Council on Education of the Deaf

TABLE OF CONTENTS

Page

I. Essential Elements of an Approvable Program............................................................ 2

II. Preliminary Self-evaluation Check List........................................................................ 3

III. Procedures Leading to Program Evaluation and Approval........................................... 5

IV. Guide for Preparing Program Report.......................................................................... 6

V. Site Visit Procedures................................................................................................. 9

1. Site-visitor Qualifications................................................................................ 9

2. Site-visitor Preparation................................................................................ 11

3. Conduct of the Site-visit............................................................................... 11

4. Responsibilities of the Team Chair................................................................ 12

5. Developing Site-visit Agenda....................................................................... 12

6. Preparing the Site-visit Report...................................................................... 13

7. Recommendations of the Site-visit Team...................................................... 13

8. Evaluation Panel.......................................................................................... 13

9. Program Approval and Re-approvals........................................................... 14

ATTACHMENTS

ATTACHMENT I - Check List of Procedures for Program Evaluation

ATTACHMENT II - Preliminary Report

ATTACHMENT III - Recommended Program Report Forms

PROCEDURES FOR EVALUATING PROGRAMS

PREPARING TEACHERS OF STUDENTS

WHO ARE DEAF AND HARD OF HEARING

Improving and updating college and university programs preparing teachers of deaf and hard of hearing students is a continuous evolutionary process. Factors that influence change include enlightenment, technological advances, research, personnel, and financing. Setting standards to guide program improvement is a priority for all who are involved in this field.

The Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD) was the first professional group to develop and publish agreed-upon standards for preparing teachers for field. The work of this organization dates from 1930 at a time when most preparation programs consisted of school-centered in-service training activities. CEASD then set up a mechanism to review and approve of such programs, which subsequently influenced university affiliation, adoption, and sponsorship.

I. ESSENTIAL ELEMENTS OF AN APPROVABLE PROGRAM

1. Sponsorship and administration by an accredited institution of higher education.

2. The equivalent of two full-time qualified CED-certified persons on college or university appointment with appropriate professiorial rank in an existing department of the college or university. In graduate level programs, at least one member of them should have an earned doctorate.

3. A curriculum designed to lead to professional performance outcomes in an identifiable area of specialization as outlined by CED published standards, and in a defined category of program philosphy (i.e., either auditory-oral, comprehensive, or bilingual-bicultural).

4. A working affiliation with practicum facilities related to the programs= specializations.

5. Demonstration and observation facilities nearby or on campus that relate to the program=s area(s) of specialization.

6. Operation for at least one year, with an appropriate number of candidates, and identifiable requirements for candidate admission.

7. Sufficient professional library resources.

8. Access to other resources essential to teacher preparation (e.g., general education, special education, clinical services, media services).

9. Adequate physical facilities for the program on or near campus (e.g., classroom space; office space; conference area; seminar, work and study areas; etc.).

10. Systematic and effective evaluation processes focused on candidates= and graduates= performance outcomes.

11. Clear justification for the program=s existence, including evidence of personnel needs produced from a current survey conducted in the loccal, state, or national region that the program serves.

II. PRELIMINARY SELF-EVALUATION CHECK LIST

Prior to applying for CED approval, institutions should engage in self-evaluation to determine their readiness for a CED evaluation. In addition to the Aessential elements@ described above, programs should address the following points. Several of them are prerequisite to CED approval. Others, while not absolutes, represent CED=s judgement as valid and necessary. Programs should address them all.

1. Does the college or university hold national or regional accreditation? The college or university MUST hold such accreditation prior to CED approval.

2. Does the college or university currently employ one person to coordinate the program?

One person MUST be employed by the university to coordinate the program. This person will have the following:

a. Certification as a teacher of the deaf and hard of hearing as evidenced by holding a valid CED professional certificate.

b. At least three years of experience as a teacher of deaf and hard of hearing students.

c. An earned doctorate or evidence of being near completion of work toward a doctorate. (This is required if the program is at the graduate level.)

d. A professorial (assistant, associate, or full professor) rank at the college or university.

3. In addition to the person specified above, additional personnel must employed by the university to teach courses and supervise practicum in the area of the deaf and hard of hearing.

