to determine whether candidates have the knowledge and skill needed to advance through the program;

Standard 2: Assessment System and Unit Evaluation; Element 2.

- The unit continuously examines the utility and validity of the data produced through assessments and makes modifications to keep abreast of changes in assessment technology and professional standards.

  

- Syllabi for all unit courses affirm the use of authentic formative performance assessments aligned to relevant pedagogy and content standards.  Sampled candidate performances included with syllabi in the document room confirm the use of such assessments.

- UAS describes summative assessments of candidate performance at each phase of their preparation for licensure.

- Summative performance profiles described in IR III.1 affirm candidates’ development of appropriate knowledge, skill, and values at each phase of their progress toward licensure.

- Student Teaching Handbooks for K-6+5-8 and 5-12/K12 document use of authentic assessments for clinical practice.

- Standards for acceptance and retention as a candidate are described in the Teacher Education Handbook.

 

E.5 Criteria consistent with part 8710.2000 are

 used to determine candidate progress through each program;

Standard 2: Assessment System; Element 1

- The assessment system reflects…candidate proficiencies outlined in professional, state, and unit standards.

 

 

 

- Syllabi for all unit courses included in the document room affirm the use of authentic formative performance assessments aligned to relevant pedagogy standards (MSEPT).  Sampled candidate performances confirm the use of such standards. 

- Summative Performance Profiles described in IR III.1 are derived from MSEPT and reflect Unit standards anchoring the assessment of candidate performance.

- MSEPT matrices in Program Approval documents.

E.6 The institution requires that candidates  successfully complete all Board of Teaching licensure assessments before recommending a candidate for teacher  licensure;

 

- The Unit’s Teacher Education Handbook describes required licensure examinations including confirmation of academic skills (PPST/Praxis I), pedagogical knowledge, and subject matter knowledge (Praxis II).   All published exit criteria must be met before candidates will be recommended for licensure. 

- Student Teaching Handbooks describe additional requirements unique to clinical practice that candidates must meet before they will be recommended for licensure.

- Unit review of candidates’ files, kept in the records room, at key phases of their preparation (pre-acceptance, acceptance; completion).  Files are reviewed each semester to confirm progress toward unit and state standards.

E.7 Publication and faculty advising provide candidates with clear information about institutional policies and requirements needed to complete professional education programs, the availability of social and psychological

counseling services, and job opportunities;

 

- The Unit’s Teacher Education Handbook describes essential policies and procedures to be followed by candidates seeking a recommendation for teacher licensure, including eligibility for student teaching, licensure and placement in a teaching position.

The colleges’ Academic Catalog offers guidance on institutional policies related to candidates’ status as members of our academic community.

- The colleges provide social and psychological counseling services for all their students.

- The colleges provide career counseling for candidates seeking teaching positions.

  

Table 6.  Subpart 5.F.  For Competence of Candidates…

MBOT Institutional Approval Standards

NCATE Professional Standards

Unit’s Primary Sources of Evidence

F.1 The unit provides evidence that licensure

candidates demonstrate the skills and knowledge required under

part 8710.2000;

Standard 1: Candidate Knowledge; Element 4, Professional and Pedagogical Knowledge

-Candidates reflect a thorough understanding of professional and pedagogical knowledge as delineated in state and unit standards.

- IR III.1: Student Teaching Performance Profiles anchored in state standards provide evidence of candidates’ knowledge and skills as defined by MSEPT.

- Syllabi include descriptions of learning tasks that provide opportunities for candidates to know, practice, and be assessed on relevant MSEPT and content standards.

- Program approval documents reveal the integration of MSEPT and content standards in each licensure program.

F.2 The unit demonstrates a systematic and comprehensive assessment design that is applied to all candidates throughout professional preparation;

Standard 2: Assessment System; Element 1

- The unit…is implementing an assessment system that reflects the conceptual framework and incorporates candidate proficiencies outlined in state standards.

- IR III.2: The unit’s assessment questions (1-4) drive the design of its standards-based system.

