8700.7600 BOT Subpart 5. A: Professional and Pedagogical Studies/NCATE 1: Candidates Knowledge, Skills, and Dispositions/NCATE 2: Assessment System and Unit Evaluation

BOT Standard	NCATE 2002 Target Standard	Current Practice Described	Best Evidence/ Existing Data	Assessment of Current Practices	Data/Evidence Needed	Targeted Standard Recommendations
A(1) The institution has high quality professional education programs that are cohesive, comprehensive, and based on research, theory, and accepted practice.	Conceptual Framework
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.	S1 Pedagogical Content Knowledge. Teacher candidates reflect a thorough understanding of pedagogical content knowledge delineated in professional, state, and institutional standards. They have in-depth understanding of the subject matter that they plan to teach, allowing them to provide multiple explanations and instructional strategies so that all students learn. They present the content to students in challenging, clear, and compelling ways and integrate technology appropriately. S1 Professional Pedagogical Knowledge and Skills Teacher candidates reflect a thorough understanding of pedagogical content knowledge delineated in professional, state, and institutional standards. They have in-depth understanding of the subject matter that they plan to teach, allowing them to provide multiple explanations and instructional strategies so that all students learn. They present the content to students in challenging, clear, and compelling ways and integrate technology appropriately. S1 Dispositions for All Candidates Candidates work with students, families, and communities in ways that reflect the dispositions expected of professional educators as delineated in professional, state, and institutional standards. Candidates recognize when their own dispositions may need to be adjusted and are able to develop plans to do so.
A(3) Assessment and evaluation are integral components of the professional education sequence and are used to monitor teacher candidate performance and program effectiveness.	S1 Student Learning for Teacher Candidates Teacher candidates accurately assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students. S2 Assessment System The unit, with the involvement of its professional community, is implementing an assessment system that reflects the conceptual framework(s) and incorporates candidate proficiencies outlined in professional and state standards. The unit continuously examines the validity and utility of the data produced through assessments and makes modifications to keep abreast of changes in assessment technology and in professional standards. Decisions about candidate performance are based on multiple assessments made at multiple points before program completion. Data show the strong relationship of performance assessments to candidate success. The unit conducts thorough studies to establish fairness, accuracy, and consistency of its performance assessment procedures. It also makes changes in its practices consistent with the results of these studies. S2 Data Collection, Analysis, and Evaluation The unit is implementing its assessment system and providing regular and comprehensive data on program quality, unit operations, and candidate performance at each stage of a program, including the first years of practice. Data from candidates, graduates, faculty, and other members of the professional community are based on multiple assessments from both internal and external sources. The unit maintains a record of formal candidate complaints and documentation of their resolution. Data are regularly and systematically collected, compiled, summarized, analyzed, and reported publicly for the purpose of improving candidate performance, program quality, and unit operations. The unit is developing and testing different information technologies to improve its assessment system. S2 Use of Data for Program Improvement The unit has fully developed evaluations and continuously searches for stronger relationships in the evaluations, revising both the underlying data systems and analytic techniques as necessary. The unit not only makes changes when evaluations indicate, but also systematically studies the effects of any changes to assure that the intended program strengthening occurs and that there are no adverse consequences. Candidates and faculty review data on their performance regularly and develop plans for improvement.