Sufficient program personnel must be employed to reach the equivalent of at least two full-time persons. Personnel engaged in teaching special education or general speech and hearing courses do not meet this requirement unless they teach core courses in education of students who are deaf and hard of hearing or courses designed specifically for students in the program.

4. Are sufficient courses and practicum experiences available to insure that students meet the professional outcomes outlined by CED?

The program MUST specialize in one or more areas of teaching (multiple disabilities, parent/infant, early childhood, elementary, or secondard). The program must provide adequate coursework and practicum specific to each area of specialization as well as general education of students who are deaf and hard of hearing.

5. Is the program affiliated with one or more practicum facilities appropriate for the program philosophy, and the level(s) and specialization(s) offered?

Sufficient practicum must be available to insure that each candidate will have ample opportunity to observe, participate, and teach in a program for students who are deaf and hard of hearing under the direct supervision of certified cooperating teachers with regular field supervision by college university personnel.

Practicum must be appropriate to the areas of specialization that the college or university offers.

At least one practicum facility appropriate to each area of specialization or level of preparation should be located within a reasonable distance from the site at which methods courses are taught.

6. Does the program have adequate office space, work space, research facilities and secretarial services available to insure that faculty members can meet the commitments to candidates and continue to develop professionally?

7. Are sufficient library materials and resources available to allow candidates and faculty access to past and current professional literature in education of students who are deaf and hard of hearing, speech and hearing, special education, education in general, and all related areas?

III. PROCEDURES LEADING TO PROGRAM EVALUATION AND APPROVAL

1. The institution requests procedural information from the CED Program Evaluation Office.

2. The CED Program Evaluation office sends a set of CED program evaluation manuals and a list of trained CED site-visitors. The information in the manuals includes the following:

$ standards for programs;

$ essential elements of a CED-approvable program;

$ Preliminary Readiness Check List for a program seeking evaluation (Attachment II);

$ guide for Preparing Program Report;

$ site-visit procedures;

$ CED qualifications and criteria for site-visitors;

$ CED site-visit evaluation form.

Note: Attachment I provides a checklist of procedures for each step in the program evaluation process.

3. An institutional administrator above the program level submits an official letter to the CED Program Approval office requesting a CED evaluation of the program and indicating willingness to pay the $500 program review fee and travel expenses to two site-visitors. The Program Approval Office will send an invoice to the administrator for the fee.

4. The institution submits the following to the CED Program Evaluation Office:

a. A narrative indicating that the program meets prerequisites for an evaluation, as determined by AEssential Elements of an Approvable Program,@ and APreliminary Self-Evaluation Checklist,@ above (first-time applicants only).

b. A completed Preliminary Report, which includes a one-paragraph program description for the CED web site (first-time and renewal applicants).

NOTE: Programs should use Attachment II, APreliminary Report,@ appended to this manual, for their initial report to the CED Program Evaluation Office.

c. A list of at least three Wednesday-Thursday-Friday dates when a site-visit is possible and the names of at least six potential site-visitors.

5. The Program Approval Office schedules two evaluators to perform the site-visit.

6. The institution prepares a self-study report in accordance with the guidelines in a following section of this manual. The institution should submit two copies to the CED Program Approval Office and one copy to each of the site-visitors at least thirty days prior to the site-visit.

7. The site-visitors conduct the site-visit (see below) and submit a report to the CED Program Approval Office.

8. The Program Approval Office gives the institution an opportunity to respond to the site-visit report and schedules a panel to review the program=s self-study report, the site-visitors= report, and any program response.

9. The panel submits a report to the Program Approval Office and makes a recommendation regarding approval.

10. The Program Approval Office gives the institution an opportunity to respond to the panel report.

11. The CED board reviews the panel report and any institutional response, them makes a decision regarding program approval.

IV. PREPARING THE SELF-STUDY REPORT

General Information

The institution=s Program Report must follow the Standards for the Evaluation of Programs, (CED Manual I).

Some items may appear to be redundant or inapplicable in particular situations. In these cases, the institution and either cross-reference or insert a simple statement of lack of applicability.

Institutions should use the attached forms to report data.

