Kurt F. Geisinger. Changes in Outcomes Assessment for Accreditation: The Case of Teacher Education in the United States

Save this PDF as:

Size: px
Start display at page:

Download "Kurt F. Geisinger. Changes in Outcomes Assessment for Accreditation: The Case of Teacher Education in the United States"

Transcription

1 Kurt F. Geisinger Changes in Outcomes Assessment for Accreditation: The Case of Teacher Education in the United States

2 Overview of Accreditation 2

3 Accreditation 3 Three accreditation agencies for tests in the United States are: American National Standards Institute (ANSI) Institute for Credentialing Excellence (ICE) Buros Center for Testing ICE was formerly known as and the National Organization for Competency Assurance NOCA, and is a part of the National Commission for Certifying Agencies, NCCA.

4 Buros Center for Testing 4 Buros Center for Testing at the University of Nebraska Lincoln, is an independent not-for-profit organization that has identified essential components for proprietary testing programs and established a mechanism to determine if these organizations meet these standards. The Psychometric Consulting focus of the Buros Center for Testing has an accreditation program that is based directly on the Standards for Educational and Psychological Testing (1999). This program is revised periodically to be in conformance with the most current version of the Standards such as the newly released Standards (2014). The testing programs that Buros has served in this capacity (for accreditation) are proprietary in nature and generally offer certification and licensure tests. With the Buros protocol, there is considerably less emphasis on program management except where those processes reflect upon psychometric concerns.

5 Buros Standards for Proprietary Testing Programs 5 Purpose of the Testing Program Structure and Resources of the Testing Program Examination Development Job Analysis or Content Specification Item Development Pilot Testing Creation of Final Exam Forms Periodic Review Test Adaptation Examination Administration Application and Registration Accommodations Administration Sites Test Administrators and Proctors Procedures for Administration Scoring and Score Interpretation Scoring Scaling Standard Setting Norm Referenced Interpretation Equating/Comparability Score Reporting and Record Keeping Exam Security Responsibilities to Examines and the Public

6 Stage 1 Audit/Accreditation 6 Stage One of the accreditation process is a review of a testing program's practices and procedures. This includes, but is not limited to, examination of the testing program's organizational structure, procedures associated with test development, test administration, psychometric methods, analyses, test security, scoring, reporting, and record maintenance. Stage One of the Buros Psychometric Consulting audit process: The testing program submits materials documenting policies, procedures, and results of testing program(s) to Buros for review. Buros conducts a thorough review of all materials and evaluates policies and procedures against the Buros Standards for Proprietary Testing. Buros conducts a site visit to the testing program's office to observe processes and interview key personnel. The testing program key personnel are provided an opportunity to review the draft report for factual accuracy. Buros prepares the final Stage One audit report. Successful completion of Stage One results in a general accreditation of the provider's examination program, but does not accredit specific tests. Many clients opt to participate in Stage One as an audit of their program.

7 Stage 2 Test Accreditation 7 If Stage One accreditation is awarded, the program is eligible to move to Stage Two of the accreditation process. This stage involves review of the psychometric characteristics of specific tests that were developed using the stage one accreditation process. Stage Two of the Buros Psychometric Consulting test accreditation process: The testing program submits materials documenting processes and practices associated with the results and data analyses of each test to Buros for review. Buros conducts a thorough review of these materials against the Buros Standards for Proprietary Testing. This review included examining the psychometric properties of the test including the consistency of the test form with the table of specifications, reliability, decision consistency, equated passing score, item analyses, and other analyses. Buros prepares a report of findings detailing the extent that the characteristics of the test(s) adhere to the Buros standards. The second stage, if successfully passed, results in the accreditation of specific tests developed by the test provider.

8 Standards: AERA, APA, & NCME 8 The purpose of publishing the Standards is to provide criteria for the evaluation of tests, testing practices, and the effects of test use. Although the evaluation of a test or testing application should depend heavily on professional judgment, the Standards provide a frame of reference. The 2014 Standards for Educational and Psychological Testing is a collaborative publication of three organizations: American Educational Research Association (AERA), the American Psychological Association (APA), and the National Council on Measurement in Education (NCME).

9 Accreditation in Higher Education 9 According to the Commission on Higher Education, one of the criteria for accreditation is outcomes or institutional effectiveness. The Council for Higher Education Accreditation (CHEA) serves as a voice for colleges and universities on matters related to accreditation. Accreditation efforts in higher education settings is often placed within the portfolio of Student Affairs departments. Assessment is vital to demonstrate accountability and commitment to continuous improvement.

10 10 Accreditation and Higher Education in the United States of America

11 Assessment is typically situated in Student Affairs portfolio 11 Assessment can provide a connection between goals and outcomes, define quality, and determine whether services were delivered or perceived to be delivered successfully. National pressure to demonstrate effectiveness and accountability Importance of survival rates Policy development and strategic planning Accessibility Impact of non-academic on outcomes

12 Academic Accreditation: Universities, Schools/Colleges, and Programs 12 Once upon a time, accreditation was largely based upon inputs Now much more focus on outcomes Not how good the students are coming in Rather how good they are going out Much less emphasis upon resources However, more colleges and universities lose accreditation over a lack of fiscal resources than anything else After all, the purpose of accreditation is protecting the public

13 Years Ago 13 Talked about the following topics: Institutional context Faculty Students Curriculum Resources Everything was inputs Times have changed

14 Politics and Policy Questions 14 Politicians and Policy makers ask very tough questions of academic institutions for reasons that serve very different purposes, but which put demands on institutions to answer or suffer consequences. 1. What is your college s contributions to learning? 2. Do your graduates know what you think they know? 3. Can your graduates do what your degree implies? 4. How do you ensure #2 & #3? 5. At what level are students learning what you are teaching? 6. What combination of effort from institution and students would it take to increase the level of student learning?

15 Politics and Policy Questions 15 Because it is not fortuitous to ignore the questions colleges and universities develop assessments to provide a systematic approach and collect evidence to support their responses. Conducting assessments on a routine basis is encouraged to contribute to institutional improvement. Another major question being asked in the USA pertains to diversity and accessibility. Is your college accessible to all qualified students regardless of gender, aged, race, and demographic background variables?

