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It also describes accountability initiatives, educator-preparation revisions, and the accreditation cycle and reporting purposes tied to candidate competency and program effectiveness.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is required in California biennial reports for credentialing programs?","Question",{"text":63,"@type":64},"Sponsors must submit a detailed biennial report every two years that includes data from at least four key assessments demonstrating candidate competence and/or program efficacy, along with institutional summary information and a plan of action.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which institutions are included in the assessment review for 2008 through 2011?",{"text":68,"@type":64},"The article reports data from 25 institutions that completed biennial reports for the Preliminary Administrative Services Credential, including independent institutions, California State University, and University of California higher-education institutes.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the educator preparation accountability system assess effectiveness and candidate competency?",{"text":72,"@type":64},"It assesses through three linked activities: Program 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Administrative Services Preparation Programs  \nDeborah E. Erickson  \nAbstract  \nEvery two years, institutions sponsoring credentialing programs in California are required to submit a detailed biennial report, which includes data on at least four key assessments showing 1) candidate competence and/or 2) program efficacy. This article reports the types of assessments used from 25 institutions that completed biennial reports for the Preliminary Administrative Services Credential between 2008 through 2011. Included are data from independent, California State University, and University of California institutes of higher education.  \nFor the past decade, there has been increased interest in accountability measures for institutions of higher education. In 2006, the US Department of Education report, A Test of Leadership: Charting the Future of US Higher Education called on universities and colleges to promote educational quality and “embrace a culture of continuous innovation (p.5) .”One way to ensure continuous improvement and accountability, according to the report, was through the use of data to ascertain student learning.  \nThe American Council on Education’s (2012) report, Assuring Academic Quality in the 21st Century: Self-Regulation in a New Era, stated that major changes in the higher education environment create increased pressure on accountability, including the following: 1) heightened demands for accountability; 2) new forms of instructional delivery; 3) new educational providers and programs; 4) new students and patterns of attendance; and 5) globalization of higher education. The report suggested recommendations of increased transparency of accreditation, increased centrality of evidence about student success and educational quality, prompt action against substandard  \n221  \ninstitutions, common terminology, and enhanced cost effectiveness of accreditation.  \nIn order to ensure quality in the programs accredited by the Commission on Teacher Credentialing, the accountability system for educator preparation was revised in 2006. The system was designed to assess program effectiveness and candidate competency through three activities: Program Assessment (program alignment with standards), Biennial Reports (data analyzed and used to assess program effectiveness and candidate competency), and a site visit (verification of the program assessment and biennial reports) . Each institution completed a seven-year accreditation cycle, which includes the following:  \nYear 1: Collect and analyze data  \nYear 2: Collect and analyze data; submit biennial report  \nYear 3: Collect and analyze data  \nYear 4: Collect and analyze data; submit program assessment documents  \nYear 5: Collect and analyze data; submit biennial report  \nYear 6: Collect and analyze data; site visit  \nYear 7: Collect and analyze data; follow-up to site visit  \nEvery institution or organization offering CTC-approved programs followed this pattern, including educational leadership preparation. According to the report of the pilot process (CTC, 2007), the purpose of the biennial report was twofold:  \nTo ensure that institutions and program sponsors are collecting candidate assessment and candidate outcomes data annually, and to ensure that institutions and program sponsors are analyzing the data they collect and use it to inform programmatic decision-making (p.1) .  \nEvery institution or organization which recommends credentials for teaching or service candidates is responsible for submitting a report every two years that includes the number of program completers, data from at least four assessments used to determine program effectiveness and candidate competency, and a unit report that provides an institutional summary and plan of action. The following table outlines the number of biennial reports submitted to the CTC (2012) as of 2011-2012:  \n222  \nTable 1  \nNumber of Institutions Submitting Biennial Reports by Ye","cbCaiqbyefwIkiyw","https://ap.wps.com/l/cbCaiqbyefwIkiyw","pdf",209191,"English","# Abstract\n## Biennial report and accountability requirements\n## Assessment types used by institutions (2008-2011)\n## Revised accountability system and accreditation cycle\n## Purpose of the biennial report\n## CTC administrative credential background","[{\"question\":\"What is required in California biennial reports for credentialing programs?\",\"answer\":\"Sponsors must submit a detailed biennial report every two years that includes data from at least four key assessments demonstrating candidate competence and/or program efficacy, along with institutional summary information and a plan of action.\"},{\"question\":\"Which institutions are included in the assessment review for 2008 through 2011?\",\"answer\":\"The article reports data from 25 institutions that completed biennial reports for the Preliminary Administrative Services Credential, including independent institutions, California State University, and University of California higher-education institutes.\"},{\"question\":\"How does the educator preparation accountability system assess effectiveness and candidate competency?\",\"answer\":\"It assesses through three linked activities: Program Assessment, Biennial Reports, and a site visit that verifies the submitted program assessment and biennial reports.\"}]","Various Assessments Utilized in California Preliminary Administrative Services Preparation Programs - Abstract | PDF",1792094816,23]