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Compliance with NCATE/PSC Requirements
New or Significantly Revised Program or Concentration, or New Degree Approval
Undergraduate and Graduate Programs
Kennesaw State University
Please be precise and specific in responding to these items. Responses to these items will accompany the standard UPCC or
GPCC forms and, if required, PSC standards. Concise narrative will be sufficient. Contact Beverly for templates related to
Standards/Curriculum Matrix and Assessment System (next 2 tables) that are appropriate for your program.
1.
(CF) Describe how this program reflects the unit’s conceptual framework.
2.
(National/State Standards) Specify applicable national and/or state standards to which this program will
demonstrate compliance. Please attach a copy of the applicable standards.
3.
(Institutional Standards) Specify candidate proficiencies to be demonstrated and assessed during the program.
4.
(Assessment System) Using the curriculum matrix (next page), indicate where the subject area standards are
addressed in the proposed curriculum. Then identify in the next chart (Assessment System) the unit and program
assessments that will be used to determine if candidates meet proficiencies and standards. The three items to follow
should be addressed as well in narrative form:
a) Transition Points
Describe how this program meets the applicable portions of Standard 2, element a. Your program may include some
or all of the following transition points: Program Entry, Student Teaching Entry, Student Teaching Exit, Program
Exit, and Employment (or Induction after Hire). In this part of the report, describe the transition points used in your
program, and relate or align them with the requirements your candidates have to satisfy to accomplish each of the
transitions. Also summarize deliberative processes used by your faculty to determine which candidates are able to
transition successfully at each point. (If the preparation program includes different options, please include
descriptions of transition points for each option.
b) Data Collection, Analysis and Evaluation
Describe how this program meets the applicable portions of Standard 2, element b. Describe the processes and
procedures used to regularly and systematically collect, compile, aggregate, summarize, and analyze candidate and
program performance data.
c) Use of Data for Program Improvement
Describe how this program meets the applicable portions of Standard 2, element c. Describe the processes and
procedures used to evaluate the efficacy of this program, the processes and procedures used to make candidate
performance data available to candidates and faculty, and how candidate and program performance data are used to
initiate changes in the program.
5.
(Field Experiences) Describe required field experiences and clinical practice that help candidates develop
knowledge and skills in helping all students learn. Include:
a) How members of the professional community work with the program to design, deliver and evaluate field
experiences
b) Required qualifications for school-based faculty who supervise candidates in clinical practice (i.e. cooperating
teachers, coaches, mentors, etc.)
c) Methods used to ensure that candidates have field experiences in all required grade levels:
Early Childhood: grades PK-K, 1-3, and 4-5;
Middle Grades: grades 4-5 and 6-8;
P-12: grades PK-2, 3-5, 6-8, and 9-12;
Secondary fields: grades 6-8 and 9-12
d) How field experiences will be assessed and be intensive and extensive enough to demonstrate that candidates:
1) demonstrate the proficiencies in the professional roles, 2) reflect on their work, and 3) impact student
learning.
6.
(Field Experiences and Diversity) Describe how the program ensures that all candidates have opportunities to
work with P-12 students with exceptionalities and from diverse populations. Include:
a. Curriculum that supports knowledge about diverse populations; ensuring diverse placements
b. Experiences working with diverse faculty
c. Experiences working with diverse peers
7.
(Technology) Describe how the program ensures candidates can integrate technology in their practice.
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8.
(Capacity) How does the program ensure that its resources are adequate to prepare candidates
to meet professional, state, and institutional standards?
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Insert name of program here
Standards/Curriculum Matrix
Standards Based On: insert name of SPA/NBPTS/PSC standards here
Directions: In the far left column, use numbers corresponding to the specific standards in the set or use 1-2 word descriptors
(preferred) so as to identify the specific standard. Replace the generic prefix and course number in the columns with the actual prefix
and number of each course. Then determine where the standard is addressed in the curriculum by using a “” or “X” in the
intersecting cell. If additional columns are needed for courses, develop a second table. You may also wish to develop this chart in
EXCEL and download into this document. We will accept whatever works best for you.
Subject
Area
Standards
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Prefix &
Course
Number
XXXX-xxxx
Required Course Work That Addresses Subject Area Standards
Prefix &
Prefix &
Prefix &
Prefix &
Prefix &
Prefix &
Course
Course
Course
Course
Course
Course
Number
Number
Number
Number
Number
Number
XXXX-xxxx XXXX-xxxx XXXX-xxxx XXXX-xxxx XXXX-xxxx XXXX-xxxx
Prefix &
Course
Number
XXXX-xxxx
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Assessment System
Insert Name of Program Here
In this chart, list the 6-8 (if applicable) assessments that will be used to verify how your candidates meet national/state/institutional standards.