16 US Accreditation 16 According to the Commission on Higher Education, one of the criteria for accreditation is outcomes or institutional effectiveness. Assessment Model in Higher Education: 1. Tracking 2. Needs Assessment 3. Satisfaction Assessment 4. Student Cultures & Campus Environment Assessment 5. Outcomes Assessment 6. Comparable Institution assessment 7. National Standards 8. Cost Effectiveness

17 Higher Education (USA) 17 Council of Higher Education Accreditation (CHEA) serves as a voice for colleges and universities on matters related to accreditation. There are 6 Regional Accrediting Bodies in Higher Education in the USA. Middle States Association of Colleges and Schools New England Association of Schools and Colleges North Central Association of Colleges and Schools North West Association of Schools and Colleges Southern Association of Colleges and Schools Western Association of Schools and Colleges

18 Example of General Criteria for Higher Ed. Accreditation 18 Standards for accreditation vary from region to region, and in some cases there are specific programs within an institution that go through their own accreditation process by means of a separate accreditation body (e.g. medicine, law, teacher preparation). Resources: The institution has appropriate resources to accomplish its purposes and deliver services. Capability: The institution has to demonstrate the capacity to accomplish its purposes and commitments. Sustainability: The institution gives reason to believe that it will continue to accomplish its mission.

19 Standards for Accreditation of Higher Ed. Institutions 19 Purposes: Clearly stated Publicly stated Consistent with its mission Appropriate to an institution of higher education Resources: Effectively organized (human, financial, and physical) Adequate to accomplish purposes Status: Currently accomplishing its educational purposes and other purposes Capacity to sustain current status and strengthen educational effectiveness Demonstrate integrity in its practices

20 University Accreditation 20 Focuses upon general issues E.g., What is the curriculum for all students? What are the resources for all students? How are faculty compensated? Do faculty have the appropriate degrees?

21 School and Program Accreditation 21 More specific, obviously Here at KFUPM, I understand that you have ABET and AACSB accreditation These can be more focused AACSB focuses on scholarly productivity as well as teaching

22 All Accreditation 22 Much more focused on what students are learning How do you know what students are learning? Used to be based upon the planned curriculum and the syllabi Now focused upon assessment outcomes

23 Assessment Strategies 23 Needs Assessments Outcome Assessments Institutional Support

24 Learner Outcomes 24 Skills Knowledge Ability Knowledge is more than information stored or memorized. There are many dimensions to the assessment of knowledge. Knowledge is important in building foundation for higher level thinking but testing exclusively in this domain will not establish the full range or capacity or extent to which a subject area was learned. Skills are complex acts that require knowledge and generally involves some degree of practice to achieve mastery. Ability, physical or mental (e.g. critical thinking, creativity), involves a very complex relationship with knowledge and skills as well. These typically take a long time to develop or train, and in some aspects it may be influenced by natural talent.

25 Needs Assessment/Need for the Program 25 Are there jobs for the graduates? What are the success rates of graduates getting positions? How do they do in the positions?

26 Assessment: Ethical Issues 26 Respecting Autonomy (informed consent) Doing No Harm (IRB) Benefiting Others Being Just Being Faithful Data Access Data Ownership Role Conflicts

27 Ethical Dilemma Exercise 27 You are offered a substantial fee to assess the student life office in a college in a neighboring municipality. Your college competes strongly with this college for students. Should you accept the invitation? Under the cover of confidentiality, you learn during an assessment of student government operations that certain financial irregularities have occurred. Your informant does not want the situation investigated, since the person s identity will be revealed. What do you do?

28 28 Case Study: Assessing the Assessments of Teacher Preparation

29 Teacher Education Accreditation 29 Voluntary (in some states) Two organizations NCATE and TEAC NCATE focused upon the older model: resources TEAC focused upon the newer model: plans and assessment They merged with two tracks but perhaps more focus on the latter I was on the commission that combined them and developed the new standards for accreditation

30 Task Force 30 The American Psychological Association s (APA) Education Directorate, with support from the Council for the Accreditation of Educator Preparation (CAEP), convened a Task Force in December 2012 to develop a practical, user-friendly resource based on the psychological science of program assessment. Frank C. Worrell, Chair Task Force - Professor in the Graduate School of Education, University of California, Berkeley Mary M. Brabeck Professor of Applied Psychology, Dean Emerita, New York University Carol Anne Dwyer Distinguished Presidential Scholar Emerita, Educational Testing Service, Educational Testing Service Kurt F. Geisinger Meierhenry Distinguished University Professor and Director, Buros Center for Testing, University of Nebraska, Lincoln Buros Center for Testing Ronald W. Marx Professor of Educational Psychology & Dean of Education. University of Arizona George H. Noell Professor, Department of Psychology, Louisiana State University Robert C. Pianta Dean of Education & Novartis Professor of Education, University of Virginia Rena F. Subotnik Director, Center for Psychology in Schools and Education & Associate Executive Director Education Directorate American Psychological Association The report, Assessing and Evaluating Teacher Preparation Programs (Worrell et al., 2014), informs teacher education practitioners and policy makers about how best to use data to make decisions about evaluating and improving educator preparation programs.

31 Concerns 31 The use of standardized assessments to judge the adequacy of teacher education programs The impact of institutional selectivity The interplay of labor market competition for scarce versus abundant openings in school districts around the nation The importance of recognizing the need for a high level of technical expertise in recognizing the precise estimate of bounds and the risk of confounded analyses Technical issues such as: The availability of nonacademic predictors Test quality Level of missing data

32 Focus 32 The potential utility of three methods for assessing teacher education programs: value-added assessments of student achievement gains, standardized observation protocols of teacher behavior, surveys of graduates, principals, and students views of teacher performance.