Suggested Outline: Introduction

1. Program Curriculum and Practicum

2. Program Faculty

3. Candidates

4. Facilities

5. Evaluation Review and Planning

Summary

Introduction

$ Provide a brief description of the institution, indicating its primary goals and objectives, the general nature and characteristics of the overall student body, and the major role of the institution in its area of service to the state or region. Include very briefly general statistics and descriptions of candidates, faculty, departments, and divisions, in order to provide a general picture of the institution within which the program is housed.

$ Review current accreditation status of the institution including the accreditation status of the teacher education division of the institution.

$ Discuss the institution=s philosophy regarding teacher preparation for students who are deaf and hard of hearing, its conception of the role of the teacher, and its program objectives.

$ Describe generally the operational aspects of the program for the preparation of teachers of the deaf and hard of hearing. Include where the program functions with respect to the organizational structure of the institution and the relationships the program has with other divisions and disciplines within the institution.

$ Describe briefly the history of the program including dates, periods of interruptions or lapses in the program=s history, if any, the reasons for lapse periods, numbers of students who have completed the program, the general geographic area of service where students generally find employment, and types of programs in which students have found employment.

$ Describe the scope of the program including area or areas of specialization, academic level (graduate, undergraduate, or both), divisions within the institution involved with the program, and the facilities used for observation and practicum aspects of the program.

1. Program Curriculum and Practicum

a. Order the discussion of the curriculum parallel to that found in CED Manual I. Address the questions relating to each standard.

b. Include as an attachment to the report a curriculum exhibit showing the sequence of courses offered by semesters or quarters, courses required, and courses offered as electives. List the course numbers, course titles, and credits for each.

c. Attach a course outline and syllabus for each required course.

d. Practicum: Describe the manner in which practicum experiences and sites meet the standards stated in CED Manual I, under 1.4.

If for any reason the program cannot be described in the manner suggested in Items b and c above, substitute whatever kind of summary that will describe the program clearly enough for program evaluation purposes.

2. Program Faculty

a. Discuss the manner in which the faculty meets the standards in CED Manual I, Items 2.1-2.4.

b. Prepare a data sheet for each faculty member involved administratively and operationally with the program. Use a separate sheet for each faculty member. (Use Form #2 Attachment III.)

(1) Name, rank, title, level at which teaching is performed, and date of appointment.

(2) Earned college degrees and fields of study.

(3) Teaching experience, including levels, types of programs, years of service, and in what programs.

(4) Teaching load (different courses taught, advising, supervision, other responsibilities).

(5) Professional and academic association memberships.

(6) Non-teaching professional activities.

(7) Publications.

(8) Current research and writing projects.

3. Candidates

a. Prepare responses to standards in CED Manual I, Items 3.1-3.4, relating to candidates.

4. Facilities

a. Discuss the manner in which program facilities adhere to the standards in CED Manual I, Items 4.1-4.3.

5. Evaluation Review and Planning

a. Describe how program planning and review meet the standards in CED Manual I, Items 5.1-5.3.

Summary

Summary statements may be made at the end of each section or at the end of the report. The summary should synthesize, further amplify certain aspects or special features of the program, or provide additional information considered helpful to readers of the report.

V. SITE-VISIT PROCEDURES

The CED Program Evaluation Office recognizes the importance and essential character of site visits for professional evaluation and analysis. The direct examination of programs by qualified professionals serves as the basis for the development and improvement of educational opportunity for students who are deaf and hard of hearing. Program evaluation accomplished through site visits provides an objective, comprehensive, and explicit basis for subsequent recommendations by the Council on Education of the Deaf.

NOTE: Attachment IV will be used by site visit team members as a review and reporting check list. It is included in this manual as a source of information for program personnel as well as site-visitors.

1. SITE-VISITOR QUALIFICATIONS

Each site-visit team must be chaired by a currently qualified and active teacher educator. At least two persons should comprise a site-visit team. The size, complexity, and nature of the program will determine whether additional site-visitors are needed and what qualifications should be included on the team.

