​​​​​ Educator Preparation > FAQs​
  
Answer
  
  
How many required courses should be listed for each standard and indictor in the Section III alignment chart in the CIEP template? 

A program should list as many required courses as are reasonable to show the program faculty know which courses on the checklist have a significant emphasis on the standards and their indicators.  Required courses on any part of the checklist may be used.  List appropriate professional studies courses, especially technology and special education, if they clearly address part of the standard or its indicators.

 

Program Review Process4/19/2017 11:46 AM
Do course descriptions have to be from the institution’s catalog?

​No.  Sometimes the catalog descriptions are too general to provide evidence a standard is met.  In this case, a program may prepare and submit course descriptions or course summaries that show the courses address critical concepts in the standards and indicators. It is not appropriate to simply re-type standards and indicators. 

Program Review Process4/19/2017 11:47 AM
Are programs restricted to using only required courses listed under the teaching field or area of instructional support on the checklist?

Courses from any part of the checklist may be used as long as they are required courses.

 

Program Review Process4/19/2017 11:48 AM
What are the common curriculum plan problems in the early CIEP submissions?

 

  • Programs list all courses in the program for each indicator.
  • Programs list only one course in the program for each indicator.
  • Professional studies courses for educational psychology, special education, and technology are not listed.
  • The course is not listed in the catalog or not included in the document with course descriptions or course summaries.
Program Review Process4/19/2017 11:50 AM
How many key assessments are needed to address a standard?

​Data from multiple assessments should be used to address standards.  There is no specific number. Two or three key assessments would be reasonable in many instances.  

 

For example, there is an Alabama Core Teaching Standard (ACTS) standard on planning instruction.  Data from the edTPA rubrics on planning instruction would be appropriate.  It would also be appropriate to use a program assessment on planning instruction, perhaps during a late methods course or the first internship placement.  This provides a balance of internal and external assessment that would enhance data analysis.  Both assessments have the strength of being direct performance assessments.  Some Education Preparation Providers (EPPs) are thinking about having their internal assessments earlier in the programs to provide baseline data.  Another good piece of evidence would be the appropriate sub-scores from the internship assessment completed by cooperating teachers.  This would provide a different perspective since it would be a more global score based on performances over a longer period of time.  

Program Review Process4/19/2017 12:16 PM
What have been common assessment problems in the early CIEP submissions?

  • Course-embedded assessments are used, not true key assessments.
  • Copies of key assessments and scoring guides are not provided.
  • Key assessments are not designed to assess program-specific proficiencies.
  • There is little alignment among the key assessment, scoring guide, and identified standards in the Section 3 chart.
  • No minimum level of acceptable competence is identified.
  • Data are reported by overall scores or pass rates instead of sub-scores.
  • Three years of data are not reported when the program should have three years of data, at least for some key assessments.
  • Data charts do not include ranges or frequencies.
  • Data analysis discusses candidates meeting requirements, not program strengths and weaknesses and program improvement efforts informed by data analysis.

Individuals working on developing CIEP submissions should consult the rubric for key assessments.  The rubric is posted on the on the Educator Preparation section of the ALSDE website, under Program Review documents for CIEP.

 

 


 

 

Program Review Process4/19/2017 12:17 PM
Can a program present a crosswalk of how program specific standards align to Alabama Core Teaching Standards (ACTS) and then use the ACTS assessments and data analysis for program review? 

​No.  Program review is done with using the program standards, not the ACTS which are common to all programs, and thus more generic. 

 

A program may be able to develop some assessments which have criteria common to all programs and then have each program further develop the criteria and scoring guides to incorporate program-specific elements as needed.  For example, internship assessments typically have a criterion on classroom management.  Early childhood programs would likely link this to Standard 4 on using developmentally appropriate approaches and incorporate wording in the rubric about directly teaching and reinforcing procedures about classroom routines in a nurturing manner for 4.1 (positive relationships and supportive interactions).  

 

Program Review Process4/19/2017 12:19 PM
Must every candidate pass the key assessments developed by a program? 

​There is no requirement that every candidate pass all key assessments.  The program can explain in the coversheet whether the candidates who failed must redo the assessment until a passing score is earned.

 

Programs may want to think carefully about which score(s) will be reported.  Reporting and analyzing the initial scores is likely to help identify and analyze weaknesses within the program.   The program can explain in the coversheet whether the candidates who failed must redo the assessment until a passing score is earned.

Program Review Process4/19/2017 12:20 PM
Are programs required to provide scores for all program completers for all key assessments? 

​The expectation is that key assessment scores will be reported for all program completers.  If a candidate score is not included, an explanation must be provided. 

 

Program Review Process4/19/2017 12:21 PM
If an institution proposes a new program, it will not have key assessment data.  What information about key assessments should be provided short of actual data?  