33 Basic Assessment Principles 1/2 33 Student learning is recognized as the most critical outcome of effective teaching and should be integrated into teacher preparation programs fidelity assurance; programs need such evidence both to assure the public and to improve their programs. Standards for Educational and Psychological Testing represent the consensus of the measurement field regarding the technical quality of assessment. recognizes the importance of using assessment appropriately in the service of improving learning outcomes should be consulted when building a program assessment system

34 Basic Assessment Principles 2/2 34 Standards identify validity as the most important assessment characteristic, the foundation for judging technical quality. Validity is a comprehensive concept encompassing: reliability intended and unintended consequences of the assessment fairness. Introduction of irrelevant variation (error) In cases where there are implications of considerable change, those changes will need to be phased gradually.

35 Value Added Assessment (In Principle) 35 Academic achievement can be assessed rigorously through standardized test scores. Assessment of new teachers impact on student learning is the most important information for accountability and continuous improvement of teacher preparation programs. Value Added Assessment (VAA): Using Student Learning Outcome Data to Assess Teacher Education Programs. VAA assesses changes in student learning over a time period, typically an academic year. Typical observational ratings by principals (supervisors) tend to lack rigor and utility. Achievement gains of pupils taught by a program s graduated teachers can be used to assess teacher preparation programs Data averaged over graduates of a program are more reliable than individual data

36 When using VAA to evaluate programs: 36 standardized assessments must be psychometrically sound reasonably related to one another across years aligned with instruction The available links between students across years must be sufficiently complete so that the analyses are not undermined by large-scale and/or selective attrition due to unmatched records.

37 When using VAA to evaluate programs: 37 VAA will provide information about only a limited and selective sample of new teachers: those who obtain public school teaching positions: (a) in the states where they were trained (b) those placed in tested grades and subjects. Data must be available that describe critical information about students that is anticipated to influence results

38 Using Standardized Observations to Evaluate Teacher Education Programs 38 Standardized observations of behaviors can be used to identify effective classroom practices and programs success in preparing teachers teachers interactional behaviors Management social interactions with students Evidence from large-scale studies demonstrates that scores obtained from standardized observations predict a range of student outcomes in areas of achievement, social behavior, and engagement.

39 Using Standardized Observations to Evaluate Teacher Education Programs 39 Although 95% of teacher candidates are observed during their teaching placements, fewer than 15% of these observation instruments meet sufficient levels of evidence for the reliability or validity of the data they collect to warrant the inferences being drawn (Ingersoll & Kralik, 2004).

40 To ensure the fair, accurate, and valid use of observation measures: 40 First and most important is the extent to which the observation instrument is standardized in its administration procedures. Does it offer clear directions for conducting observations and assigning scores? Does it ensure consistency and quality control? Are observers qualified, the length of observations uniform? Second, does the observation provide reliability information and training criteria? The third essential question concerns validity. Is there evidence that data from observations of teaching (scores, ratings) actually predict student learning? Are the data drawn from samples of teacher candidates or students similar to those in a specific teacher preparation program?

41 Using Surveys to Evaluate Teacher Education Programs 41 (a) surveys of teachers satisfaction with the training they received and their perceived competence (b) surveys of employers (e.g., principals) about the performance of graduates of particular programs (c) surveys of students regarding their teachers performance and behavior

42 Student Surveys 42 Student surveys of teacher effectiveness have considerable support in the empirical literature They are related to achievement outcomes Are more highly correlated with student achievement than are teacher self-ratings and ratings by principals Are more accurate in distinguishing between more and less effective teachers than other metrics Student surveys may be particularly useful in formative evaluation and the scores can isolate areas in which programs need to improve. Graduates can provide useful feedback about how well prepared they were to operate effectively in the classroom as a result of various aspects of their teacher preparation program. There is consensus that student surveys should not be used in isolation, and that data should be collected at multiple times and from multiple classes.

43 Conclusion of the APA Report 43 Urges teacher education practitioners to use procedures, data, and methods that are informed by well-established scientific principles. Such efforts - when they involve multiple sources of reliable and valid data - can help faculty evaluate programs and improve their efforts to educate highly effective teachers. Faculty who use valid methods of data collection, analysis, and interpretation in combination, rather than relying on any single method, will derive the most valid, fair, and useful profiles of program effectiveness.

44 Conclusion of the APA Report 44 Use of scientifically based procedures will provide the public with evidence that teacher education is rigorous and accountable. Encourage teacher education faculty to work in partnership with school districts and states to invest time and resources in the development of systems that allow them to demonstrate with confidence that candidates completing their programs are making substantive contributions as new teachers to the learning outcomes of all of the students that they teach.

45 In the context of your reality! 45 What is the mission of your program? What are expected outcomes? How do you/institution/community define success? Outline current organizational structure for: management, academics, program evaluation, accountability What measures / assessments are currently being used? What is missing or in need of improvement? What s next? How can you contribute?

Assessing and Evaluating. Programs. Frank C. Worrell School Psychology Program Graduate School of Education University of California, Berkeley

Assessing and Evaluating. Programs. Frank C. Worrell School Psychology Program Graduate School of Education University of California, Berkeley Assessing and Evaluating Teacher Education Programs Frank C. Worrell School Psychology Program Graduate School of Education University of California, Berkeley Overview Broader Educational Context Political

More information

assessing and evaluating teacher preparation programs

assessing and evaluating teacher preparation programs assessing and evaluating teacher preparation programs assessing and evaluating teacher preparation programs apa task force report Task Force Members Mary M. Brabeck, PhD Carol Anne Dwyer, PhD Kurt F. Geisinger,

More information

TEAC Quality Principles for Educational Leadership

TEAC Quality Principles for Educational Leadership TEAC Quality Principles for Educational Leadership Faculty members seeking TEAC accreditation for their programs in educational leadership must affirm that their goal is to prepare competent, caring, and

More information

Code of Professional Responsibilities in Educational Measurement

Code of Professional Responsibilities in Educational Measurement Code of Professional Responsibilities in Educational Measurement Prepared by the NCME Ad Hoc Committee on the Development of a Code of Ethics: Cynthia B. Schmeiser, ACT--Chair Kurt F. Geisinger, State

More information

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department

More information

Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions

Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Assessment Plan for 2006-2007 Primary Contact: Candace H. Boan, Ph.D. Associate

