Council on Education of the Deaf Office of Accreditation CED Review Evaluation Rubric
Evaluation Rubric Cover Sheet Institution State Date submitted Name of Preparer Email Evaluation Review Team Member documented in this report: Name of institution s (s) Degree or award level Is this offered online? Yes No Type (Initial, Advanced) Title of the state license(s) for which cidates are prepared report status: Initial Review Five-Year Reaccreditation Report Ten-Year Reaccreditation Report Revised Report (for s who did not receive initial certification) State licensure requirement for national recognition: CAEP/CED requires 80% of the completers who have taken the test to pass the applicable state licensure test for their licensure, if the state has a testing requirement. Test information data must be reported in Section III. Does your state require such a test? Yes No
Council on the Education of the Deaf Review Rubric 1.1 Design of Curriculum Stard: Each curriculum reflects the institution s philosophy regarding education of students who are deaf or hard of hearing personnel preparation, its conception of the role of the teacher, its objectives. The institution s philosophy reflected in the to prepare teachers of d/hh students Not : Further Work needed Philosophy is not consistently or clearly reflected in conception of the role of teacher, objectives, course objectives, /or Philosophy consistently reflected in 2 of the 4 areas: conception of role of teacher, objectives, course objectives, Philosophy consistently clearly reflected in 3 of the 4 areas: conception of role of teacher, objectives, course objectives, Philosophy consistently clearly reflected in conception of role of teacher, objectives, course objectives, Discussion of strengths concerns:
1.2 Curriculum Components Stard: 1.2. As the generic portion of the core it is planned that each curriculum consist of learning designed to develop cidate outcomes in the following areas defined by the CEC Special Education Content Stards: (1) learner development individual learning differences; (2) learning environments; (3) curricular content knowledge; (4) assessment; (5) planning strategies; (6) professional learning practice; (7) collaboration. a. Course objectives align with CEC_CED initial educator stards Not : Further Work needed Few if any course objectives are clearly aligned with CEC_CED initial educator stards Some course objectives are clearly aligned with CEC_CED initial educator stards Most course objectives are clearly aligned with CEC_CED initial educator stards Course objectives are clearly aligned with CEC_CED initial educator stards b. Key assessments found within courses address the seven CEC_CED overall stards Key assessments may or may not be found within courses or may or may not be aligned address the seven CEC_CED overall stards Key assessments found within courses or are aligned address the five to six of the CEC_CED overall stards Key assessments found within courses or are aligned address the six to seven of the CEC_CED overall stards Key assessments found within courses or are clearly aligned address the seven CEC_CED overall stards Discussion of strengths concerns:
1.3.1 Practicum Length Sequence Stard: The curriculum incorporates a planned sequence of practicum appropriate to the curriculum.. Practicum includes adequate amounts of observation, participation teaching for A MINIMUM OF 150 HOURS OF DIRECTED OBSERVATION AND PARTICIPATION AND A MINIMUM OF 250 CLOCK HOURS OF STUDENT TEACHING. Number of practica, experience, student teaching hours are adequate b. Nature of practica,, student teaching is appropriate for philosophy Not : Further Work needed Practica, student teaching hours do not meet the minimum hours Few or none of practica, student teaching placements are Practica experience hours are within 5-10 hours of the minimum hours (150) of directed observation participation the minimum number of clock hours (250) of student teaching Some of practica, student teaching placements are appropriate Practica experience hours meet the minimum hours (150) of directed observation participation the minimum number of clock hours (250) of student teaching Majority of practica, student teaching placements are Practica experience hours meet or exceed the minimum hours (150) of directed observation participation the minimum number of clock hours (250) of student teaching Nature of practica, student teaching are appropriate to
Sequence of practica, student teaching Assessment of practica, student teaching measure effectiveness of placement in building cidates skills appropriate to philosophy Sequence of practica, student teaching does not appear to be structured to build refined teaching skills No assessment of effectiveness of placements (practica, student teaching) is made. to philosophy Sequence of practica, student teaching are somewhat structured to build increasingly refined teaching skills.. Assessment of effectiveness of some of the placements (practica, or student teaching) is made. appropriate to philosophy Sequence of practica, student teaching are generally structured to build increasingly refined teaching skills. Assessment of effectiveness of most of the placements (practica, student teaching) is made philosophy Sequence of practica, student teaching are clearly structured to build increasingly refined teaching skills. Assessment of effectiveness of each placement (practica, student teaching) is made. Discussion of strengths concerns:
