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FAQs: Annual Report

Part C is an important document that will be reviewed by NCATE and the site visit team during your periodic accreditation visit. This document will be considered during accreditation decision making.

How is the Annual Report related to PEDS?

Part C is a component of the Professional Education Data System (PEDS) (formerly known as the AACTE/NCATE Joint Data Collection System). NCATE manages the Annual Report/Part C, and AACTE manages Part A (Institutional Data) and Part B (Enrollment, Productivity, and Faculty Resources).

When will Part C be available?

Part C will be available in AIMS on January 10, 2013.

When is Part C due?

Part C needs to be completed by April 19, 2013 at 11:59 P.M. ET.

How do I access Part C?

See How to Access and Submit the 2012 NCATE/AACTE Annual Report/Part C.

Do I have to complete Part C?

Yes, all units are required to complete Part C. See questions 5, 6, and 7 for units with reduced reporting requirements.

If I hosted an onsite visit in Fall 2011 or Spring 2012, do I need to complete the 2012 Annual Report/Part C?

If you hosted an onsite visit during the 2011-2012 academic year, you will have reduced annual reporting requirements. You should still update information in AIMS and complete Annual Report Section I (Program Completers), Section II (Display of Candidate Performance Data), and Section III (Substantive Changes).

You DO NOT need to complete Section IV (Areas for Improvement) or Section V (Continuous Improvement Pathway)/Section VI (Transformation Initiative Pathway), if you have 1) hosted an in-person or virtual onsite visit in the 2011-2012 academic year (September 1, 2011-August 31, 2012), 2) precandidacy or candidacy status, or 3) submitted a supplemental rejoinder, for a deferred accreditation decision, in the 2011-2012 academic year.

If you hosted an onsite visit in Fall 2012 or will host an onsite visit in Spring 2013, then you will have reduced reporting requirements for the 2013 Annual Report.

If I have precandidate or candidate status, do I have to complete the 2012 Annual Report/Part C?

If you have precandidate or candidate status, you will have reduced annual reporting requirements. You should still update information in AIMS and complete Annual Report Section I (Program Completers), Section II (Display of Candidate Performance Data), and Section III (Substantive Changes).

You DO NOT need to complete Section IV (Areas for Improvement) or Section V (Continuous Improvement Pathway)/Section VI (Transformation Initiative Pathway), if you have 1) hosted an in-person or virtual onsite visit in the 2011-2012 academic year (September 1, 2011-August 31, 2012), 2) precandidacy or candidacy status, or 3) submitted a supplemental rejoinder, for a deferred accreditation decision, in the 2011-2012 academic year.

If I have submitted a supplemental rejoinder, do I have to complete the 2012 Annual Report/Part C?

If you submitted a supplemental rejoinder, for a deferred accreditation decision, in the 2011-2012 academic year, you will have reduced annual reporting requirements. You should still update information in AIMS and complete Annual Report Section I (Program Completers), Section II (Display of Candidate Performance Data), and Section III (Substantive Changes).

You DO NOT need to complete Section IV (Areas for Improvement) or Section V (Continuous Improvement Pathway)/Section VI (Transformation Initiative Pathway), if you have 1) hosted an in-person or virtual onsite visit in the 2011-2012 academic year (September 1, 2011-August 31, 2012), 2) precandidacy or candidacy status, or 3) submitted a supplemental rejoinder, for a deferred accreditation decision, in the 2011-2012 academic year.

What time frame should I be reporting on?

You should be reporting on data from the 2011-2012 academic year (September 1, 2011-August 31, 2012).

How do I update contact information on Annual Report?

See How to Update Contact Information on Annual Report.

How do I complete Section I (Program Completers)?

Enter the total number of candidates who completed initial or advanced programs within the unit. Include candidates who completed a program that made them eligible for a teaching license, are licensed teachers who completed a graduate program, or completed a program to work as a school administrator, school psychologist, school library media specialist, reading specialist, and other specialties in schools. Include the candidates who have completed a bachelor's, post-bachelor's, master's, specialist, or doctoral program. Program may or may not be tied to a state license or credential.

Am I required to complete Section II (Display of Candidate Performance Data)?

Yes. The display of candidate performance data serves two purposes: 1) It demonstrates NCATE/CAEP’s commitment to transparency and public accountability; and 2) It is a requirement for NCATE/CAEP, and all other accrediting organizations seeking CHEA (Council on Higher Education Accreditation) recognition. As of October 1, 2012, data from at least one of the following categories needed to be posted on the educator preparation provider's website:

    • Results of state licensure exams,
    • Results of employer and/or graduate surveys,
    • Average GPAs of program completers,
    • Retention rates in preparation programs and in the teaching field (if available),
    • Job placement rates,
    • Value-added or growth model data on teacher effectiveness,
    • Graduation rates, and/or
    • Other measures as appropriate.
If your candidate performance data are not publicly displayed, you should provide a response explaining why the data is not provided and describe the timeline for coming into compliance.
 
Read NCATE President James G. Cibulka's May 17, 2012 message sent to unit heads and the CHEA Recognition Standards. This topic was presented at the 2012 CAEP Conference. Further sessions on public accountability will be presented at the Spring 2013 CAEP Conference and the 65th AACTE Annual Meeting.

Can I see an example of how other educator preparation providers are displaying candidate performance data?

Listed below are some of the different ways data are being displayed:

What should I write if I am identifying a substantive change in Section III?

When providing an explanation, the response should indicate what the change is, a description of the change, and the anticipated impact of the change on program quality. Following are some examples:

Q: Change in control of institution. Please indicate any changes in control or ownership of the institution such as a merger with another institution, separation from an institution, purchase of an institution, etc.

