A.1. What is the institution’s historical context?
A.2. What is the institution’s mission?
A.3. What are the institution’s characteristics [e.g., control (e.g., public or private) and type of institution such as private, land grant, or HBI; location (e.g., urban, rural, or suburban area)]?
B.6. What substantive changes have taken place in the unit since the last visit (e.g., added/dropped programs/degrees; significant increase/decrease in enrollment; major reorganization of the unit, etc.)?
C.1. How does the unit’s conceptual framework address the following structural elements?
1a.3. What data from key assessments indicate that advanced teacher candidates demonstrate an in-depth knowledge of the content knowledge delineated in professional, state, and institutional standards?
1a.4. What do follow-up studies of graduates and employers indicate about graduates’ preparation in the content area?
1b.2. What data from key assessments indicate that advanced teacher candidates know and apply theories related to pedagogy and learning, are able to use a range of instructional strategies and technologies, and can explain the choices they make in their practice?
1b.3. What do follow-up studies of graduates and employers indicate about graduates’ preparation in pedagogical content knowledge and skills?
1c.1. What data from key assessments indicate that candidates in initial teacher preparation and advanced teacher preparation programs demonstrate the professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning?
1c.2. What data from key assessments indicate that candidates in initial teacher preparation programs consider the school, family, and community contexts and the prior experiences of students; reflect on their own practice; know major schools of thought about schooling, teaching, and learning; and can analyze educational research findings? If a licensure test is required in this area, how are candidates performing on it?
1c.3. What data from key assessments indicate that advanced teacher candidates reflect on their practice; engage in professional activities; have a thorough understanding of the school, family, and community contexts in which they work; collaborate with the professional community; are aware of current research and policies related to schooling, teaching, learning, and best practices; and can analyze educational research and policies and explain the implications for their own practice and the profession?
1c.4. What do follow-up studies of graduates and employers indicate about graduates’ preparation related to professional and pedagogical knowledge and skills?
1d.2. What data from key assessments indicate that advanced teacher candidates demonstrate a thorough understanding of the major concepts and theories related to assessing student learning; regularly apply them in their practice; analyze student, classroom, and school performance data; make data-driven decisions about strategies for teaching and learning; and are aware of and utilize school and community resources that support student learning?
1d.3. What do follow-up studies of graduates and employers indicate about graduates’ ability to help all students learn?
1e.3. What do follow-up studies of graduates and employers indicate about the knowledge and skills of other school professionals? If survey data are being reported, what was the response rate?
1g.2. How do candidates demonstrate that they are developing professional dispositions related to fairness and the belief that all students can learn?
1g.3. What data from key assessments indicate that candidates demonstrate the professional dispositions listed in 1g.1 as they work with students, families, colleagues, and communities?
1g.4. What do follow-up studies of graduates and employers indicate about graduates’ demonstration of professional dispositions?
2a.1. How does the unit ensure that the assessment system collects information on candidate proficiencies outlined in the unit’s conceptual framework, state standards, and professional standards?
2a.3. How is the unit assessment system evaluated? Who is involved and how?
2a.4. How does the unit ensure that its assessment procedures are fair, accurate, consistent, and free of bias?
2a.5. What assessments and evaluation measures are used to manage and improve the operations and programs of the unit?
2b.1. What are the processes and timelines used by the unit to collect, compile, aggregate, summarize, and analyze data on candidate performance, unit operations, and program quality?
2b.2. How does the unit disaggregate candidate assessment data for candidates on the main campus, at off-campus sites, in distance learning programs, and in alternate route programs?
2b.3. How does the unit maintain records of formal candidate complaints and their resolutions?
2c.1. In what ways does the unit regularly and systematically use data to evaluate the efficacy of and initiate changes to its courses, programs, and clinical experiences?
2c.2. What data-driven changes have occurred over the past three years?
2c.3. What access do faculty members have to candidate assessment data and/or data systems?
2c.4. How are assessment data shared with candidates, faculty, and other stakeholders to help them reflect on and improve their performance and programs?
3a.1. Who are the unit’s partners in the design, delivery, and evaluation of the unit’s field and clinical experiences?
3a.2. In what ways have the unit’s partners contributed to the design, delivery, and evaluation of the unit’s field and clinical experiences?
3a.4. How do the unit and its school partners share expertise and resources to support candidates’ learning in field experiences and clinical practice?
3b.1. What are the entry and exit requirements for clinical practice?
3b.3. How does the unit systematically ensure that candidates develop proficiencies outlined in the unit’s conceptual framework, state standards, and professional standards through field and clinical experiences in initial and advanced preparation programs?
3b.4. How does the unit systematically ensure that candidates use technology as an instructional tool during field experiences and clinical practice?
3b.5. What criteria are used in the selection of school-based clinical faculty?
3b.6. What preparation do school-based faculty members receive for their roles as clinical supervisors?