​The key assessment and data tables should still be provided although the tables will not have actual data.  The data tables will demonstrate whether or not the program understands the requirements for future data reporting.  This includes demonstrating the alignment to standards and indicators, identifying a minimum level of competence, reporting data at the sub-score level rather than by overall score or passing rates; and including ranges or frequencies.

Program Review Process4/19/2017 12:21 PM
What might be an appropriate Key Assessment #2 Content Knowledge for secondary and P-12 programs?

​These programs may want to consider using:

  • A grade analysis if grades can be grouped in a logical way to support data analysis and to inform continuous improvement.  For example, an English language arts program's grade analysis might identify and cluster literature courses, writing courses, and criticism courses.  A general science program might group grades by biology, chemistry, physical sciences, and earth/space science.  A history program might consider using categories such as U.S. history, European history, non-Western history, social history, or historiography.   Only required courses should be listed.
  • A capstone course or experience, such as a thesis, recital, or comprehensive exam, if required by the academic major, as long there are clear criteria for the evaluation of content knowledge and data can be collected and analyzed in a meaningful way.

 

 

Program Review Process4/19/2017 12:32 PM
Do all science standards have to be measured with a rubric? 

​No.  The CIEP 14-18 template for all science programs has standards that apply to all science programs as well as standards that apply to the specific teaching fields (general science, biology, chemistry, and physics).  As indicated in the Key Assessment column in the standards for the specific teaching fields, the assessment may be the course grade.  Course descriptions must be provided. 

 

All science programs must submit a Key Assessment #2 on content knowledge.  This can be based on well-planned GPA analysis but other types of content assessments, such as a culminating project or comprehensive exam in the academic major, may also be used.  These may or may not be scored with a rubric but the scoring process should yield qualitative or quantitative data that can be analyzed by more than the overall grades or passing rates.

 

Program Review Process4/19/2017 12:33 PM
How should edTPA scores be used in the CIEP process?

​When edTPA is used for program review purposes, the program should be sure the edTPA rubric scores are clearly aligned to appropriate standards and indicators for the ACTS and teaching field specific standards.   edTPA becomes consequential for candidates recommended for certification in fall semester 2018.  Programs are not required to report and analyze edTPA data collected prior to fall semester 2018. 

 

Program Review Process4/19/2017 12:33 PM
What scores are reported for edTPA—overall, task, or rubric?

​Rubric scores are required to inform data analysis and program improvement. 

 

Program Review Process4/19/2017 12:34 PM
Should programs use edTPA scores for the ACTS, program-specific standards, or both?

​edTPA scores are appropriate for both ACTS and program-specific standards and must be used accordingly once edTPA is consequential in fall semester 2018.

 

Program Review Process4/19/2017 12:36 PM
Can programs use edTPA scores by themselves to meet a standard?

There are multiple examples in the Alabama content-specific standards and indicators that are not likely to be covered in a single edTPA portfolio.  Some Alabama standards and indicators suggest a type of lesson or project-based learning that might not be a great choice for the edTPA portfolio.  

 

An excellent edTPA portfolio may not address all aspects of an Alabama standard.  For example, the Alabama elementary education curriculum standard and related indicators require candidates to teach reading, writing, and oral language; science, mathematics; social studies; the arts; health education; and physical education.  No edTPA portfolio could possibly cover all of these content areas!  Thus, an edTPA submission may be used as partial evidence but will likely not be sufficient.  A program might want to consider having the required Key Assessment of planning instruction be a set of lesson plans covering all these areas in elementary education.

 

 

Program Review Process4/19/2017 12:39 PM
There are multiple examples in the Alabama content-specific standards and indicators that are not likely to be covered in a single edTPA portfolio.  Some Alabama standards and indicators suggest a type of lesson or project-based learning that might not be

​When edTPA is used for program review purposes, the program should be sure the edTPA rubric scores are clearly aligned to appropriate standards and indicators for the ACTS and teaching field specific standards.   

 

Program Review Process4/19/2017 12:40 PM
If a program uses local scoring of edTPA portfolios as well as submitting for national scoring, can it use both sets of scores for edTPA purposes?

​CIEP requires that the national scores be reported and analyzed in CIEP submissions once edTPA becomes consequential in fall semester 2018.  

 

If a program engages in local scoring of the portfolio submitted for national scoring, the main goal of local scoring is to help the faculty be aware of what candidates need to know and the level at which candidates need to understand, apply, analyze, synthesize, and evaluate.  Programs may also compare national and local scores for calibration purposes.  Since the main goal is faculty professional development and there are likely to be differences between national and local scores, it is not appropriate to use local scores derived from the same portfolio submitted for national scoring.

Program Review Process4/19/2017 12:41 PM
A program would like to use edTPA local rubrics to score a unit plan for planning instruction.  This would be done in a methods course prior to internship. Can this be used as a CIEP key assessment on planning instruction? 

​Yes.  The program must demonstrate how the edTPA rubric is aligned to the standards and indicators for the Alabama Core Teaching Standards (ACTS) and/or a specific teaching field which will be assessed in the unit plan.