More information

History and Purpose of the Standards for Educational and Psychological Testing

History and Purpose of the Standards for Educational and Psychological Testing California State Personnel Board Merit Selection Manual: Policy and Practices SUMMARY OF THE STANDARDS FOR EDUCATIONAL AND The following summary of the Standards for Educational and Psychological Testing

More information

specific content of the assessments to reflect current research trends and practices in professional counseling.

specific content of the assessments to reflect current research trends and practices in professional counseling. Overview 2013 As a result of our CACREP self-study process, the Educational Faculty has modified current assessments to encompass core standards as well as specific standards for school counseling and

More information

University of the District of Columbia

University of the District of Columbia University of the District of Columbia School of Engineering and Applied Sciences Continuous Improvement Process And ABET Outcomes Assessment Protocol BASED ON ABET 2008-2009 Criteria April 2008 School

More information

Responsibilities of Users of Standardized Tests (RUST) (3rd Edition) Prepared by the Association for Assessment in Counseling (AAC)

Responsibilities of Users of Standardized Tests (RUST) (3rd Edition) Prepared by the Association for Assessment in Counseling (AAC) Responsibilities of Users of Standardized Tests (RUST) (3rd Edition) Prepared by the Association for Assessment in Counseling (AAC) Many recent events have influenced the use of tests and assessment in

More information

Text of article appearing in: Issues in Science and Technology, XIX(2), 48-52. Winter 2002-03. James Pellegrino Knowing What Students Know

Text of article appearing in: Issues in Science and Technology, XIX(2), 48-52. Winter 2002-03. James Pellegrino Knowing What Students Know Text of article appearing in: Issues in Science and Technology, XIX(2), 48-52. Winter 2002-03. James Pellegrino Knowing What Students Know Recent advances in the cognitive and measurement sciences should

More information

Assessment Plan Department of Educational Leadership Nathan Weiss Graduate College Kean University

Assessment Plan Department of Educational Leadership Nathan Weiss Graduate College Kean University Assessment Plan Department of Educational Leadership Nathan Weiss Graduate College Kean University Advanced Professional Education s MA in Educational Administration, Post MA in Educational Administration,

More information

Principles of Good Practice in Overseas International Education Programs for Non-U.S. Nationals. Preamble

Principles of Good Practice in Overseas International Education Programs for Non-U.S. Nationals. Preamble NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES COMMISSION ON INSTITUTIONS OF HIGHER EDUCATION 3 Burlington Woods, Suite 100, Burlington, MA 01803-4514 Voice: (781) 425 7785 Fax: (781) 425 1001 Web: http://cihe.neasc.org

More information

Specialty Guidelines for the Delivery of Services by Industrial/Organizational Psychologists

Specialty Guidelines for the Delivery of Services by Industrial/Organizational Psychologists Specialty Guidelines for the Delivery of Services by Industrial/Organizational Psychologists The Specialty Guidelines that follow are supplements to the generic Standards for Providers of Psychological

More information

National Commission for Certifying Agencies. Standards for the Accreditation of Certification Programs

National Commission for Certifying Agencies. Standards for the Accreditation of Certification Programs National Commission for Certifying Agencies Standards for the Accreditation of Certification Programs Copyright 2004. National Organization for Competency Assurance. All Rights Reserved. Approved February

More information

HIM 2012. Baccalaureate Degree. Standards and Interpretations for Accreditation of Baccalaureate Degree Programs in Health Information Management

HIM 2012. Baccalaureate Degree. Standards and Interpretations for Accreditation of Baccalaureate Degree Programs in Health Information Management HIM 2012 Baccalaureate Degree Standards and Interpretations for Accreditation of Baccalaureate Degree Programs in Health Information Management Who We Are The Commission on Accreditation for Health Informatics

More information

DEPARTMENT OF EDUCATIONAL PSYCHOLOGY GRADUATE STUDENT / ADVISOR HANDBOOK DOCTORAL DEGREE PROGRAM. College of Education. University of Arizona

DEPARTMENT OF EDUCATIONAL PSYCHOLOGY GRADUATE STUDENT / ADVISOR HANDBOOK DOCTORAL DEGREE PROGRAM. College of Education. University of Arizona 1 DEPARTMENT OF EDUCATIONAL PSYCHOLOGY GRADUATE STUDENT / ADVISOR HANDBOOK DOCTORAL DEGREE PROGRAM College of Education University of Arizona Revised March 2014 2 DOCTORAL PLAN OF STUDY AND DEGREE FORMS

More information

Goals & Objectives for Student Learning

Goals & Objectives for Student Learning Mission The principal educational purpose of the psychology department is to provide an excellent basic education for undergraduates in the theory, methodology, and core content areas of contemporary psychology.

More information

2014 EPP Annual Report

2014 EPP Annual Report 2014 EPP Annual Report CAEP ID: 24736 AACTE SID: Institution: Tulane University EPP: Teacher Preparation and Certification Program Section 1. AIMS Profile After reviewing and/or updating the Educator Preparation

More information

Educational Leadership Graduate Programs

Educational Leadership Graduate Programs Educational Leadership Graduate Programs A New Generation of Educational Leaders for Louisiana REDESIGN PROCESS Prepared by: Jeanne M. Burns Louisiana Board of Regents December 2006 LOUISIANA EDUCTIONAL

More information

I. PURPOSE, GOALS, AND OUTCOMES OF D.MIN. PROGRAM

I. PURPOSE, GOALS, AND OUTCOMES OF D.MIN. PROGRAM I. PURPOSE, GOALS, AND OUTCOMES OF D.MIN. PROGRAM A. Purpose The Doctor of Ministry is a twenty-seven hour advanced professional degree designed to enhance the practice of ministry and leadership in the

More information

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base.