A: The Order of Saint Benedict (OSB) will reliquish legal ownership of and fiscal obligation for Saint John's University to that institution's Board of Regents on 1 July 2012. This change will not affect the University's faculty, curriculum, enrollment, fiscal resources, policies, or its collaborative relationship with The College of Saint Benedict. The Order will retain membership on the University's Board of Regents. Aside from the fiscal and legal separation of the University from the monastery, the University will continue to function in all respects as it has in the past. Saint John's University called its 13th president, Dr. Michale Hemesath, to begin the work of his office on 1 July 2012. (College of Saint Benedict/St. John’s University)

Q: Addition or removal of a level of preparation (e.g., a master's degree).

A: In 2010-2011, we converted an on campus post baccalaureate program for elementary and secondary education candidates to an online delivery model. We piloted the new format in spring 2010 and had full implementation in fall 2010. (The on campus version of the program suspended admissions in spring 2009 as the faculty considered alternative delivery options.) (Seton Hall University, NJ)

Q: Increased offerings for the preparation of education professionals at off-campus sites and outside the United States.

A: The renewal of Ministerial Consent to offer programs at selected sites in the Province of Ontario added two district school boards (Bruce-Grey Catholic District School Board and Heron-Perth Catholic District School Board). Existing sites include Senhor Santo Cristo School of the Toronto Catholic District School Board, Jean Vanier High School of the York Catholic District School Board, Halton Catholic District School Board, and Durham District School Board. (Niagara University, NY)

Q: Significant change (25 percent increase or decrease) in candidate enrollment

A: Our enrollment in our M.Ed. in Curriculum and Instruction has declined. In the past Ohio required a masters degree before a teacher could renew his/her professional license the second time. The requirement was eliminated. Therefore the number of teachers seeking a masters degree has decreased. We are working on adding programs that will provide teachers with other licensure areas. For example, we have recently received approval for an M.Ed. in Educational Leadership with principal licensure. A cohort of 14 students began this program in Jan 2012. (Ohio Dominican University, OH)

What should I write in Section IV (Areas for Improvement)?

The unit should describe how it is continuing to make progress on addressing AFIs. You should summarize activities, assessments, and outcomes toward correcting AFI(s) cited in the last Accreditation Action Report, if applicable. AFIs are automatically populated from the most recent Accreditation Action Report. A response is required. If no new information is available, you should provide a response as to why there have been no changes.

What do I write about in Section V.2 (Continuous Improvement Pathway - Summarize progress toward target level performance on the standard(s) selected.)?

In your response to this question, you should describe areas of the standard at which the unit is currently performing at the target level for each element of the standard, summarize activities and their impact on candidate performance and program quality that have led to target level performance, and discuss plans and timelines for attaining and/or sustaining target level performance as articulated in the unit standard. This question has a limit of 3000 characters (including spaces).

What do I write about in Section V.3 (Continuous Improvement Pathway - Summarize data to demonstrate that the unit continues to meet Standard 2: Assessment System and Unit Evaluation in the area of unit operations. Submit sample data/evidence/exhibits, one or two samples)?

In your response to this question, report on and provide evidence of the unit meeting Standard 2: Assessment System and Unit Evaluation in the area of unit operations. To guide your summary and demonstrate that your unit is evaluating and improving the performance of candidates, the unit, and its programs based on unit operations, you may want to consider the following questions:

    • What progress has the unit made in meeting their plans and timelines for data collection and analysis related to unit operations?
    • How has the unit worked to eliminate bias and establish the fairness, accuracy, and consistency of its unit operations? What were the results of this change?
    • What improvements have been made to an assessment system that provides regular and comprehensive information on unit operations? What were the results of this change?
    • How have candidate assessment data been used to improve unit operations? What were the results of this change?
    • How have program evaluation data been used to initiate changes to unit operations?

The NCATE definition of unit operations is, “Activities undertaken by the unit pertaining to governance, planning, budget, personnel, facilities, services, and procedures such as advising and admission, and resources that support the unit’s mission in preparing candidates.” This question has a limit of 3000 characters (including spaces).

What do I write about in Section V.1 (Transformation Initiative Pathway - Summarize current status of the unit's Transformation Initiative and progress toward meeting its goals)?

In your response to this question, you should summarize the status/progress of TI implementation; discuss how the unit is responding to recommendations by the BOE team; describe significant changes, if any, in TI implementation since the proposal was submitted; and identify revisions to the timeline. This question has a limit of 3000 characters (including spaces).

What do I write about in Section V.2 (Transformation Initiative Pathway - Summarize data to demonstrate that the unit continues to meet Standard 2: Assessment System and Unit Evaluation in the area of unit operations. Submit sample data/evidence/exhibits, one or two samples)?

In your response to this question, report on and provide evidence of the unit meeting Standard 2: Assessment System and Unit Evaluation in the area of unit operations. To guide your summary and demonstrate that your unit is evaluating and improving the performance of candidates, the unit, and its programs based on unit operations, you may want to consider the following questions:

    • What progress has the unit made in meeting their plans and timelines for data collection and analysis related to unit operations?
    • How has the unit worked to eliminate bias and establish the fairness, accuracy, and consistency of its unit operations? What were the results of this change?
    • What improvements have been made to an assessment system that provides regular and comprehensive information on unit operations? What were the results of this change?
    • How have candidate assessment data been used to improve unit operations? What were the results of this change?
    • How have program evaluation data been used to initiate changes to unit operations?

The NCATE definition of unit operations is, “Activities undertaken by the unit pertaining to governance, planning, budget, personnel, facilities, services, and procedures such as advising and admission, and resources that support the unit’s mission in preparing candidates.” This question has a limit of 3000 characters (including spaces).

What if I have additional questions?

Contact Dana Leon-Guerrero, Accreditation Associate.


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