NMSA Standards on Middle Level Teacher Preparation

Frequently Asked Questions

Word Version

National Middle School Association/National Council for
Accreditation of Teacher Education-Approved
Middle Level Teacher Preparation Standards
and
Middle Level Teacher Preparation Program Review

Who should submit program reports?
You should be sure that the state partnership agreement in your state either requires or offers the option of having middle grades teacher preparation programs reviewed by National Middle School Association through the NCATE program review process. Whether or not an institution is required to submit program reports to NCATE is determined by its state's affiliation with NCATE. NCATE has partnership agreements with a number of states in which the terms of the partnership defer the program review process to the state. Other state partnerships require that NCATE specialized professional associations (SPAs) conduct the program reviews. In states with which NCATE has no partnership, institutions are required to submit program reports to NCATE. Institutions located in states where the program review process is conducted by the state should contact their state agency responsible for program approval for further information on how the reviews are conducted.

If the protocol in your state requires or allows programs to be reviewed through the NCATE program review process, you should refer to the information provided on the NCATE web site. http://www.ncate.org The NCATE web site also contains information about partnership and protocol agreements for each partnership state. Additional information, including the NMSA/NCATE-Approved Middle Level Teacher Preparation Standards, is found on the NMSA web site. http://www.nmsa.org

If your institution is submitting program reviews to NCATE for review by the SPAs, you need to determine whether your middle level teacher preparation program qualifies for review by NMSA. You should respond to the NMSA standards if your institution offers initial and/or advanced programs for the preparation of middle level teachers. NMSA does not review generalist middle level programs (e.g., those without content preparation requirements in teaching fields). NMSA reviews only separately organized teacher preparation programs that focus specifically and exclusively on preparing teachers to teach young adolescents. Young adolescents are typically ages 10 to 14 and are in grades five through eight.

NMSA does not specify which grades are included in middle level teacher preparation programs since individual states define middle level education through their licensure regulations (e.g., grades 5-8, 4-9, 6-9). However, NMSA does not review programs that prepare teachers for grade levels that include both elementary and middle or middle and high school grades (e.g., grades K-8 or 6-12). If your middle level program is for the preparation of English/language arts, social studies, science, and/or mathematics teachers, you should complete the middle school standards of NMSA as well as the appropriate sections of the NCSS, NSTA, NCTE, and/or NCTM standards. If preparation program(s) at your institution do not lead to a degree, you should not respond the NMSA standards.

Does NMSA review generalist programs?
No, NMSA does not review middle level teacher preparation programs that do not require content area preparation.

Should middle level teacher preparation programs be submitted for review if they are new programs?
In most cases, program reviews are not conducted because performance data from teacher candidates are not available. Typically, new programs are designed and implemented using the NMSA standards with the first reviews occurring during the next review cycle. Please contact the Program Review Coordinator for additional information.

Can middle level teacher preparation programs be reviewed by NMSA if the teacher preparation unit of the institution is not NCATE accredited?
No, program review is part of an overall accreditation process for institutions accredited, or in the process of seeking accreditation, from NCATE. For example, separate standards that would overlap unit standards are not included in the program review process. The NMSA standards focus on what is unique to middle level teacher preparation. The unit standards apply to the professional preparation unit (e.g., college of education, school of education). Therefore, responding to the program standards without completing the remainder of the accreditation process is not feasible.

Can programs from institutions that are NCATE accredited submit middle level teacher preparation programs for review at any time?
No, the program review process is a part of either the initial or continuing review process. Therefore, middle level teacher preparation programs are reviewed according to the time line followed by institutions. Details are available from NCATE.

What degree levels are included in the standards and which sets of standards should be used?
NMSA has standards for the initial, masters, and doctoral levels. All degree programs that lead to initial licensure should respond to the initial standards (e.g., baccalaureate; post-baccalaureate, initial; masters, initial). The advanced masters standards should be used for middle level teacher preparation programs that provide licensed middle level teachers with opportunities to improve their professional knowledge and practice. The degree must focus directly and exclusively on middle level teacher preparation. The doctoral standards should be used only for programs where a major emphasis of the degree is on preparing middle level educators. For example a general curriculum and instruction degree or an educational leadership degree would not be reviewed using NMSA Middle Level Teacher Preparation Standards.

What format is utilized by the NMSA/NCATE-Approved Middle Level Teacher Preparation Standards?
Each programmatic standard is followed by several indicators designed to help persons completing the report better understand the meaning of the standard. Each standard also has rubrics to enhance understanding of the meaning of the standard. When preparing responses to the programmatic standards, it is recommended that the rubrics be used to help determine the kind of documentation included in the program review materials.