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base. Council for Standards in Human Service Education National Standards MASTER S DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 2009) I. GENERALPROGRAM CHARACTERISTICS A. Institutional Requirements

More information

COMPARISON OF CLINICIAN TEACHER AND SALARIED CLINICAL FACULTY PATHWAYS, PSYCHIATRY AND BEHAVIORAL SCIENCES 9/22/14

COMPARISON OF CLINICIAN TEACHER AND SALARIED CLINICAL FACULTY PATHWAYS, PSYCHIATRY AND BEHAVIORAL SCIENCES 9/22/14 COMPARISON OF CLINICIAN TEACHER AND SALARIED CLINICAL FACULTY PATHWAYS, PSYCHIATRY AND BEHAVIORAL SCIENCES 9/22/14 Clinician Teacher Primary responsibilities Clinical care Teaching and/or supervision Scholarship

More information

All Teacher Licensure Tests 74 96%

All Teacher Licensure Tests 74 96% Ohio requires that teacher candidates pass Praxis II examinations by scoring at or above the state s established required score to be recommended for licensure and receive endorsements in specific fields.

More information

CTL 2009 ADVANCED PROGRAM REPORT

CTL 2009 ADVANCED PROGRAM REPORT CTL 2009 ADVANCED PROGRAM REPORT 1 Because the Office of Undergraduate Studies is now requiring program assessment reports that are similar to CTL program assessment reports; The Office of Research, Evaluation,

More information

UMD Department of Mechanical and Industrial Engineering

UMD Department of Mechanical and Industrial Engineering UMD Department of Mechanical and Industrial Engineering Indices and Standards for Tenure and Promotion to Professor as Required by Section 7.12 of the Board of Regents Policy on Faculty Tenure (June 10,

More information

S TANDARDS R EQUIREMENTS. for Accreditation. of Affiliation. and. Middle States Commission on Higher Education THIRTEENTH EDITION

S TANDARDS R EQUIREMENTS. for Accreditation. of Affiliation. and. Middle States Commission on Higher Education THIRTEENTH EDITION S TANDARDS for Accreditation and R EQUIREMENTS of Affiliation THIRTEENTH EDITION Middle States Commission on Higher Education StandardS for accreditation and requirements of affiliation thirteenth edition

More information

SACS REQUIREMENTS AND STANDARDS. Core Requirements

SACS REQUIREMENTS AND STANDARDS. Core Requirements SACS REQUIREMENTS AND STANDARDS Core Requirements 2.1 The institution has degree-granting authority from the appropriate government agency or agencies. (Degree-granting Authority) 2.2 The institution has

More information

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes In keeping with the social teachings and values of the Roman Catholic Church,

More information

SDA Bocconi Learning Goals

SDA Bocconi Learning Goals An introductory guide to AACSB AoL (Assurance of Learning) at SDA Bocconi M.Brusoni P.Egi March 2012 Index SDA Bocconi AACSB Accreditation Process Assurance of Learning - AoL Process SDA Bocconi Learning

More information

UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks

UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks Page 1 of 16 UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals,, and Benchmarks Mission The PhD Program in Clinical-Community Psychology

More information

Academic Program Review Handbook

Academic Program Review Handbook Handbook Continuously Improving Programs and Student Learning Revised July 2014 Original Issue: December 6, 2010 Approved: Derry Connolly, President Current Issue: July 3, 2014 Effective: July 3, 2014

More information

Managing Director s Guidance Memo. Standards 301, 302, 314 and 315 June 2015. Relevant Standards and Interpretations

Managing Director s Guidance Memo. Standards 301, 302, 314 and 315 June 2015. Relevant Standards and Interpretations Managing Director s Guidance Memo Standards 301, 302, 314 and 315 June 2015 This is the first of a set of Guidance Memos on learning outcomes and assessment programs. Subsequent Guidance Memos will be

More information

EXECUTIVE SUMMARY. List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year)

EXECUTIVE SUMMARY. List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year) STUDENT LEARNING ASSESSMENT REPORT SUBMITTED BY: C.KOPAC AND M. VENZKE DATE: JUNE 26, 2014 REVISED JANUARY 2015 TO MEET UAC RECOMMENDATIONS SEE BELOW- HEADING HIGHLIGHTED IN GREY BRIEFLY DESCRIBE WHERE

More information

Educational Leadership Advising Handbook: Addendum to the Graduate Handbook

Educational Leadership Advising Handbook: Addendum to the Graduate Handbook Educational Leadership Advising Handbook: Addendum to the Graduate Handbook Educational Leadership Program Overview The program consists of ten (10) courses for thirty (30) credit hours. It is a licensure

More information

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education

More information

Curriculum, Instruction, and Professional Development EDS

Curriculum, Instruction, and Professional Development EDS Curriculum, Instruction, and Professional Development EDS Enrollment and Graduate History Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment * 0 0 0 0 10 Degrees Awarded* 0 0 0 0 0 Program description

More information

Supreme Education Council Higher Education Institute. Licensing and Accreditation Standards for Higher Education Institutions in Qatar

Supreme Education Council Higher Education Institute. Licensing and Accreditation Standards for Higher Education Institutions in Qatar Supreme Education Council Higher Education Institute Licensing and Accreditation Standards for Higher Education Institutions in Qatar Doha April 2011 0 Standards for Licensing and Accreditation of Higher

More information

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE) Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program

More information

PHYSICAL THERAPY PROGRAM STANDARDS FACULTY OF PHYSICAL THERAPY PROGRAM Revised 05/18/2016

PHYSICAL THERAPY PROGRAM STANDARDS FACULTY OF PHYSICAL THERAPY PROGRAM Revised 05/18/2016 PHYSICAL THERAPY PROGRAM STANDARDS FACULTY OF PHYSICAL THERAPY PROGRAM Revised 05/18/2016 The intent of this document is to provide clear guidelines for the evaluation of Physical Therapy faculty for reappointment,

More information

NATIONAL RECOGNITION REPORT Preparation of Educational Leaders School Building Level

NATIONAL RECOGNITION REPORT Preparation of Educational Leaders School Building Level NATIONAL RECOGNITION REPORT Preparation of Educational Leaders School Building Level COVER PAGE Name of Institution University of Memphis, TN Date of Review MM DD YYYY 01 / 25 / 2008 i This report is in

More information

All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence.