Program Review Process4/19/2017 1:51 PM
What have been common assessment problems in the early CIEP submissions?

 

  • Course-embedded assessments are used, not true key assessments.
  • Copies of key assessments and scoring guides are not provided.
  • Key assessments are not designed to assess program-specific proficiencies.
  • There is little alignment among the key assessment, scoring guide, and identified standards in the Section III Alignment chart.
  • No minimum acceptable level of competence is identified.
  • Data are reported by overall scores or pass rates instead of sub-scores.
  • Three years of data are not reported when the program should have this, at least for some key assessments.
  • Data charts do not include ranges or frequencies.
  • Data analysis discusses candidates meeting requirements, not program strengths and weaknesses and program improvement efforts informed by data analysis.

Individuals working on developing CIEP submissions should consult the rubric for key assessments posted on the ALSDE website.  The rubric is posted on the on the Educator Preparation section of the ALSDE website, under Program Review documents for CIEP.


 

 

Program Review Process4/19/2017 1:52 PM
What are common field experience problems in the early CIEP submissions?

  • Copies of assignments/assessments were not provided.
  • Assignments/assessments do not include at least some competencies specific to the teaching field.
  • There is no logical or required sequence to the development of knowledge, skills, and dispositions.
  • Field experiences do not address diversity, technology, and/or impact on student learning.

Individuals working on developing CIEP submissions should consult the rubric for field experiences posted on the ALSDE website.  The rubric is posted on the on the Educator Preparation section of the ALSDE website, under Program Review documents for CIEP.

 

 

 

Program Review Process4/19/2017 1:52 PM
When are documents submitted for program reviews?

The annual deadline for submissions for comprehensive reviews is June 1.   If June 1 falls on a weekend or a holiday, submissions are due on the next regular business day.  Additional materials will not be accepted after the deadline. 

 

Submissions for new programs, significant changes to existing programs, and revised submissions for programs previously denied approval are accepted at any time during the year.

Program Review Process5/17/2017 7:13 AM
How are documents submitted for review? 

Documents must be submitted via SharePoint.  The institution is responsible for ensuring all documents are loaded and opening correctly. 

 

Documents must be submitted in program folders (ex., Class B Biology). 

 

The Educator Preparation section will provide additional information about labelling documents and organizing them in folders on the SharePoint each spring.  Consistent organization across submissions greatly facilitates the work of the review teams.

Program Review Process5/17/2017 7:14 AM
If a program has been recognized by the appropriate Specialized Professional Association (SPA), what documentation should be submitted? 

​Place a copy of the SPA recognition letter and full report in the program folder in SharePoint.

 

Program Review Process5/17/2017 7:16 AM
If a new program is submitted, how soon can the institution anticipate being able to start offering the program? 

​The Educator Preparation section cannot guarantee a new program will be approved.  A high-quality submission may be reviewed and subsequently approved by the Alabama State Board of Education (ALSBE) in approximately seven months. 

Program Review Process5/17/2017 7:17 AM
If a program wants to combine two programs, such as Elementary Education (K-6) and Collaborative Special Education Teacher (K-6), which CIEP forms should be submitted? 

The rules of the Alabama State Board of Education (ALSBE) require separate reviews of each program.  Institutions, however, may "package" two or more programs on a single checklist.   For the example in the question, the CIEP 06 for Elementary Education and the CIEP 34 for Special Education must be submitted.  The institution must ensure the standards and indicators for each program are adequately addressed and each program has sufficient field experiences and internship placements to allow candidates to develop and demonstrate the necessary competencies for each program. 

 

Please notify the ALSDE Education Preparation staff that the programs have a common checklist when submitting the documents for review.

Program Review Process5/17/2017 7:25 AM
If the review team recommends denial of approval to the Alabama State Board of Education, can the institution withdraw the program from the review process? 

​Yes.  The program may be revised and submitted again when all concerns in the review team's report have been addressed.   All documents must be resubmitted for the program, not just new or revised documents.  Partial submissions will not be accepted. 

 

If existing program approval lapses, the program will be treated as a new program.  The Alabama State Board of Education must authorize the review.  Additional information is in Rule 290-3-3-056(4)(b) of the Educator Preparation Chapter of the Alabama Administrative Code.   

 

Program Review Process5/17/2017 7:25 AM
May an institution appeal the review team’s recommendations about whether standards were or were not met?

​Yes.  The dean may appeal by sending a letter to the Deputy State Superintendent/Chief Academic Officer at the Alabama State Department of Education.  The appeal must be based on how documents submitted for review were sufficient to demonstrate standards were met.  The evidence may not be revised.  New evidence may not be submitted.

Program Review Process5/17/2017 7:31 AM
May an institution appeal the decision of the Alabama State Board of Education?

​Yes.  Procedures are outlined in Rule 292-3-3-.56(5) of the Educator Preparation Chapter of the Alabama Administrative Code

Program Review Process5/17/2017 7:34 AM
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