Supplemental Exhibit 3.3.a: Overview/Background for PDS Survey Sent to
Department Chairs Prior to June 28, 2011 Leadership Group Meeting
To: Leadership Group
From: Tom Proffitt
Re: Background for PDS Survey
Date: 6/21/11
As you know, Jeff K. and I have increased our review and planning efforts
for our upcoming accreditation (SPAs underway, all SPAs due Sept 11, Unit
Institutional Report and E-exhibits due Sept 2013). As part of that effort, and
reflecting changes to the processes re. UNIT accreditation, we must identify one
(or more) Standard(s) as our “Target” standard(s), which means that we must
demonstrate that our performance demonstrates the “highest” rubric/level of
effectiveness.
For our accreditation, we have identified Standard 2: Assessment System
as our required “target” standard. Re. our review and planning, we have
identified “gaps” in our efforts to meet the “target” standard (as well as all other
Standards). Based on feedback from our last accreditation, we know that one
area that we must address is Standard 2: Unit Operations. (Pls See NCATE
descriptions/ definition below.)
Given the central role of PDS to the College of Education, we instituted an
assessment of PDS “Operations.” In collaboration with CPP, a PDS-Standards
based survey was developed. (As we know, the joint accreditation visit is a
standards-based effort.) In fact, the survey is a “two-fer” for us, given the critical
role of PDS in Standards 2 and 3 (Clinical Experience). Also, as indicated in our
COE Strategic Plan, faculty members have called for more PDS assessment. This
will be another step in that direction. .
The survey was sent to the site-coordinator, mentor teachers, and principal
in each school that constitute the selected PDS. As embedded in the MSDE
accreditation standards and procedures, the selected PDS are viewed as
“representative” of all PDS in the program.
For our Spring 2011 effort, 2 PDS in each of the ECED, ELED, SCED,
EESE/SPED, and MAT programs were surveyed. The PDS selected were:
a. Fall-Spring Professional Year PDS. ( For our Fall 11 effort, we will select
Spring-Fall Professional Year PDS--if the program has a S-F PDS.)
b. Ongoing and mostly veteran partnerships from multiple school systems
(AA, Harford, Howard, Carroll, Baltimore Co., and PG)
The PDS, identified by liaison, were:
a. ECED: J. Guerrero and H. Skelley
b. ELED: F. Berkey, S. Johnson
c. SCED: M. Crimi, D. Jackson
d. SPED/EESE: T. Guidi, D. Tessier
e. MAT: B. Dimasio, C. Powell
Standard 2: Assessment System and Unit Evaluation
The unit has an assessment system that collects and analyzes data on applicant
qualifications, candidate and graduate performance, and unitoperations to
evaluate and improve the performance of candidates, the unit, and its
programs. In the evaluation of unit operations and programs, the unit collects,
analyzes, and uses a broad array of information and data from course
evaluations and evaluations of clinical practice, faculty, admissions process,
advising system, school partnerships, program quality, unit governance, etc.
Standard 3: Field Experiences and Clinical Practice
The unit and its school partners design, implement, and evaluate field
experiences and clinical practice so that teacher candidates and other school
professionals develop and demonstrate the knowledge, skills, and professional
dispositions necessary to help all students learn.
Unit Operations. Activities undertaken by the unit pertaining to governance,
planning, budget, personnel, facilities, services and procedures (such as advising
and admission), and resources that support the unit's mission in preparing
candidates.