Implementing the Quality Indicators Process: Revisited. March 13, Dr. Jim Barrett Dr. Germaine Taggart Kerry Schuckman

Transcription

1 Implementing the Quality Indicators Process: Revisited March 13, 2014 Dr. Jim Barrett Dr. Germaine Taggart Kerry Schuckman

2 Team Members and Their Roles Dr. Germaine Taggart- Commander-in-Chief (Director of Transition to Teaching Program) Dr. Jim Barrett- Master Task-Master (Chair, Advanced Educational Department and Candidate Advisor) Kerry Schuckman- Revered Historian (Licensure Officer) Brandie Bieker- Distinguished Data Guru "Datatician" (Program Specialist)

3 Since 2003, Fort Hays State University has had 370 teachers in 160 school districts who either have completed our Alternative Certification Program or are currently enrolled. Secondary schools in Kansas have been positively impacted by the addition of these highly qualified teachers.

4 Program Description * Transition to Teaching (T2T) is an online alternative pathway toward earning an initial Kansas license. * Must meet KSDE requirements to enter: - GPA of on last 60 credit hours - degree in the content area or equivalent coursework - hired by Kansas school district to teach in qualifying area * Graduate program (2 years to complete) * 23 available T2T licensure content areas from FHSU * Option to apply coursework toward Master of Science in Education (MSE)

5 Enrollment Growth FHSU T2T Program Numbers 375 Total F03 F04 F05 F06 F07 F08 F09 F10 F11 F12 F13

6 Enrollment by Content Area Transition to Teaching FHSU Program F03 F04 School Counselor Technology Speech/Theatre Spanish Psychology Physics Physical Education Music m.l. Science m.l. Math m.l. History Math Library Media Journalism History and Govt German French Family/Consume English Chemistry Business Biology Art Agriculture F05 F06 F07 F08 F09 F10 F11 F12 F Number of Participants

7 Accountability: KSDE Program Review Spring 2009 T2T program approved NCATE Accreditation visit and review Spring 2010 T2T program Accredited Quality Indicator Self-Study Fall 2010 Plan of Action for Improvement Quality Indicator Self-Study II Summer 2013 Plan of Action for Improvement

8 The Self-Study Process QI Process I: Charge from the KNOTtT consortium and NAAC Establishing the Quality Indicators: First Draft through current revision Challenges Faced by the Team Loss of Dean Multiple tasks completed by multiple individuals Flexible strategy for self-study Defining terms The sum of the parts is greater than the whole

9 The Self-Study Process Process II: Charge from the mnet consortium and NAAC Challenges Faced by the Team Transition of Director Invitation of more stakeholders Updating new stakeholders to the task History of Process 1 The sum of the parts is STILL greater than the whole

10 What are Quality Indicators? Three Dimensions: Governance Design Accountability Four Components of each Dimension: Preparation Recruitment Selection Support

11 Dimension: Governance Component: Recruitment Stage 1 Stage 2 Stage 3 Stage 4 Developing Program, Identifying Resources and Personnel Implementing Program Procedures, Policies, and Collaboration Analyzing Program Policies and Procedures Advancing Program Sustainability and Continuous Improvement 1. Governance Roles are identified for the recruitment process. 2. Recruitment procedures are planned. 3. Recruitment Resources are Identified. 1. Recruitment partners are identified and consulted regarding recruitment processes and policies 2. Recruitment strategies are developed and implemented 3. Recruitment resources are secured, developed and allocated. 1. With partner input, program leadership systematically reviews recruitment processes and policies to ensure highest quality and to ensure that efforts are sustained. 2. Allocations of resources are modified as necessary to meet program needs. 1. With partner and stakeholder input, program leadership implements a plan for continuous improvement allowing for times of both low and high hiring needs. 2. Source of adequate financial and physical resources are guaranteed into the foreseeable future.