Minimum Qualifications of CED site-visitors

a. an earned doctorate;

b. a valid CED Professional Certificate;

c. current full- or part-time employment in a CED-approved teacher preparation program;

Other Professional Personnel

Other professional persons serving on site visit teams could be:

a. administrative or supervisory personnel in local schools or classes for students who are deaf and hard of hearing;

b. professionals engaged in vocational training or rehabilitation activities for students who are deaf and hard of hearing;

c. researchers in areas relating to the education of students who are deaf and hard of hearing;

d. psychiatrists, psychologists, audiologists, or other professionals who provide services to students who are deaf and hard of hearing;

e. classroom teachers and media specialists in programs for students who are deaf and hard of hearing;

f. for programs preparing teachers of deaf and hard of hearing children students with multiple disabilities, special educators qualified in one or more areas of education for students with multiple disabilities;

g. general curriculum specialists at early childhood, elementary, or secondary levels.

Site-visitors representing all the above categories, with the exception of item e., should have doctoral or specialist level degrees.

Qualifications of Panelists

a. an earned doctorate.

b. a valid CED Professional Certificate.

c. current full or part-time employment in a CED-approved teacher preparation program.

2. SITE-VISIT PREPARATION

Each team member shall have a thorough familiarity with and understanding of:

a. CED Standards for certifying teachers of students who are deaf and hard of hearing;

b. standards for programs preparing teachers for students who are deaf and hard of hearing (CED Manual I);

c. guidelines for preparing self-study reports (included in this manual);

d. instructions for preparing site-visit reports (also in this manual).

Prior to the site-visit, each team member shall have read the institution=s self-study report. Each should prepare notes son items needing verification and clarification. Team members should identify the individuals they plan to interview.

3. CONDUCTING THE SITE VISIT

a. Team members should arrive on site the evening prior to the scheduled site visit to receive orientation and prepare to begin the review the following morning.

b. The team chair shall convene the team in executive session to complete the following:

(1) to identify issues and concerns of team members with respect to the self-study report;

(3) to assign specific tasks and areas of responsibility to individual team members.

c. The institution should NOT schedule any social activities for the site visit team.

d. A brief orientation session should be held with institutional representatives during the evening prior to the site visit.

e. The institutional representatives should make all arrangements for meals, transportation, housing, work rooms, and interview areas.

4. RESPONSIBILITIES OF TEAM CHAIR

The responsibilities of the team Chair include:

a. convening the team in executive session the evening prior to the site visit and completing all of the activities described above;

b. developing an agenda for the site visit as described later in this section;

c. convening the team in executive session at the conclusion of the site visit to insure that all objectives have been reached;

d. assigning responsibilities for preparing the site-visit report;

e. preparing the final copy of the site visit report (the Site Visit Evaluation Form, Attachment IV, is acceptable as a major portion of the Site Visit Report);

f. submitting the site-visit report to the CED Program Evaluation Office within twenty days.

5. DEVELOPING A SITE-VISIT AGENDA

The agenda shall includeCbut not be limited toCthe following activities:

a. interviewing all faculty and staff members identified in the self-study report and other selected persons;

b. interviewing a reasonable sample of students in the program;

c. interviewing the department head, dean, and related personnel;

d. interviewing the director of student teaching and practicum;

e. examining evidence of the quality of performance by program candidates graduates;

f. examining evidence that the program provides candidates with the minimal professional outcomes stated in the CED standards;

g. determining through direct observation that program resources and facilities meet requirements specified in CED standards;

h. holding an exit interview with appropriate personnel to allow for any additional data or information needed for a complete and accurate evaluation.

6. PREPARING THE SITE-VISIT REPORT

a. The team Chair is responsible for all aspects of report preparation but shouldl assign writing tasks to team members.

b. A draft site-visit report should be completed prior to the departure of the team members. (Attachment IV, Site Visit Evaluation Form, may be used as the body of the report.) All individually prepared report components should be distributed to all team members for review and revision.

c. The team chair should revise and edit the draft report.

d. The team chair will submit the final report to the Program Evaluation Office within twenty working days after the site-visit.

7. RECOMMENDATIONS OF SITE-VISIT TEAM

a. Upon receiving the report from the site visit team, the CED Program Evaluation Office forwards a copy to the program=s director for a response to be made within two weeks.

c. The Program Evaluation Office schedules a panel evaluation and provides copies of the following to each member of the panel:

(1) the institution=s self-study report;

(2) the site-visitors= report;

(3) any program response to the site-visitors= report.