1.3.2 Practicum Facilities Stard: A wide range of practicum facilities is available. Cidates should be familiar with the full array of resources available to deaf hard of hearing individuals carry out practicum activities in these facilities as appropriate to the objectives of the their own professional goals. Not : Further Work needed offers a range of practicum facilities in which cidates can carry out practicum activities Practicum activities are limited to one facility. A limited range of practicum facilities (1-2) are used by the. A varied group of practicum facilities are used by the. Wide range of practicum facilities are used by the. Practicum facilities provide cidates with exposure to children from diverse cultural, racial economic backgrounds. Practicum facilities/activities provide cidates with NO exposure to children from diverse cultural, racial economic backgrounds. Practicum facilities/activities provide cidates with limiited exposure to children from diverse cultural, racial economic backgrounds. Practicum facilities/activities provide cidates with some exposure to children from diverse cultural, racial economic backgrounds. Practicum facilities/activities provide cidates with frequent exposure to children from diverse cultural, racial economic backgrounds. Discussion of strengths concerns:
1.3.3 Practicum Supervision Stard: Qualified personnel from the teacher preparation center practicum facilities conduct a wellcoordinated, planned of supervision for all phases of practicum. Supervision is adequate appropriate in terms of its nature, frequency, amount its relevance to objectives. The frequency of supervision provided for each phase of practicum student teaching from the university/college supervisor. The nature of supervision provided for each phase of practicum student teaching by the university/college supervisor The nature of supervision provided for each phase of practicum student teaching by the practicum/cooperating teacher Adequate procedures are used to record, monitor, evaluate the teaching performance of cidates h. Selection, training, placement, evaluation of cooperating teachers Not : Further Work needed College/university supervisor do not maintain a visitation schedule during practica student teaching University/college supervisor provides direct feedback conferencing with cidate after less than half of visits/observations Practicum/cooperating teacher does not provide systematic feedback conferencing with cidate during the practicum/student teaching experience. does not use adequate or systematic procedures to record, monitor, evaluate the teaching performance of cidates. does not have selection criteria /or may or may College/university supervisor maintain a sporadic but adequate visitation schedule during practica student teaching University/college supervisor provides direct feedback conferencing with cidate after at least half of visits/observations Practicum/cooperating teacher provides midterm final feedback conferencing with cidate during the practicum/student teaching experience. uses systematic procedures to record, monitor, evaluate the teaching performance of cidates. uses a selection criteria /or provides College/university supervisor maintain a frequent visitation schedule during practica student teaching University/college supervisor provides direct feedback conferencing with cidate after most visits/observations. Practicum/cooperating teacher provides weekly, direct feedback conferencing with cidate during the practicum/student teaching experience. uses adequate, systematic procedures to record, monitor, evaluate the teaching performance of cidates. uses quality selection criteria provides annual College/university supervisor maintain a frequent, specific visitation schedule during practica student teaching. University/college supervisor provides direct feedback conferencing with cidate after each visit/observation. Practicum/cooperating teacher provides direct written feedback conferencing with cidate each day during the practicum/student teaching experience. uses reliable, systematic procedures to record, monitor, evaluate the teaching performance of cidates. consistently uses quality selection criteria provides
not offer annual training evaluation of cooperating teachers. annual training evaluation of cooperating teachers training evaluation of cooperating teachers documented, yearly training evaluation of cooperating teachers Discussion of practicum supervision strengths concerns:
2.1 Competence Utilization of Faculty Stard: An institution engaged in preparing teachers has a minimum of two qualified, full-time members (or their equivalent) in teacher education, each with post-master s degree preparation or demonstrated scholarly professional competence, each with appropriate expertise in components of the curricula (e.g., language, communication, media), one of whom is officially designated as coordinator or head of the who assumes accountability for administration, direction evaluation. Coordinator of the a member with a professional rank Effectiveness of the instruction supervision in each of the areas specified in the stard evaluated Not : Further Work needed Coordinator of the is a member. May or may not have professional rank, appropriate experience /or teaching licensure. Teaching effectiveness of may or may not be evaluated by cidates /or by peers annually. Coordinator of the is a member with professional rank, appropriate experience /or teaching licensure. Teaching effectiveness of is evaluated by cidates annually by peers annually. Coordinator of the is a full-time member with professional rank appropriate experience, teaching licensure Teaching effectiveness of is systematically evaluated by cidates each semester by peers annually. Coordinator of the is a full-time member with professional rank appropriate experience teaching licensure including CED certification. Teaching effectiveness of is systematically objectively evaluated by cidates each semester