All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence. Department of Special Education Initial Licensure and Added Endorsement the Special Education Generalist Overview and Assessment Plan Purpose for Program Change In the Fall of 2013 the Department of Special

More information

Program Personnel Standards Approval Form. Disciplrne: Nursing. ','J1* )lplll. RTP Committeehair Date i

Program Personnel Standards Approval Form. Disciplrne: Nursing. ','J1* )lplll. RTP Committeehair Date i Program Personnel Standards Approval Form Disciplrne: Nursing ','J1* )lplll RTP Committeehair Date i Introduction Relationship of Discipline Standards to CSU Channel Islands Program Standards To understand

More information

PROCEDURES AND EVALUATIVE GUIDELINES FOR PROMOTION OF TERM FACULTY DEPARTMENT OF PSYCHOLOGY VIRGINIA COMMONWEALTH UNIVERSITY MARCH 31, 2014

PROCEDURES AND EVALUATIVE GUIDELINES FOR PROMOTION OF TERM FACULTY DEPARTMENT OF PSYCHOLOGY VIRGINIA COMMONWEALTH UNIVERSITY MARCH 31, 2014 PROCEDURES AND EVALUATIVE GUIDELINES FOR PROMOTION OF TERM FACULTY DEPARTMENT OF PSYCHOLOGY VIRGINIA COMMONWEALTH UNIVERSITY MARCH 31, 2014 This document describes procedures and evaluative guidelines

More information

SOBA. School of Business Administration. 2011-2015 Strategic Plan

SOBA. School of Business Administration. 2011-2015 Strategic Plan School of Business Administration 2011-2015 Strategic Plan Executive Summary The Strategic Planning Committee of the School of Business Administration () has reviewed past planning efforts, the University

More information

These procedures describe the process used to grant the student appropriate academic credit by each of these methods as follows.

These procedures describe the process used to grant the student appropriate academic credit by each of these methods as follows. OREGON INSTITUTE OF TECHNOLOGY Credit for Prior Learning Credit for prior learning by a student admitted to OIT may be granted through a number of independent processes. These include: A) Transfer Credit;

More information

Unit Plan for Assessing and Improving Student Learning in Degree Programs. Unit: Social Work Date: May 15, 2008 Unit Head Approval:

Unit Plan for Assessing and Improving Student Learning in Degree Programs. Unit: Social Work Date: May 15, 2008 Unit Head Approval: Unit Plan for Assessing and Improving Student Learning in Degree Programs Unit: Social Work Date: May 15, 2008 Unit Head Approval: Section 1: Past Assessment Results MSW Program The School of Social Work

More information

MPH Program Policies and Procedures Manual

MPH Program Policies and Procedures Manual MPH Program Policies and Procedures Manual Curriculum and Advising Academic Advising Academic advisors are appointed by the chairs, in consultation with the MPH Director Curriculum Decisions All changes

More information

UNLV Department of Curriculum and Instruction Masters in Education Degree with an emphasis in Science Education Culminating Experience

UNLV Department of Curriculum and Instruction Masters in Education Degree with an emphasis in Science Education Culminating Experience UNLV Department of Curriculum and Instruction Masters in Education Degree with an emphasis in Science Education Culminating Experience The culminating experience for the Masters of Education degree with

More information

Summary of the Case American Intercontinental Universit y1 Master of Education Program

Summary of the Case American Intercontinental Universit y1 Master of Education Program Summary of the Case American Intercontinental University 1 Master of Education Program The Summary of the Case is written by the auditors and approved by program faculty. The Summary reflects the auditors

More information

PreK 12 Practicum and Internship. School Counseling. Overview

PreK 12 Practicum and Internship. School Counseling. Overview PreK 12 Practicum and Internship School Counseling Overview Counseling and Development Program Mission Statement The Counseling and Development program is committed to prepare counselors who promote the

More information

Academic Librarian Promotion/Advancement Criteria and Procedures Iowa State University Library

Academic Librarian Promotion/Advancement Criteria and Procedures Iowa State University Library Academic Librarian Promotion/Advancement Criteria and Procedures Iowa State University Library 2014 Approved by Academic Librarians (6-18-2014) Dean s Council (6-18-2014) Dean of the Library (6-18-2014)

More information

THE CALIFORNIA STATE UNIVERSITY

THE CALIFORNIA STATE UNIVERSITY THE CALIFORNIA STATE UNIVERSITY OFFICE OF THE CHANCELLOR BAKERSFIELD December 2, 2011 CHANNEL ISLANDS CHICO M E M O R A N D U M DOMINGUEZ HILLS EAST BAY FRESNO TO: FROM: CSU Presidents Charles B. Reed

More information

Eligibility Procedures and Accreditation Standards for Accounting Accreditation. Innovation Impact Engagement

Eligibility Procedures and Accreditation Standards for Accounting Accreditation. Innovation Impact Engagement Exposure Draft Accounting Accreditation Standards (November 15, 2012) FOR AACSB MEMBER REVIEW NOT FOR PUBLIC DISTRIBUTION Eligibility Procedures and Accreditation Standards for Accounting Accreditation

More information

MASTER OF SCIENCE IN EDUCATION Educational Leadership Technology Online www.hsu.edu

MASTER OF SCIENCE IN EDUCATION Educational Leadership Technology Online www.hsu.edu MASTER OF SCIENCE IN EDUCATION Educational Leadership Technology Online www.hsu.edu The HSU Master of Science in Education (M.S.E.) in educational leadership and technology as well as building level leader

More information

Standards for the Credentialing of School Psychologists

Standards for the Credentialing of School Psychologists Standards for the Credentialing of School Psychologists 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists

More information

NATIONAL RECOGNITION REPORT Preparation of School Psychologists

NATIONAL RECOGNITION REPORT Preparation of School Psychologists NATIONAL RECOGNITION REPORT Preparation of School Psychologists Note: NCATE recognition of this program is dependent on the review of the program by representatives of the National Association of School

More information

Educational Administration

Educational Administration Graduate School of Education Educational Administration Education Specialist Degree The Education Specialist Degree (Ed.S.) in Educational Administration program is designed for students who already have

More information

GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL

GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL Rationale: Professional development takes many forms, including such activities as workshops, courses, conferences,