12 Dimension: Governance Governance is an abstract term which refers to the set of policymakers, organization officers, and program leaders whose collective purpose is to inform, direct, manage, and monitor activities toward the long-term direction and achievement of program goals. Governance manifests itself in policy, processes, and structures that are designed and implemented by the preparation program.

13 Dimension: Design A well-designed preparation program ensures that the infrastructure of the organization matches its mission, strategic goals and the needs of its stakeholders. Program design is the formal, guided process of the integration of people with systems and processes. A quality, nontraditional preparation program acts to improve the probability that the collective efforts of all individuals involved will be successful.

14 Dimension: Accountability Effective programs are obligated to account for their activities, accept responsibility for their decisions and respond in a timely manner when program adjustments are needed. Toward this end, an effective preparation program designs and implements an accountability system and evaluation process to monitor and enhance the program's chances of accomplishing defined goals and objectives.

15 Component: Recruitment Recruitment is the ongoing, year-round process of attracting high-quality potential teacher candidates. Policies support recruitment activities Recruitment- intentional, outcome-based, data driven Specific groups are identified and targeted. Progress toward goals is monitored.

16 Component: Selection Teacher candidates are selected whose backgrounds and qualifications match program goals. (In Kansas, school districts select the teacher candidates.) Policies advocate working relationships between program partners Design ensures a pool of diverse applicants Accountability is evident when data are used to analyze effectiveness

17 Component: Preparation Preparation transforms teacher-candidates into highly effective classroom teachers. Governance ensures resources are allocated and establishes the curricular framework. Design ensures alignment with state, national and local initiatives along with rigor, coherence and fidelity. Accountability includes design and use of performance based measures to evaluate teacher-candidates' attainment of expected knowledge and skills.

18 Component: Support Support ensures teacher-candidates implement effective instruction and are retained in the profession. Governance establishes policies that define the infrastructure of teacher-candidate support Design includes an comprehensive support system for addressing attrition and retention throughout the program. Accountability includes data collection to evaluate and refine the program's support system.

19 Dimension: Governance Component: Recruitment Stage 1 Stage 2 Stage 3 Stage 4 Developing Program, Identifying Resources and Personnel Implementing Program Procedures, Policies, and Collaboration Analyzing Program Policies and Procedures Advancing Program Sustainability and Continuous Improvement 1. Governance Roles are identified for the recruitment process. 2. Recruitment procedures are planned. 3. Recruitment Resources are Identified. 1. Recruitment partners are identified and consulted regarding recruitment processes and policies 2. Recruitment strategies are developed and implemented 3. Recruitment resources are secured, developed and allocated. 1. With partner input, program leadership systematically reviews recruitment processes and policies to ensure highest quality and to ensure that efforts are sustained. 2. Allocations of resources are modified as necessary to meet program needs. 1. With partner and stakeholder input, program leadership implements a plan for continuous improvement allowing for times of both low and high hiring needs. 2. Source of adequate financial and physical resources are guaranteed into the foreseeable future.

20 Coding System for Attachments You will attach documents that support your assessment of the attainment of the various stages of your program. To keep them all straight you need a coding system. The first document in support of attainment of Governance, Recruitment Stage one would be GR1.1. The second document would be GR1.2. The first document in support of attainment of Design Selection

21 Boiler Plate Language Through this process we believe we are in Stage Three in Governance Recruitment. The following documents provide evidence of our assessment that we have met a significant number of expectations for the first three stages of Governance Recruitment. Attached documents are identified using the following coding system: The first letter identifies the Dimension, the second letter identifies the Component, the first number identifies the Stage the document supports and the second number identifies the document within the stage. (i.e., GR1.1)

22 Advantages of the Self-Study Process Collaborative process Caused reflection on program effectiveness Provided the opportunity to identify areas for improvement Process led to a Plan of Action for Program Improvement All stakeholders gained an appreciation for the whole program Affirmation of a quality program