If a state licensure exam in the content area is not required, you should substitute an assessment that verifies candidate attainment of content
knowledge. This table is set up for “initial” programs and parallels the Faculty Assessor and Assessment Form (FAAR). Contact Beverly
Mitchell for new advanced, cert-only, endorsement, and EdL program charts.
Type of Assessment
WHAT –
- WHERE -
- WHEN –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
1 - [licensure
assessment, or other
content-based
assessment] –
Required
Data provided by Office of
Associate Dean, Assessment
and Accreditation
Data provided by Office
of Associate Dean,
Assessment and
Accreditation
PAAR: GACE II
(Georgia Content
Assessment)
Data provided by Office of
Associate Dean, Assessment
and Accreditation
Data provided by Office
of Associate Dean,
Assessment and
Accreditation
Data provided by Office of
Associate Dean, Assessment
and Accreditation
Data provided by Office
of Associate Dean,
Assessment and
Accreditation
NCATE Std 1a
NCATE Standard
1a: Content
Knowledge for
Teacher
Candidates
1
2
- Alignment N/S/I Standards Addressed by This
Assessment
Summer
Fall
Spring
Examples: CPI, ISLA, PNR, Major Project, Lesson Plan – TOSS, etc
Indicate the point in the program when assessment is administered (e.g. course, decision point (eg, admission to TOSS, midpoint, end of program, etc)
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Type of Assessment
WHAT –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
2 - [content based
assessment] –
Required
- WHERE -
- WHEN –
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
Summer
PAAR/PSC:
Assessment of
Candidates’
Content Knowledge
(Content
Knowledge)
Spring
NCATE Std 1a
NCATE Standard
1a: Content
Knowledge for
Teacher
Candidates
3 - [Assessment of
candidate ability to
plan and implement
appropriate teaching
and learning
experiences] –
Required
Summer
PAAR/PSC:
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Fall
- Alignment N/S/I Standards Addressed by This
Assessment
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Type of Assessment
WHAT –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
Assessment
Candidates’
Professional &
Pedagogical
Knowledge & Skills
(Planning)
- WHERE -
- WHEN –
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
Fall
Spring
NCATE Standard
1b:
Pedagogical
Content Knowledge
and Skills for
Teacher
Candidates
NCATE Standard
1c: Professional
and Pedagogical
Knowledge and
Skills for Teacher
Candidates
4 – [assessment of
internship,
practicum, or other
clinical experience]
– Required
PAAR/PSC:
Assessment of
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Summer
- Alignment N/S/I Standards Addressed by This
Assessment
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Type of Assessment
WHAT –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
Candidates’ Skills
in Providing
Instruction
(Clinical Practice)
NCATE Standard
1b:
Pedagogical
Content Knowledge
and Skills for
Teacher
Candidates
NCATE Standard
1c: Professional
and Pedagogical
Knowledge and
Skills for Teacher
Candidates
5 - [assessment of
candidate effect on
student learning] –
Required
PAAR/PSC:
Assessment of
Candidates’ Effects
on Student
Learning (Effects
on Student
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- WHERE -
- WHEN –
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
Fall
Spring
Summer
Fall
Spring
- Alignment N/S/I Standards Addressed by This
Assessment
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Type of Assessment
WHAT –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
- WHERE -
- WHEN –
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
Learning)
NCATE Standard
1d:
Student Learning
for Teacher
Candidates
6 - [dispositions’
assessment that
addresses N/S/I
standards] –
Required
PAAR/PSC:
Assessment of
Candidates’
Dispositions
(Dispositions)
NCATE Standard
1g:
Professional
Dispositions for All
Candidates
7 - [additional
assessment that
addresses SPA/PSC
standards] –
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Summer
Fall
Spring
Summer
- Alignment N/S/I Standards Addressed by This
Assessment
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Type of Assessment
WHAT –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
- WHERE -
- WHEN –
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
Optional
PAAR/PSC:
Optional
Institutional
Assessment #1
8 - [additional
assessment that
addresses SPA/PSC
standards] –
Optional
PAAR/PSC:
Optional
Institutional
Assessment #2
9 – [Unit
Assessment if not
included above]
Fall
Spring
Summer
Fall
Spring
Summer
Fall
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- Alignment N/S/I Standards Addressed by This
Assessment
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Type of Assessment
WHAT –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not
in C &W
- WHERE -
- WHEN –
In What
Semester(s)
Course/Transition
Course/
Point The Assessment is Assessment is
Administered2
Offered
Spring
10– [Unit
Assessment if not
included above]
Summer
Fall
Spring
11 – [Unit
Assessment if not
included above]
Summer
Fall
Spring
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- Alignment N/S/I Standards Addressed by This
Assessment