- The Unit Assessment System as described in detail integrates assessment questions and methods with the Theory of the Program to provide meaningful estimates of candidate performance on relevant standards.

 

F.3 The unit establishes and publishes a set of  criteria and outcomes for exit from each professional education program consistent with the standards of the Board of Teaching;

 

 

 

 

- Criteria are revealed in program approval documents for MSEPT (Process of Assurance, May 2000) and for each licensure program as approved by Minnesota’s Board of Teaching.

- The unit’s Teacher Education Handbook offers general exit criteria for all candidates and licensure programs.

F.4 The program's stated exit criteria and outcomes are assessed through the use of multiple sources of  data, for example a culminating experience, portfolios,  interviews, videotaped and observed performance in schools,  standardized tests, and course grades;

 

Standard 3: Field Experiences and Clinical Practice; Element 3

-Candidates demonstrate mastery of content areas and pedagogical and professional knowledge before admission to and during clinical practice.

-Assessments used in clinical practice indicate that candidates meet professional, state and unit standards and have a positive effect on learning.

-Multiple assessments are used by candidates and clinical faculty to determine areas in need of improvement and plan to effect such improvements.

 

 

- IR III.1 Student Teaching Performance Profiles drawn from expert observation of their teaching by cooperating and supervising master teachers affirm candidates’ MSEPT-based knowledge and skill at the conclusion of their clinical practice. The teacher work samples prepared by each candidate and their completed supporting assignments as documented in their Student Teaching Portfolios provide supporting data from a set of related activities to confirm profile findings. 

Student Teacher Handbooks describe these learning and assessment opportunities in detail.

- The Unit Assessment System and IR III.2 describe the integration of these sources and methods of information through the use of assessment questions 3a, 3b, and 4.


Table 7.  Subpart 5.G.  For the Qualifications, Composition, and Assignment
of Professional Education Faculty…

MBOT Institutional Approval Standards

NCATE Professional Standards

Unit’s Primary Sources of Evidence

G1 The unit ensures that all education faculty are qualified by academic preparation for the faculty member's current assignments and are actively engaged in the professional community;

Standard 5: Faculty Qualifications, Performance, and Development

- IR III.5: Element 1, (a) academic preparation, (b) contemporary school experiences, (c) teacher education and school-related scholarship.

- Faculty Vitae provided for review in the documents room

- Partnership Plan, Attachments C, D, E and F describe the involvement of unit faculty and staff with our K-123 school partners as members of the professional community.

G2 The unit assigns faculty qualified by academic preparation to support the teacher licensure programs;

Standard 5: Faculty Qualifications, Performance, and Development

- IR III.5: Element 1, Table III.5.1 and narrative.

- Faculty Vitae provided for review in the documents room.

- Selection criteria for cooperating teachers and college supervisors of student teachers.

G3 The unit actively recruits and has plans, policies, and practices for hiring diverse faculty;

Standard 4: Diversity

  - Experiences Working

    with Diverse Faculty

- IR III.4: Element 2

-  Diversity Plan and Progress Report, Goal 3.

- Institutional plan and procedures to encourage hiring a diverse faculty; Human Resources documents.

G4 The work load allows the faculty to be involved in teaching, scholarship, service, and in schools monitoring, assessing, and advising candidate progress;

Standard 5: Faculty Qualifications, Performance, and Development

 

- IR III.5: Elements 2,3,4,5, 6 and 7

- Faculty Vitae provided for review in the documents room.

- Syllabi describing Tier II (methods) faculty involvement in schools.

- IR III.3; Elements 1 and 2 reveal faculty investment in partner schools.

G5 The unit ensures that faculty who supervise field experiences are academically prepared and professionally

experienced in a school setting;

Standard 5: Faculty Qualifications, Performance, and Development

 

- Faculty Vitae provided for review in the documents room.

- IR III.5, Element 1

- Selection criteria for cooperating teachers and college supervisors of student teachers in clinical settings (Directors of Student Teaching).