The seven performance-based standards are followed by a number of indicators in three categories: knowledge, dispositions, and performances. Rubrics for each standard are also provided. The indicators following each standard are meant to enhance understanding of the meaning of the standard. However, responses should be to the standard rather than to each of the indicators in the three categories. When preparing responses to the performance-based standards, it is recommended that the rubrics be used to help determine the kind of documentation to be included in the program review materials.

Is there a required matrix format that must be used in program review materials?
Yes, matrices for these reports should be downloaded from the NCATE web site. Instructions for completing the program review process are also found on the NCATE web site. Programs must use the program report form and process to be reviewed by NMSA.

Is there a page limit on program review materials?
Page limits are specified for each of the narrative responses required in Sections I, IV and V of the report, with each page approximately equivalent to one text page of single-spaced, 12-point type or 2000 characters (including spaces). Each attachment required in Sections I and II of the report should be kept to a maximum of five text pages. Although attachments longer than five pages will be accepted electronically, NCATE staff will require institutions to revise reports submitted with lengthy attachments.

Should middle level teacher preparation programs be reviewed by associations such as the National Council of Teachers of Mathematics and the National Council for the Social Studies as well as by National Middle School Association?
The answer to this question varies from state to state depending on the type of partnership agreements between NCATE and each respective state. For example, in some states program reviews by national associations are required in all areas (NMSA, NSTA, NCSS, NCTE, NCTM) while in other states middle level programs are reviewed by NMSA with content reviews being conducted by the state (e.g., mathematics, science, language arts). Persons preparing programs should check with state representatives to find out exactly what is required in their state. Additionally, there is a listing of protocols for each state available on the NCATE web site (http://www.ncate.org).

Is a separate conceptual framework needed for the middle level teacher preparation programs?
No, an explanation of how the middle level teacher preparation program operates within the unit conceptual framework is what is required. If the program has a separate conceptual framework, it should be included in the response.

What should be included in the "Context Section" of the program report?
Each institution has unique attributes that influence its middle level teacher preparation programs. It is important that these attributes be considered when programs are reviewed. The contextual statement should be a concisely written summary of key points as indicated in the directions included on the report form (e.g., description of middle level field and clinical experiences). This is an opportunity to provide reviewers with information that is not included in responses to the standards. Attachments for this section also provide crucial information needed for the program review.

Are there examples of information that should be emphasized in the context section of the report?
It is very important that the program of study attachment for this section include sufficient information to document that courses in the program focus directly on middle level education and field experiences in the program are at the middle grades level. If this section does not clearly show that the there is a distinctly defined and implemented middle level teacher preparation program, the program will not be reviewed or approved by National Middle School Association. This information should reflect programmatic standard one "Middle Level Courses and Experiences."

It is also very important that the attachment which is a chart on program faculty expertise show that program faculty members have middle level teaching experience and expertise. This does not mean that everyone teaching in the program has to meet these criteria. However, it should be documented that key program faculty have this experience and expertise. This information should reflect programmatic standard 2 "Qualified Middle Level Faculty."

What happens when middle level teacher preparation programs are approved by NMSA?
When middle level teacher preparation programs are approved by NMSA through the program review process, they become "nationally recognized." Recognized programs then appear on a list of nationally recognized programs on the NCATE web site. NCATE Board of Examiners consider the number of programs that have or have not received national recognition when making their recommendations about accreditation. Therefore, having nationally recognized programs increases the odds that the unit will be nationally accredited. Additionally, in some states, recognition of programs by NMSA is a prerequisite to continuing to offer those programs at the institution.

What process is used to determine whether a middle level teacher preparation program is recognized (approved) by NMSA?
The program review process is described in detail on the NCATE web site.

If a program is not approved by NMSA, is there a process for resubmitting the program for additional consideration?
Yes, the process to be followed is described in detail on the NCATE web site.

Do all standards have to be met for a program to be approved/ recognized by NMSA?
Yes, all standards have to be met for programs to be approved and recognized by NMSA.

Can I receive copies of successful program reviews so that I can see models that will help me better understand the review process?
No, copies of reviews of other programs are not available from NMSA. All materials submitted, as well as the resulting evaluation information, are kept confidential by NMSA so the integrity of the review process will be upheld. It is suggested that representatives from programs that have been nationally recognized by NMSA be contacted. It is likely that faculty from those programs will share their program review materials.