More information

Using Value Added Models to Evaluate Teacher Preparation Programs

Using Value Added Models to Evaluate Teacher Preparation Programs Using Value Added Models to Evaluate Teacher Preparation Programs White Paper Prepared by the Value-Added Task Force at the Request of University Dean Gerardo Gonzalez November 2011 Task Force Members:

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

2014 Ohio Educator Preparation Performance Report. Bluffton University

2014 Ohio Educator Preparation Performance Report. Bluffton University Ohio Report Overview To continuously improve the quality of educator preparation programs in Ohio, H.B. 1 of the 128th General Assembly directed the Chancellor of the Board of Regents to develop a system

More information

GLOSSARY OF DEFINITIONS AND ACRONYMS USED IN ACCREDITATION

GLOSSARY OF DEFINITIONS AND ACRONYMS USED IN ACCREDITATION GLOSSARY OF DEFINITIONS AND ACRONYMS USED IN ACCREDITATION AABC: American Association of Bible Colleges. AACRAO: American Association of Collegiate Registrars and Admissions Officers. Academic Credit:

More information

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1 Principalship MED Enrollment and Graduate History Data in PED Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1 Program description The Master

More information

Delivered in an Online Format. Revised November 1, 2014. I. Perspectives

Delivered in an Online Format. Revised November 1, 2014. I. Perspectives 1 Prospectus of the Ed.D. in Curriculum and Instruction Delivered in an Online Format Revised November 1, 2014 I. Perspectives The online Doctor of Education (Ed.D.) in Curriculum is a graduate degree

More information

SOUTHERN UNIVERSITY AND A&M COLLEGE BATON ROUGE, LOUISIANA

SOUTHERN UNIVERSITY AND A&M COLLEGE BATON ROUGE, LOUISIANA MASTER OF SCIENCE IN NURSING (MSN) COURSE DESCRIPTIONS 600. THEORETICAL FOUNDATIONS OF ADVANCED NURSING (Credit, 3 hours). A systematic examination of the concepts of nursing, human beings, health, and

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education

More information

Assurance of Learning Assessment Process

Assurance of Learning Assessment Process Assurance of Learning Assessment Process (AACSB Assurance of Learning Standards: An Interpretation, Accessed 12/01/2011, )

More information

Department of Educational Psychology University of Wisconsin-Madison Plan for 10-Year Program Review, 2015-16

Department of Educational Psychology University of Wisconsin-Madison Plan for 10-Year Program Review, 2015-16 APCdoc2015.05.06.04 Department of Educational Psychology University of Wisconsin-Madison Plan for 10-Year Program Review, 2015-16 Mission Statement and Goals The mission of the Department of Educational

More information

NASPAA Accreditation. Policy Briefs. Crystal Calarusse

NASPAA Accreditation. Policy Briefs. Crystal Calarusse NASPAA Accreditation Policy Briefs Crystal Calarusse What are the Characteristics of NASPAA Accreditation? Crystal Calarusse 1 April 2015 The Commission on Peer Review and Accreditation (COPRA) of the

More information

PsyD Psychology (2014 2015)

PsyD Psychology (2014 2015) PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing

More information

DEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP)

DEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP) Approved by Academic Affairs May 2010 DEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP) I. DEPARTMENT OF MARKETING RTP POLICY A. Preamble B.

More information

Southwest Texas Junior College Distance Education Policy

Southwest Texas Junior College Distance Education Policy Southwest Texas Junior College Distance Education Policy I. Institutional Policies A. Mission To provide quality education to students who prefer or require an alternative classroom setting. To accomplish

More information

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Department of Human Development and Services MS in School Counseling

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Department of Human Development and Services MS in School Counseling NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Department of Human Development and Services MS in In keeping with the University s strategic commitment to excellence, each educational program

More information

Charles A. Szuberla, Jr.

Charles A. Szuberla, Jr. THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:

More information

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program.

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program. Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program Background The Departments of Higher Education and Early Education and

More information

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets

More information

University Of North Dakota SBHE Policy 403.1. & 404.1

University Of North Dakota SBHE Policy 403.1. & 404.1 University Of North Dakota SBHE Policy 403.1. & 404.1 In accordance with SBHE Policy 403.1, Program Approval; and 404.1, Distance Learning Credit activities, UND seeks on-going approval for on-campus and

More information

NEW CREDENTIAL PROGRAM PROPOSAL. 1. Title: Education Specialist Credential: Mild to Moderate Disabilities

NEW CREDENTIAL PROGRAM PROPOSAL. 1. Title: Education Specialist Credential: Mild to Moderate Disabilities CALIFORNIA STATE UNIVERSITY CHANNEL ISLANDS NEW CREDENTIAL PROGRAM PROPOSAL PROGRAM AREA: SPECIAL EDUCATION 1. Title: Education Specialist Credential: Mild to Moderate Disabilities 2. Objectives: The Objective

More information

Finalized Status: Finalized 09:59:04 AM Oct 31 2012 Finalized by: Doug Holton

Finalized Status: Finalized 09:59:04 AM Oct 31 2012 Finalized by: Doug Holton Human Services Associate FY1314 Unit Plan Finalized Status: Finalized 09:59:04 AM Oct 31 2012 Finalized by: Doug Holton Mission/Vision Statement The Human Services Program excels in giving graduates practical

More information

Rationale for the Proposed Revisions to the Educational Requirements for Licensure as a Psychologist

Rationale for the Proposed Revisions to the Educational Requirements for Licensure as a Psychologist Rationale for the Proposed Revisions to the Educational Requirements for Licensure as a Psychologist The WV Board of Examiners of Psychology has a rather unique perspective on the practice of psychology

More information

Cosimo Tangorra, Jr. Update on School Counseling Regulations SUMMARY

Cosimo Tangorra, Jr. Update on School Counseling Regulations SUMMARY THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Cosimo Tangorra, Jr. SUBJECT: Update

More information

Section Three: Ohio Standards for Principals

Section Three: Ohio Standards for Principals Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process

More information

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect

More information

The University of Texas of the Permian Basin Distance Education Policy

The University of Texas of the Permian Basin Distance Education Policy The University of Texas of the Permian Basin Distance Education Policy 1. UTPB Mission Statement The programs and courses offered via distance education are consistent with the role and mission of the

More information

PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals

PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals Education leaders ensure the achievement of all students by guiding the development and implementation

More information

General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School Education.