The Evaluation Panel members review the above materials prior to the Evaluation Panel=s conference.

8. EVALUATION PANEL

a. The Evaluation Panel confers and, using the various reports as a basis, determines whether program approval shall be conferred or denied. In some instances a decision may be postponed until the program provides certain clarifications or meets certain conditions.

b. The Chair of the Evaluation Panel notifies the CED Program Evaluation Office in writing of its decision. If approval is not granted, the notification document will contain reasons for denial or conditions to be met before the program can be reconsidered for approval.

c. If program approval has been deferred, the program may submit to the CED Program Evaluation Office its responses to the conditions specified at least thirty days prior to the panel=s next conference, at which time the approval shall be reconsidered.

d. If an institution disagrees with the decision of the Evaluation Panel, an appeal can be made to the CED Program Evaluation Office. The appeal will be considered together with whatever additional written evidence the institution submits to strengthen its case for program approval. The appeal will be considered by the CED board. The institution may send a representative to the meeting at which the appeal is considered.

e. However, during the time the appeal procedure is in effect, the following will apply:

(1) For institutions seeking approval for the first time, no decision will be made until the end of the formal appeal process.

(2) For institutions having a previously approved program which has been disapproved, the approved status will continue until the appeal process has been completed.

9. PROGRAM APPROVAL AND RE-APPROVALS

a. Approved and re-approved programs will be listed on the CED Approved Programs List and publicized in appropriate professional publications.

b. Program approval is granted for a period of five years. At the end of that period, if re-approval has not been requested and granted, program approval is terminated.

c. Initial program evaluation/approval and subsequent tenth-year evaluation/re-approvals follow the full set of procedures previously specified.

d. Fifth year (interim) program evaluation/re-approvals (i.e., those occurring during the 5th, 15th, 25th, etc., years after initial approval) may not require the full set of procedures be followed. However, these steps must be taken:

(1) At the beginning of the fifth year, the program will submit:

ATTACHMENT I

CHECKLIST OF PROCEDURES FOR PROGRAM EVALUATION

Name of Institution:

Program Director:

Date Completed

Steps

1. Institution submits official letter of application indicating assumption of financial obligations for the evaluation.

2. Institution submits Preliminary Report (Attachment II), recommendations for site-visitors and site-visit dates.

3. Program Evaluation Office schedules site-visit and selects site-visit team.

4. Institution submits self-study report to Program Evaluation Office and site-visitors at least thirty days before the site-visit.

5. Scheduling of site visit dates, and nomination of site visit team members.

6. Site-visit occurs.

7. Site-visit chair submits report to Program Evaluation Office.

8. Program Evaluation Office invites institution to respond to the site-visit report.

9. Program Evaluation Office convenes evaluation panel.

10. Program Evaluation Office invites institution to respond to evaluation panel report.

11. CED Board makes a decision on program approval.

Council on Education of the Deaf

Program Evaluation Office

PRELIMINARY REPORT

Name of Institution: Date:

List all of the institution=s administrative units responsible for the teacher preparation program for students who are deaf and hard of hearing and the name and title of the head of each:

Administrative Unit

Name and Title of Unit Head

Provide contact information for the director of the teacher preparation program for students who deaf and hard of hearing.

Name:

Academic Rank and Title:

Street and building address:

E-mail address:

Telephone:

Fax:

PROGRAM DATA

1. In what year was the program was established?

2. Fill in the table below with the following column headings:

(a) What degree is granted upon completion of the program?

(b) What is the average length in weeks of the program?

(d) What is the number of graduates for each of the previous three years?

(e) What is the number of full-time candidates currently enrolled in the program?