by peers annually. Faculty members actively engage in professional development activities like research, advanced study, participation in professional other groups rarely engages in professional development activities, scholarship service to the profession. sometimes engages in professional development activities, scholarship service to the profession. regularly engages in professional development activities, scholarship service to the profession. actively engages in professional development activities, scholarship service to the profession. Discussion of strengths concerns:
2.2 Faculty Involvement with Schools Stard: Members of the teacher education have continuing association involvement with educational s for students who are deaf hard of hearing. Members of the teacher education are involved with educational s for students who are deaf hard of hearing Not : Further Work needed Few or no members of the teacher education are regularly involved with educational s for students who are deaf hard of hearing through service or scholarly activities Some members of the teacher education are regularly involved with educational s for students who are deaf hard of hearing through service or scholarly activitie Most members of the teacher education are regularly involved with educational s for students who are deaf hard of hearing through service or scholarly activities All members of the teacher education are actively involved with educational s for students who are deaf hard of hearing through service or scholarly activities Discussion of strengths concerns:
2.3 Conditions for Faculty Service Stard: The institution provides conditions essential to the effective performance by the teacher education Not : Further Work needed Faculty load Load of members in the does not meet the established institutional policy. Load of most members in the meet the established institutional policy most semesters. Load of all members in the meet the established institutional policy most semesters. Load of all members in the meet the established institutional policy each semester. Faculty development Faculty has no access or support for any development opportunities. Faculty has access to an institutionally sponsored development. Faculty has access to an institutionally sponsored development or monies to seek development opportunities. Faculty has access to an institutionally sponsored funded development as well as monies to seek additional development
opportunities. Support Services for Faculty Faculty has insufficient clerical, technological, funding, research support from the institution. Faculty has some but not adequate clerical, technological, funding, research support from the institution. Faculty has adequate clerical, technological, funding, research support from the institution. Faculty has appropriate clerical, technological, funding, research support from the institution. Discussion of strengths concerns:
2.4 Part-Time Faculty Stard: The requirements for part-time in the institution are comparable to those for appointment to the full-time are employed only when part-time can make special contributions to teacher education s. Qualifications of the part-time members Not : Further Work needed Qualifications of part-time are not comparable to those of full time by degree or experience. Qualifications of part-time are mostly comparable to those of full time either by degree /or experience. Qualifications of part-time are comparable to those of full-time by degree or experience. Qualifications of part-time are equal to those of full time. Proportion of the taught by part-time Part time teach more than 50% of the courses. Part time teach no more than 35% of the courses Part-time teach less than 25% of the courses. Part-time teach less than 20% of the courses. Part time are oriented to the basic purposes of the institution s teacher education Part-time receives a basic orientation to the teacher education ; Part-time receives a basic orientation to the teacher education ; are Part-time receives a basic orientation to the teacher education ; are Part-time receives a basic orientation to the teacher education ; are
may or may not receive information on a regular basis, or conference with coordinator. recipients of information on a regular basis, conference as needed with coordinator. recipients of information on a regular basis, conference frequently with coordinator. recipients of information on a regular basis, conference regularly (scheduled) with coordinator. Discussion of strengths concerns:
3.1 Admission to s (Refer to Form # 3.) Stard: The institution applies specific criteria for admission to the for the preparation of teachers of students who are deaf hard of hearing. These criteria require the use of both objective subjective data. Admission criteria for cidates to the. Not : Further Work needed has admission criteria including objective data including test results with national norms has systematic, well documented admission criteria that includes objective data including test results with national norms has systematic, well documented consistently applied admission criteria that includes multiple measures objective data including test results with national norms has systematic, well documented, valid consistently applied admission criteria that includes multiple measures objective data including test results with national norms supports diversity of cidates including those who are deaf or hard of hearing does not recruit diverse cidates including those who are deaf or hard of hearing has no documented recruits diverse cidates including those who are deaf or hard of hearing. recruits diverse cidates including those who are deaf or hard of hearing has documented, supports for recruits diverse cidates including those who are deaf or hard of hearing has documented, successful