General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School Education. General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School. 1 Grade 1-9 Curriculum Guidelines 1 Preface In keeping with the 21st century and the global trends of educational reform,

More information

ARTICLE R7-2-604. PROFESSIONAL EDUCATOR PREPARATION PROGRAMS. In R7-2-604 through R7-2-604.02 R7-2-604.04, unless the context otherwise requires:

ARTICLE R7-2-604. PROFESSIONAL EDUCATOR PREPARATION PROGRAMS. In R7-2-604 through R7-2-604.02 R7-2-604.04, unless the context otherwise requires: ARTICLE R7-2-604. PROFESSIONAL EDUCATOR PREPARATION PROGRAMS R7-2-604. Definitions In R7-2-604 through R7-2-604.02 R7-2-604.04, unless the context otherwise requires: 1. Accreditation means a professional

More information

Job Description JOB INFORMATION JOB SUMMARY JOB RESPONSIBILITIES

Job Description JOB INFORMATION JOB SUMMARY JOB RESPONSIBILITIES Job Description JOB INFORMATION JOB TITLE: Program Director OFFICE: Graduate Nurse Anesthesia LOCATION: SGPP Minneapolis JOB GRADE: JOB CATEGORY: Professional FLSA: Exempt REPORTS TO: School or Academic

More information

Revised August 2013 Revised March 2006 Presented to Planning Council December 1993

Revised August 2013 Revised March 2006 Presented to Planning Council December 1993 1 Revised August 2013 Revised March 2006 Presented to Planning Council December 1993 Table of Content Mission, Vision, and Core Values... 3 Institutional Goals... 4 Historical Perspective and Current View...

More information

PSYCHOLOGY 592B. School Psychology Practicum, Three Credits. Rationale: The Psychology 592B Practicum, second in the School Psychology

PSYCHOLOGY 592B. School Psychology Practicum, Three Credits. Rationale: The Psychology 592B Practicum, second in the School Psychology PSYCHOLOGY 592B School Psychology Practicum, Three Credits Rationale: The Psychology 592B Practicum, second in the School Psychology Practicum series, occurs during the spring quarter of the second year

More information

CCEI. The Councils On Chiropractic Education International INTERNATIONAL CHIROPRACTIC ACCREDITATION STANDARDS

CCEI. The Councils On Chiropractic Education International INTERNATIONAL CHIROPRACTIC ACCREDITATION STANDARDS CCEI The Councils On Chiropractic Education International INTERNATIONAL CHIROPRACTIC ACCREDITATION STANDARDS FOREWORD To master its future, the chiropractic profession must contribute to and thereby influence

More information

American Psychological Association D esignation Criteria for Education and

American Psychological Association D esignation Criteria for Education and American Psychological Association D esignation Criteria for Education and Training Programs in Preparation for Prescriptive Authority Approved by APA Council of Representatives, 2009 Criterion P: Program

More information

Management Fundamentals in Healthcare Organizations

Management Fundamentals in Healthcare Organizations Management Fundamentals in Healthcare Organizations University of Minnesota School of Public Health LEARNING MODEL The learning model underlying the Management Fundamentals Certificate is an application

More information

LICENSURE PROGRAMS BUILDING LEVEL LICENSURE CENTRAL OFFICE LICENSURE ARKANSAS CURRICULUM/PROGRAM LICENSURE

LICENSURE PROGRAMS BUILDING LEVEL LICENSURE CENTRAL OFFICE LICENSURE ARKANSAS CURRICULUM/PROGRAM LICENSURE College of Education and Health Professions Educational Administration and Curriculum & Instruction Programs LICENSURE PROGRAMS BUILDING LEVEL LICENSURE CENTRAL OFFICE LICENSURE ARKANSAS CURRICULUM/PROGRAM

More information

DISSERTATION MANUAL. How many members are on a dissertation committee?

DISSERTATION MANUAL. How many members are on a dissertation committee? DISSERTATION MANUAL How many members are on a dissertation committee? The initial, three-person dissertation committee will work with the doctoral student. After the dissertation research has been completed

More information

CALIFORNIA STATE UNIVERSITY, BAKERSFIELD ACADEMIC SENATE NEW MINOR: HEALTH CARE MANAGEMENT RES 1213021 AAC/BPC

CALIFORNIA STATE UNIVERSITY, BAKERSFIELD ACADEMIC SENATE NEW MINOR: HEALTH CARE MANAGEMENT RES 1213021 AAC/BPC CALIFORNIA STATE UNIVERSITY, BAKERSFIELD ACADEMIC SENATE NEW MINOR: HEALTH CARE MANAGEMENT RES 1213021 AAC/BPC RESOLVED: that the Academic Senate recommends that the President approve the proposed Public

More information

Relationship of Degree Program (or Major) Learning Outcomes to Departmental and University Missions

Relationship of Degree Program (or Major) Learning Outcomes to Departmental and University Missions DEGREE PROGRAM STUDENT LEARNING REPORT (Rev. August ROGERS STATE UNIVERSITY Department of Psychology, Sociology, and Criminal Justice For Academic Year 2012-2013... Effectively assessing a degree program

More information

San Francisco State University College of Education Department of Elementary Education. Criteria for Retention, Tenure, and Promotion

San Francisco State University College of Education Department of Elementary Education. Criteria for Retention, Tenure, and Promotion San Francisco State University College of Education Department of Elementary Education Criteria for Retention, Tenure, and Promotion The Department of Elementary Education Mission Statement The faculty

More information

First-Time Licensure. SECONDARY EDUCATION Master s Degree Program M.Ed.

First-Time Licensure. SECONDARY EDUCATION Master s Degree Program M.Ed. SECONDARY EDUCATION Master s Degree Program M.Ed. First-Time Licensure College of Education Secondary Ed. Program University of Nevada, Reno 1664 N. Virginia St. Mailstop 280 Reno, NV 89557 The M.Ed. program

More information