 

G6 Any part-time and adjunct in teaching roles provide integrity, quality, and continuity of teacher preparation programs;

 

Standard 6: Unit Governance and Resources

 

- IR III.6; Element 3, Personnel

- IR III.5; Element 1, Faculty Qualifications

- Faculty Vitae

 

G7 Faculty and teaching in the unit are of high quality reflecting current research and best practice consistent with the curriculum goals of the program;

 

Standard 5: Faculty Qualifications, Performance, and Development;

- Modeling Best

    Professional Practices

    in Teaching.

- IR III.5; Element 2

- Faculty Vitae

- Syllabi; learning tasks and assessments; samples of candidate performance; integration of unit’s conceptual framework in coursework.

- Curricular Goals and conceptual framework

G8 Faculty and cooperating school personnel model and reflect the best practice in the delivery of instruction;

Standard 5: Faculty Qualifications, Performance, and Development;

- Modeling Best

    Professional Practices

    in Teaching.

 

 

 

- IR III.5; Element 2

- Faculty Vitae

- Syllabi; learning tasks and assessments; samples of candidate performance

- Knowledge Base for Teacher Education, Goal 4

G9 Faculty use a variety of instructional strategies that reflect an understanding of different models and approaches to learning;

Standard 5: Faculty Qualifications, Performance, and Development;

- Modeling Best

    Professional Practices

    in Teaching

- IR III.5; Element 2

- Faculty Vitae

- Syllabi; learning tasks and assessments; samples of candidate performance

-Technology Plan

G10 Instruction encourages candidates’ development of reflection, critical thinking, problem solving, and professional dispositions.

Standard 5: Faculty Qualifications, Performance, and Development;

- Modeling Best

    Professional Practices

    in Teaching

- Knowledge Base for Teacher Education, Goal 9

- IR III.5; Element 2

- Syllabi; learning tasks and assessments with samples of candidate performance on key tasks emphasizing reflection, critical thinking, and problem solving.

- Unit Mission; Benedictine Values

G11 Teaching in the unit reflects knowledge and experiences with diversity and exceptionalities;

 

Standard 5: Faculty Qualifications, Performance, and Development;

- Modeling Best

    Professional Practices

    in Teaching

 

 

 

 

- Unit Diversity Plan, Progress Report, and Course Initiatives

- IR III.5; Element 2

- Knowledge Base for Teacher Education, Goal 3

- Syllabi; learning tasks, assessments, and sampled student work

- IR III.4; Element 1, Diversity Goals 1, 2, and 4

G12 The institution systematically evaluates the effect of faculty on candidate performance and fosters faculty professional development;

 

Standard 5: Faculty Qualifications, Performance, and Development;

- Evaluation of Faculty

    Performance

- Facilitation of

    Professional

    Development

 

 

- IR III.5; Element 2, 6 and 7

- Faculty Handbooks for CSB and SJU; Part II, Sections 2.5 (evaluation) and 2.9 (faculty development)

- Unit policy on faculty evaluation

- Unit records; faculty development (sabbaticals, conferences, projects)

G13 The unit's faculty demonstrates knowledge, skills, and dispositions which model best professional practices, assessment, and scholarship.

Standard 5: Faculty Qualifications, Performance, and Development;

  -Modeling Best

   Professional Practices

   in Scholarship

 

- IR III.5; Elements 1 and 3

- Faculty Vitae; research, presentations/publications

- Syllabi; best practices in teaching and assessment; integration of relevant scholarship

- IR III.6, Element 3, Teaching and Scholarship

 

Table 8.  Subpart 5.H.  For Institutional Governance…

MBOT Institutional Approval Standards

NCATE Professional Standards

Unit’s Primary Sources of Evidence

H1 The professional education unit is clearly identified and has primary responsibility for all programs offered at the institution for the licensure of teachers and other professional school personnel;

 

Standard 6: Governance and Resources

  -Unit Leadership and

   Authority

- IR III.6; Element 1

- Unit Administrative Handbook (Roles and tasks of unit staff)