supports for these cidates. these cidates. supports for these cidates. Discussion of strengths concerns:
3.2 Retaining Cidates in s Stard: The institution applies specific criteria for retaining cidates who possess academic competencies personal characteristics appropriate to the requirements of teaching. Not : Further Work needed Objective means are used to evaluate the achievement of cidates as they progress through the teacher preparation for teachers of students who are deaf hard of hearing has measures that are used to evaluate cidates as they move through each transition point in the teacher preparation but measures or implementation of measures lack consistency /or documentation has systematic measures that are used to evaluate determine retention of cidates as they move through each transition point in the teacher preparation. has systematic, well documented, multiple measures that are consistently used to evaluate determine retention of cidates as they move through each transition point in the teacher preparation has systematic, well documented, multiple measures that are consistently used to evaluate determine retention of cidates as they move through each transition point in the teacher preparation measures cidate dispositions ethical behaviors does not use a consistent /or valid measure of cidates dispositions ethical behaviors through each transition point in the teacher uses a measure of cidates dispositions ethical behaviors through each transition point in the uses a consistent measure of cidates dispositions ethical behaviors through each transition point in the teacher uses a consistent valid measure of cidates dispositions ethical behaviors through each transition point in the teacher
preparation. teacher preparation. preparation. preparation. has an appeals process for cidates who are denied entrance to the or dismissed from the. does not have a formal appeals process for cidates who are denied entrance to the or dismissed from the. has a formal, appeals process for cidates who are denied entrance to the or dismissed from the. has a formal, systematically used appeals process for cidates who are denied entrance to the or dismissed from the. has a formal, welldocumented systematically used appeals process for cidates who are denied entrance to the or dismissed from the. Discussion of strengths concerns:
3.3 Graduation Requirements (Refer to Form #5, Attachment III of CED Attachments.) Stard: Graduation from a for the preparation of teachers of students who are deaf hard of hearing implies more than the satisfactory completion of a series of academic credit hours Not : Further Work needed The for the preparation of teachers of students who are deaf hard of hearing requires multiple measures for graduation does not use well documented, valid, /or multiple measures to determine satisfactory completion of teacher preparation. uses well documented measures to determine satisfactory completion of teacher preparation. consistently uses well documented, multiple measures to determine satisfactory completion of teacher preparation. consistently uses well documented, valid multiple measures to determine satisfactory completion of teacher preparation. Discussion of strengths concerns:
4.1 Library Stard: The library is adequate to support the instruction, research, services of each teacher education. Not : Further Work needed Library virtual holdings databases students have little or no access to: students have some access to: students have general access to: students have ready easy access to: (1) stard contemporary holdings in education, psychology, technology, speech hearing, (1) stard contemporary holdings in education, psychology, technology, speech hearing, (1) stard contemporary holdings in education, psychology, technology, speech hearing, (1) stard contemporary holdings in education, psychology, technology, speech hearing, (2) periodicals in education, psychology, technology, speech hearing, education of the deaf hard of hearing (2) periodicals in education, psychology, technology, speech hearing, education of the deaf hard of hearing (2) periodicals in education, psychology, technology, speech hearing, education of the deaf hard of hearing (2) periodicals in education, psychology, technology, speech hearing, education of the deaf hard of hearing (3) such additional specialized books, periodicals, other resources to support the (3) such additional specialized books, periodicals, other resources to support the (3) such additional specialized books, periodicals, other resources to support the (3) such additional specialized books, periodicals, other resources to support the
Discussion of strengths concerns:
4.2 Materials, Technology Instructional Media Stard: A materials media center for teacher preparation, maintained either as a part of the library, or as one or more separate units, or virtually is adequate to support the teacher education. Extent accessibility of media technology Not : Further Work needed The or institution has a limited media holding that may or may not include recent technology addresses the educational ming needs of teachers working with deaf or hard of hearing students. The or institution has an adequate, media holding that may or may not include recent technology addresses the educational ming needs of teachers working with deaf or hard of hearing students. The or institution has an extensive, easily accessible media holding including recent technology that addresses the educational ming needs of teachers working with deaf or hard of hearing students. The or institution has a vast easily accessible media holding including recent technology that addresses the educational ming needs of teachers working with deaf or hard of hearing students.
