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(2) Collaboration in Program Design and Implementation. To be granted initial program accreditation by the Committee on Accreditation, the program sponsor must demonstrate evidence of collaboration between institutions of higher education, employers of credentialed educators, and TK-12 practitioners in the design of the program. This evidence must include verification that the partners will share authority and responsibility for the implementation and continuous improvement of the proposed educator preparation program as negotiated in the partnership agreement.
Examples of Acceptable Evidence:
• A table showing the individuals involved in the program design including, but not limited to: Name, Title or Role, Relevant credentials/qualifications • This table must show that the program sponsor included representatives from institutions of higher education, employers of credentialed educators, and TK-12 practitioners. • Meeting agendas and minutes for program design meetings indicating who was present and how attendees participated • Memorandum of Understanding (MOU) that demonstrates how these individuals have shared authority and responsibility for implementing the program, and for the continuous improvement of the program, as negotiated in the partnership agreement.
Examples of Insufficient Evidence:
• Statement of assurance from the program sponsor. • Table that includes only the name and title of individuals involved in program design.
SMBSD Induction program. This Google Sheet lists the individuals who have been involved in the program’s design, including their titles, roles, and credential(s) held or qualifications. A few of our committee members serve in dual roles. As we continue the process of accreditation and hopefully implementation, we will continue to grow our advisory.
Administrators, practitioners, and representatives from institutions of higher education have collaborated to develop the program and will be responsible for implementing the program, evaluating it, and continuously improving it. Members of the Advisory Committee will sign an agreement and commit to serving for no less than one year.
A specific example of collaboration include the recent Mentor Meeting. At the Mentor meeting (held via Zoom), the TOSA for Teacher Development checked on ILP progress, as well as other state requirements (RICA edTPA). The Mentor team was briefed on the Induction Accreditation progress and asked for feedback via unmuting and chat. We briefly touched on the handbook, the website, and the ILP. Most mentors are familiar with the ILP process and content. The team then spoke about planning and saving the date for the Colloquium. The conversation shifted to dialogue around the Stages of a First Year Teacher and the team brainstormed ways to support their Candidates through the end of the year. Finally, the team collaborated on a suggested Calendar of Tasks for Mentors and Candidates to do together. Time was allocated for questions and suggestions. There wasn’t any feedback in regards to the Program design, rather a request to keep the team in the loop as accreditation moves forward. We will meet again after the next phase of accreditation to share progress and many refinements necessary.
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