3b.7. What evidence demonstrates that clinical faculty members provide regular and continuous support for student teachers, licensed teachers completing graduate programs, and other school professionals?
3b.8. What structured activities involving the analysis of data and current research are required in programs for other school professionals?
3c.1. On average, how many candidates are eligible for clinical practice each semester or year? What percent, on average, complete clinical practice successfully?
3c.2. What are the roles of candidates, university supervisors, and school-based faculty in assessing candidate performance and reviewing the results during clinical practice?
3c.3. How is time for reflection and feedback from peers and clinical faculty incorporated into field experiences and clinical practice?
3c.4. What data from multiple assessments provide evidence that candidates demonstrate the knowledge, skills, and professional dispositions for helping all students learn in field experiences and clinical practice?
3c.5. What process is used to ensure that candidates collect and analyze data on student learning, reflect on those data, and improve student learning during clinical practice?
3c.6. How does the unit ensure that all candidates have field experiences or clinical practice that includes students with exceptionalities and students from diverse ethnic/racial, linguistic, gender, and socioeconomic groups?
4a.1. What proficiencies related to diversity are candidates expected to develop and demonstrate?
4a.2. What required coursework and experiences enable teacher candidates and candidates for other school professional roles to develop:
• awareness of the importance of diversity in teaching and learning; and
• the knowledge, skills, and professional dispositions to adapt instruction and/or services for diverse populations, including linguistically and culturally diverse students and students with exceptionalities?
4a.3. What key assessments provide evidence about candidates’ proficiencies related to diversity? How are candidates performing on these assessments?
4b.4. What efforts does the unit make to recruit and retain a diverse faculty?
4c.3. What efforts does the unit make to recruit and retain candidates from diverse groups?
4d.1. How does the unit ensure that candidates develop and practice knowledge, skills, and professional dispositions related to diversity during their field experiences and clinical practice?
4d.3. How does the unit ensure that candidates use feedback from peers and supervisors to reflect on their skills in working with students from diverse groups?
5a.3. How many of the school-based faculty members are licensed in the areas they teach or are supervising? How does the unit ensure that school-based faculty members are adequately licensed?
5b.1. How does instruction by professional education faculty reflect the conceptual framework as well as current research and developments in the fields?
5b.2. How do unit faculty members encourage the development of reflection, critical thinking, problem solving, and professional dispositions?
5b.5. How do unit faculty members systematically engage in self-assessment of their own teaching?
5c.1. What types of scholarly work are expected of faculty as part of the institution’s and unit’s mission?
5c.2. In what types of scholarship activities are faculty members engaged? How is their scholarship related to teaching and learning?
5d.1. What types of service are expected of faculty as part of the institution’s and the unit’s mission?
5d.2. In what types of service activities are faculty members engaged?
5e.1. How are faculty evaluated? How regular, systematic, and comprehensive are the unit evaluations of adjunct/part-time, tenured, and non-tenured faculty, as well as graduate teaching assistants?
5e.2. How well do faculty perform on the unit's evaluations?
5e.3. How well do faculty perform on the unit's evaluations?
5f.2. What professional development activities are offered to faculty related to performance assessment, diversity, technology, emerging practices, and/or the unit’s conceptual framework?
6a.1. How does the unit manage or coordinate the planning, delivery, and operation of all programs at the institution for the preparation of educators?
6a.2. What are the unit’s recruiting and admissions policies? How does the unit ensure that they are clearly and consistently described in publications and catalogues?
6a.3. How does the unit ensure that its academic calendars, catalogues, publications, grading policies, and advertising are accurate and current?
6a.4. How does the unit ensure that candidates have access to student services such as advising and counseling?
6a.5. Which members of the professional community participate in program design, implementation, and evaluation? In what ways do they participate?
6a.6. How does the unit facilitate collaboration with other academic units involved in the preparation of professional educators?
6b.1. What is the budget available to support programs preparing candidates to meet standards? How does the unit’s budget compare to the budgets of other units with clinical components on campus or similar units at other institutions?
6c.1. What are the institution’s and unit’s workload policies? What is included in the workloads of faculty?
6c.2. What are the faculty workloads for teaching and the supervision of clinical practice?
6c.5. What personnel provide support for the unit? How does the unit ensure that it has an adequate number of support personnel?
6c.6. What financial support is available for professional development activities for faculty?
6e.1. How does the unit allocate resources across programs to ensure candidates meet standards in their field of study?
6e.2. What information technology resources support faculty and candidates? What evidence shows that candidates and faculty use these resources?
6e.3. What resources are available for the development and implementation of the unit’s assessment system?
6e.4. What library and curricular resources exist at the institution? How does the unit ensure they are sufficient and current?
6e.5. How does the unit ensure the accessibility of resources to candidates, including candidates in off-campus, distance learning, and alternate route programs, through electronic means?