(f) What is the number of part-time candidates currently enrolled in the program?

year:

Under-graduate

Graduate

3. What principal modes of communication or languages do candidates learn in the program? (Mark all that apply.)

Auditory/Oral

Rochester Method

Cued Speech

Simultaneous/Total Communication (Describe further, if desired)

American Sign Language

Other (Specify):

4. Use a separate page to provide a one-paragraph summary program description to be posted at the CED Web site.

Form #1 - (Ref: CED Manual I, Standard 1.4.2)

PRACTICUM CENTERS AND PERSONNEL

(for observations, participation, student teaching, internships, recreational activities)

Please duplicate the form and use a separate sheet for each practicum facility

Name of practicum facility:

Distance from Campus in both miles and minutes:

Is the facility primarily a day class, day school, residential school, itinerant program, resource room, hospital or clinic, or Aother@? If a day class or resource room program, how many classes does the facility include? If Aother,@ please specify.

How many candidates have been placed at this facility during the present school year?

Which of types of experience does the program usually seek at this facility: observations, student teaching, tutoring, teacher aiding, non-academic experiences, or other (please specify)?

Which CED specializations does the facility match? (Please list.)

Which CED program philosophy does the program best represent: auditory-oral, comprehensive, or bilingual-bicultural?

How many cooperating teachers does the facility provide?

How many of the above are CED-certified?

How many of the cooperating teachers have state licensure to teach students who are deaf or hard of hearing?

How many of the cooperating teachers have a master=s degree or higher?

How many students does the facility serve in each of the following categories?

Birth to age 3

Preschool

Elementary

Secondary

Other

Form #2 - (Ref: CED Manual I, Standard 2)

PROFESSIONAL PERSONNEL

Complete the following three-page form and append a vita for each person who teaches required courses or supervises practicum or student teaching or has direct administrative responsibilities in the preparation program for teachers of students who are deaf and hard of hearing.

Name: Title:

Academic Rank: Date of Appointment:

Faculty Member=s Teaching Certification and Licensure:

Credential

Granting Body

Faculty Member=s Earned Degrees:

Year

Granting Institution

Major Field

Faculty Member=s Professional Experience:

Years

Employer

Job Title, Role, or Responsibilities

Faculty member=s typical workload within the program for each academic term. Include courses, supervision, and administration. For each, indicate the semester.

Term

Workload

Fall

Spring

Summer

Other

List at least five recent publications.

List memberships in professional associations or professional service.

List current research, writing, or other professional projects.

Form #3 - (Ref: CED Manual I, Standard 3.0)

ADMISSION PROCEDURES AND CRITERIA

Institution:

Part I. Selection Procedures and Criteria: In the following matrix check all procedures and criteria the program uses to select its candidates.

Grade point average (specify)

Junior

Senior

Master=s

Post-Master=s

Previous credentials

Professional portfolio

Graduate school admission

Experience

Biographical data

Letters of recommendation

Standardized tests (specify)

Other (specify)

PART II: Briefly describe the selection process and relative weights assigned to the selection criteria.

FORM # 5 (Ref: CED - 2, Std. 3.4)

Report on Graduates for Prior Two-Year Period

Indicate the numbers of graduates for the previous two years in each of the following categories:

Previous Year (specify):

Second Previous Year (specify):

Number of Graduates

Number of the above CED certified

Employed in self-contained day preschools program for deaf and hard of hearing students

Employed in home-based family intervention programs

Employed in public elementary school, self-contained classes for deaf or hard of hearing

Employed in public secondary school, self-contained classes for deaf or hard of hearing

Employed in schools for deaf or hard of hearing students, elementary level

Employed in schools for deaf or hard of hearing students, secondary level

Employed as resource room teachers

Employed to teach students with multiple disabilities

Other teaching setting with deaf or hard of hearing student (please specify)

Employed to teach hearing students

Employed but not teaching

Unemployed, but pursuing further education

Unemployed

FORM # 6 (Ref: CED - 2, Standard 1.3)

PROGRAM SPECIALIZATION INFORMATION

Please use a separate form for each area of specialization.

Name of institution:

A. Area of Specialization (mark one):

early childhood

elementary

secondary

multiple disabilities

other (please specify)

B. Number of specific courses and credit hours this specialization requires:

C. Number of clock hours of student teaching this area of specialization requires:

D. What percentage of total clock hours of student teaching in the program does the above represent?

E. List prerequisite courses for this area of specialization. Include course number, title, hours of credit, and instructor=s name.

F. List courses required for this specialization. Include course number, title, hours of credit, and instructor=s name. Append to the self-study report a course outline or syllabus for each course listed.