- Colleges’ 2003-2005 Academic Catalog; Education

H2 Responsibility and authority for teacher  preparation programs are exercised by a defined administrative and instructional unit, for example a department, division,  school, or college of education;

Standard 6: Governance and Resources

  -Unit Leadership and

   Authority

- IR III.6; Element 1

- Colleges’ 2003-2005 Academic Catalog; Programs and Departments

H3 The unit is directly involved in the areas of faculty selection, tenure, promotion, and retention decisions;  recruitment of candidates; and curriculum decisions, evaluation,  revision, and the allocation of resources for institution  activities;

Standard 6: Governance and Resources

  -Unit Leadership and

   Authority

- IR III.6; Elements 1, 2, and 3

- IR III.5; Elements 6 and 7

- Unit Curriculum Committee

- Faculty Handbook; Department’s role in faculty selection, promotion, tenure, and retention. (see Part II, sections 2.4, 2.5, 2.6, 2.7, 2.8, 2.9

H4 The administrator of the defined unit is authorized to submit licensure program proposals for Board of Teaching approval and is responsible for administering licensure programs;

 

Standard 6: Governance and Resources

  -Unit Leadership and

   Authority

- IR III.6; Element 1

- Unit Administrative Handbook (Roles and tasks of unit staff)

H5 The administrator of the defined unit is  authorized to recommend for teacher licensure candidates who have completed the institution's teacher preparation programs;

 

Standard 6: Governance and Resources

  -Unit Leadership and

   Authority

- IR III.6; Element 1

- Unit Administrative Handbook:  Roles and tasks of unit staff

H6 School faculty, candidates, and other members of the professional community are actively involved in the unit's policymaking and advisory bodies;

 

Standard 6: Governance and Resources

  -Unit Leadership and

   Authority

- IR III.6; Element 1

- Teacher Education Advisory Council: Membership and Responsibilities.

- Tasks and membership Teacher Education Council

H7 The unit has a long-range planning process that is regularly monitored to ensure the ongoing vitality of  the unit and its programs, and the future capacity of its physical facilities;

 

- IR III.6; Element 1

- Joint and separate institutional strategic plans and planning process

- Planning to realize and advance unit commitments completed by members of the Diversity, Technology, Assessment, and Curriculum committees.

- IR III.2; Element 3, Program Improvement

- Unit Assessment System; Using Assessment Data for Program Improvement

H8 The unit has sufficient financial resources and institutional support to sustain teacher preparation programs;

Standard 6: Governance and Resources

  - Unit Budget

 

- IR III.6; Element 2

- Unit Banner Budget Summary

H9 Facilities, equipment, and budgets are adequate to support the unit's missions and goals;

Standard 6: Governance and Resources

  -Personnel

  -Unit Facilities

 

- IR III.6; Elements 3, 4 and 5

- Unit Banner Budget Summary

 

 

H10 Candidates and faculty have access to books, journals, and electronic information that support teaching and scholarship;

Standard 6: Governance and Resources

  -Unit Facilities

  -Unit Resources;

    Technology

 

- IR III.6; Elements 4 and 5

- Information Technology Services; hardware and software inventory

- Clemens Library:  Education texts, videos/films, data bases, journals.

- Education Curriculum Library: texts, journals, and K-12 curriculum sets, including Roehl Collection

H11 Candidates and faculty have training in and access to current education-related technology;

Standard 6: Governance and Resources

   -Unit Resources;

    Technology

- IR III.6; Element 5

- Information Technology Services: Knowledge Base, Workshops, and On-Line learning opportunities.

H12 The unit has sufficient faculty and administrative, clerical, and technical staff to ensure the consistent delivery and quality of programs.

Standard 6: Governance and Resources

  -Personnel

 

- IR III.6; Elements 1 and 3

- IR III.5, Element 1

- Unit Administrative Handbook: Roles and tasks of unit staff

September 2, 2005