23 What We Learned Guiding questions provided in the Quality Indicators Framework were helpful in deciding which indicators best matched our program. A self-study takes time for brainstorming, meaningful discussion, and reflection in a low-threat environment. Set strategic checkpoints to maintain momentum, yet encourage discussion. Develop a program description early on, then revisit it to ensure reflection and decisions correlate with the description. Include more stakeholders in the self-study SWOT decisions must be data-driven

24 What We Learned Guiding questions provided in the Quality Indicators Framework I were helpful in deciding which indicators best matched our program. A self-study takes time for brainstorming, meaningful discussion, and reflection in a low-threat environment. Bringing in additional stakeholders was beneficial once they were introduced to the process. Set strategic checkpoints to maintain momentum, yet encourage discussion. Develop a program description early on, then revisit it to ensure reflection and decisions correlate with the description. SWOT decisions must be data-driven

25 Feedback from Process Committee KNOTtT(Federal Grant) has a committee that reviews the findings of the organization's self study. The FHSU TEAM received oral feedback from the committee during the hearing and will receive written feedback in QI Process I and written feedback in QI Process II.

26 Feedback on Stage Identification: QI Process I/II Dimension/Component FHSU QI Reviewer Difference Governance: Recruitment 3/4 3/4 0 Governance: Selection 2/3 2/3 0 Governance: Preparation 3/4 3/4 0 Governance: Support 3/4 3*/4 0

27 Feedback on Stage Identification: QI Process I/II Dimension/Component FHSU QI Reviewer Difference Design: Recruitment 3/4 3/4 0 Design: Selection 2/3 3/3 +1/0 Design: Preparation 3/4 3/4 0 Design: Support 2/3 3/3 +1/0

28 Feedback on Stage Identification: QI Process I/II Dimension/Component FHSU QI Reviewer Difference Accountability: Recruitment 3/4 2/4-1/0 Accountability: Selection 1/3 2/3 +1/0 Accountability: Preparation 3/4 2/4-1/0 Accountability: Support 2/3 2/3 0

29 What We Will Do as a Result of The Process SWOT Analysis (Strengths, Weaknesses, Opportunities, Threats) Strengths: 13 listed Example: This was a collaborative process.... Weaknesses: 6 listed Example: The FHSU T2T program lacks a detailed operational budget. Opportunities: 10 listed Example: Enlarge the Advisory Committee to include other stakeholders. Threats: 4 listed

30 Action Plan: Into the Future Develop a clear marketing strategy and timeline Expand advisory committee to include other stakeholders Align curriculum and course content Develop a clear plan for research/systematic evaluations Upgrade a policy book for stakeholders Expand minutes and documents to be comprehensively understood

31 Stakeholders of alternative certification programs will now have a vehicle for self-study that should strengthen individual programs and provide meaningful research on the value of alternative certification programs. Summary KNOTtT/NAAC, through the development and piloting of the Quality Indicators, have refined a self-study process linked to goals and processes of other accrediting agencies to guide alternative certification programs through meaningful conversations and decision-making. FHSU utilized the process to reflect on the structure and value of the Transition to Teaching program, then take meaningful steps toward improvement.

32 Recommendations Form a team of stakeholders to participate in a Collaborative Process Team members with specific roles. (Historian, datatician,etc.) Establish a codification system for supporting documents Plan your commitment of time 1.Time for familiarizing yourselves with the process and rubrics 2.Time to discuss and work through the process 3. Minimum of 6, one-two hour blocks of collaborative time 4. Individual reflection and study time between sessions

33 Recommendations Provide a "datatician" with dedicated time to record discussions and organize documents and information systematically View website for orientation and process and the instructions for uploading the document Take advantage of all related training Provide exemplars, not as a definitive process, but as a reference tool Do not allow teams to opt out of dimensions or components; discussion is the driving force of the self study

34 Fort Hays State University Hays, Kansas Transition to Teaching Team Members Dr. Jim Barrett, Dr. Germaine Taggart, Kerry Schuckman, Brandie Bieker,