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BOT Standard |
NCATE 2002
Target Standard |
Current
Practice Described |
Best Evidence/ Existing Data |
Assessment of
Current Practices |
Data/Evidence
Needed |
Targeted
Standard Recommendations |
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F(1)
The unit provides evidence that licensure candidates demonstrate the skills
and knowledge required under part 8710.2000. |
Reference:
Accomplished with approval of Standards of Effective Practice
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F(2)
The unit demonstrates a systematic and comprehensive assessment design that
is applied to all candidates throughout professional preparation. |
S2 Assessment SystemThe 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 practice consistent with the results of these studies. |
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F(3)
The unit establishes and publishes a set of criteria and outcomes for exit
from each professional education program consistent with the standards of the
Board of Teaching. |
Reference:
Accomplished with approval of Standards of Effective Practice |
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F(4)
The program’s stated exit criteria and outcomes are assessed through the use
of multiple sources of data, for example a culminating experience,
portfolios, interviews, videotaped and observed performance in schools,
standardized tests, and course grades.
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S3 Candidates’ Development and Demonstration of Knowledge, Skills, and Dispositions to Help All Students Learn Candidates
demonstrate mastery of content areas and pedagogical and professional
knowledge before admission to and during clinical practice. Assessments used in clinical practice
indicate that candidates meet professional, state, and institutional
standards and have a positive effect on student learning. Multiple assessments are used by candidates
and clinical faculty to determine areas that need improvement and to develop
a plan for improvement. Candidates
work collaboratively with other candidates and clinical faculty to critique
and reflect on each others’ practice and their effects on student learning
with the goal of improving practice.
Field experiences and clinical practice facilitate candidates’
exploration of their knowledge, skills, and dispositions related to all
students. Candidates develop and
demonstrate proficiencies that support learning by all students as shown in
their work with students with exceptionalities and those from diverse ethnic,
racial, gender, and socioeconomic groups in classrooms and schools. |
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