Additionally, NMSA does not endorse a standardized approach to ways programs can respond to the standards. NMSA has worked hard to avoid being overly prescriptive in designing program standards and unduly limiting the ways programs can respond to the standards. Members of the NMSA Professional Preparation Committee attempted to provide guidance without dictating specific ways in which the standards can be met. For example, specific courses are not required and the design of assessment plans is left to the discretion of program faculty.

How are the two programmatic standards different from the seven performance-based standards?
The programmatic standards are not performance-based since they address the nature of the programs and faculty qualification rather than the performances of candidates. Responses to these two standards are included in attachments required in the "Context Section."

How should middle level courses and field experiences be documented? How many courses and internships are required?
There are not specified numbers of middle level courses or hours required. Neither are there specified numbers of middle level internships/student teaching experiences that must be a part of programs. However, early and continuing middle level field experiences should be clearly documented. These middle level field experiences may take different forms, but should be presented in ways that the reviewers can make determinations about whether this part of the standard is met. Materials from catalogs, promotional materials, and other documents that describe the courses and internships in the program can be used to document middle level courses and internships. Additionally, the absence of a specified number of middle level courses should not be interpreted as meaning that one middle school course can suffice for meeting all the standards

Should samples of candidate work be included in program review materials?
No, samples of candidate work, including portfolios, should not be included in program review materials. What should be included are aggregated data based on multiple assessments. Program assessments should be aligned with standards, have explicit expectations, distinguish levels of performance, and include authentic tasks. The resulting assessment data should be used to reach meaningful decisions regarding the success of teacher candidates and the middle level teacher preparation program.

Are there specific types of assessments required by National Middle School Association?
Yes, the first five assessments must follow the requirements presented on the program review report form (e.g., licensure assessment, content-based assessment, effect on student learning). Assessments six through eight should focus on NMSA standards not covered in the first five assessments.

What is the minimum and maximum number of assessments that should be included in the program report?
The minimum number of assessments is six and the maximum number is eight. NMSA does not require more than the first six assessments be utilized. However, it is recommended that all eight assessment opportunities be utilized to document NMSA standards. It is difficult to document that all standards have been met when only six assessments are used.

Should documentation of the positive effects of teacher candidates on student learning be included in the assessment plan?
Yes, it is very important that assessments are included which demonstrate the positive impact of teacher candidates on student learning. Please see information on assessment requirement number five on the program review report form for more information.

Are separate assessments required for each standard?
No, many assessments provide information that includes multiple standards.

Do results from standardized licensure test results determine whether a middle level teacher preparation program is approved (recognized) by National Middle School Association?
Yes, eighty percent of a program's completers (as defined by Title II) must pass the content examinations in the given areas of specialization in states where such examinations exist in order for a program to gain or retain full national recognition. This requirement does not apply to units in states that do not have content examination requirements for licensure. Please see information on the NCATE web site for further information on this topic.

How much information should be submitted regarding the teaching fields (content areas) in the program review materials?
The information needed regarding the teaching fields is limited. This is because other professional organizations (NSTA, NCSS, NCTE, and NCTM) review the teaching fields (content areas) as part of the NCATE program review process. As previously mentioned, however, this process varies from state to state.

NMSA makes program approval decisions independent of decisions made by other associations. For example, a middle school program might be nationally recognized by NMSA, but not by NCTM. Since states have varying requirements based on partnership agreements with NCATE, persons preparing program review materials should find out exactly what their state requires.

Program review materials for National Middle School Association should include a listing of courses required for each content area. This listing should be included in the program of study attachment in the context section of the program review report form.

Reviewers will need to see if the teaching fields are broad and interdisciplinary (e.g. social studies not just history, science, not just biology). A typical program has four areas from which the teacher candidates select two areas (e.g., language arts, social studies, mathematics, and science). However, some states have as many as 13 content areas and include fields such as physical education and art in addition to the basic four core teaching areas. A listing of courses is sufficient for documentation of this standard. Syllabi are not needed.

In addition to a listing of courses required for each teaching field, it should be documented that teacher candidates know how to use content to make interdisciplinary connections, and are knowledgeable about teaching and assessment strategies that are especially effective in the respective teaching fields.

Are two teaching fields required in the NMSA standards?
Yes, two teaching fields are required at the initial preparation level. However, only one teaching field is required at the masters level.

Ken McEwin
NMSA Program Review Coordinator
828 262-2200
mcewinck@appstate.edu