Discussion of strengths concerns:
4.3 Physical Facilities Other Resources Stard: The institution provides physical facilities other resources essential to the training activities of the. The institution provides cidates office space, space, other space necessary to carry out their responsibilities Not : Further Work needed Faculty cidates do not have functional office space, space do not have access to contemporary audiological facilities, materials, equipment facilities, materials, /or equipment for observing demonstrating audiological, psychological, educational testing, diagnosis, training Faculty cidates have functional office space, space, as well as: stard contemporary audiological facilities, materials, equipment facilities, materials, /or equipment for observing demonstrating audiological, psychological, educational testing, diagnosis, training Faculty cidates have adequate office space, space, as well as: stard contemporary audiological facilities, materials, equipment facilities, materials, equipment for observing demonstrating audiological, psychological, educational testing, diagnosis, training Faculty cidates have efficient comfortable office space, space, as well as: stard contemporary audiological facilities, materials, equipment facilities, materials, equipment for observing demonstrating audiological, psychological, educational testing, diagnosis, training
Discussion of strengths concerns:
5.1 Evaluating Cidates Graduates (Refer to Form # 4 Attachment III. CED Attachments.) Stard: The institution conducts a well-defined plan for evaluating the cidates teachers it prepares. Not : Further Work needed Key Assessments measure cidates performance across the entire Key Assessments occur primarily at the end of the. Key Assessments occur at critical points across the to measure cidate growth but most occur at the middle end Key Assessments occur at critical points across the to measure cidate growth but more occur at the middle end Key Assessments occur at critical points across the to measure cidate growth as they move through the (beginning, middle, end) Key Assessments measure performance outcomes that are aligned with CEC_CED Stards Key Assessments measure performance outcomes that are aligned with CEC_CED Stards, address all 7 major stards specifically pinpoint less than 50% of the critical CED subindicators Key Assessments measure performance outcomes that are aligned with CEC_CED Stards, address all 7 major stards specifically pinpoint 50% of the critical CED sub-indicators Key Assessments measure performance outcomes that are aligned with CEC_CED Stards, address all 7 major stards specifically pinpoint 60% of the critical CED sub-indicators Key Assessments measure performance outcomes that are aligned with CEC_CED Stards, address all 7 major stards specifically pinpoint 75% of the critical CED sub-indicators
evaluates the effectiveness of their graduates does not use a consistent, valid measure of graduates performance in the classroom (employer survey, graduate survey) uses a measure of graduates performance in the classroom (employer survey, graduate survey) but measure lacks consistency /or validity over the years. uses a consistent, valid measure of graduates performance in the classroom (employer survey, graduate survey) uses a consistent, valid measure of graduates performance in the classroom ( state-generated first year teacher data or teacher effectiveness measures) Discussion of strengths concerns:
4.3 Cidate Participation in Evaluation Development Stard: The preparing teachers for students who are deaf hard of hearing has a systematic procedure for securing feedback on the the members from cidates graduates. has a systematic way for cidates to provide feedback evaluation of courses. Not : Further Work needed does not use systematic /or valid measure(s) of course effectiveness. uses some measure of course effectiveness. uses systematic measure(s) of course effectiveness. uses systematic, valid measures of course effectiveness. has a systematic way for cidates to provide feedback evaluation of the. does not systematically collect feedback evaluation of the from graduation cidates on a yearly basis. collects feedback evaluation of the from graduation cidates on a yearly basis. systematically collects evaluation feedback that is specific from graduating cidates on a yearly basis. systematically collects feedback evaluation that is specific regarding performance outcomes developed during training from graduating
has a systematic way for graduates to provide feedback evaluation of the. does not conduct any assessment of graduates regarding the quality of their preparation. conducts survey at least every ten years with appropriate graduates regarding the quality of their preparation. conducts survey at least every five years with recent graduates regarding the quality of their preparation. cidates on a yearly basis. conducts annual survey compiles feedback from most recent graduates regarding the quality of their preparation. Discussion of strengths concerns: 5.2 Use of Evaluation Results to Improve the Stard: The institution uses evaluation results to study, develop, improve its teacher education s. continuously uses data from key assessments to make appropriate modifications Not : Further Work needed Report does not indicate how data from key assessments including Report vaguely reflects how data from key assessments including assessment of Report clearly reflects how data from key assessments including assessment of Report clearly reflects how data from key assessments including assessment of
assessment of graduates are used to make appropriate modifications how the effectiveness of those changes will be monitored. graduates are used to make appropriate modifications. How the effectiveness of those changes will be monitored is not clearly stated. graduates are used to make appropriate modifications how the effectiveness of those changes will be monitored. graduates are used to make appropriate modifications how the effectiveness of those changes will be monitored. Discussion of strengths concerns:
5.3 Long-Range Planning Stard: The institution plans for the long-range development of teacher education. These plans are part of a design for total institutional development. Not : Further Work needed a. What evidence indicates that the institution has, or is, engaged in studies or research to improve its teacher education s? Discussion of strengths concerns: