Membership of the ACC includes the Associate Dean or Director of Assessment from each of the four colleges, the CAEP Coordinator, the Director of Teacher Education (if different from the CAEP Coordinator), the Directors of Certification and Field Placements, the CEHD Advising Director, a Data/Assessment Manager for the Council, and eight faculty members representing the four colleges engaging in educator preparation. The faculty membership is specifically allocated in the following format: three from the College of Education and Human Development, three from the College of Arts and Sciences, one from the College of Fine Arts, and one from the College of Health and Human Services.
The work of this committee is accomplished through the following sub-committees who will set their own meeting schedules, but will meet at least once each semester (see Appendix A for a description of each of these eight subcommittees):
In addition, the ACC will establish an ad hoc subcommittee to oversee the implementation of recommendations of Task Force 21. This subcommittee will cease operations no later than September 2018.
Members of the ACC subcommittees may include any faculty or staff working within the professional education programs at WMU and its school partners. The chair of each subcommittee must be a member on the Council. Department chairs may serve on any of the subcommittees and on the ACC.
The main purpose of the ACC is to assure that candidate assessments are implemented at key checkpoints in educator preparation and present to the Executive Committee recommendations for improvement and recommendations pertaining to how deficiencies identified during the assessment can be remediated. Because the ACC’s assessments are focused at the unit level, individual programs and departments are encouraged to implement their own assessments and make changes to their curricula.
The ACC’s duties will include, but are not limited to, the following tasks:
Each semester after grades are due, the Director of Teacher Education uses TracDat to compile all unit and program data that has been administered. All data are organized and assembled for distribution at the aggregate level and disaggregate level (by program when appropriate). These data are reported to the appropriate programs and ACC subcommittees.
The subcommittee is to consult with the appropriate faculty, programs, or departments as the data are reviewed and analyzed. Each subcommittee then prepares a written data report using a common template, which contains such information as who reviewed it, the date(s) of review and analysis, the current status of the data, and recommendations for program improvement including recommended action steps. These recommendations will be presented to the whole ACC for review. At the meeting, the subcommittees present their data analysis and recommended action steps. The ACC reviews the subcommittees’ analyses and action steps and responds to the recommendations. If the ACC responds that the recommendations need revision, they are returned to the subcommittee. If the feedback is for ongoing program interventions and/or review, it is returned to the program for continued improvement. If the recommendations require a major change in the Educator Preparation Unit or a change in policy, they are forwarded to the EC who reviews the recommended action and makes a decision on the recommendation.
The approved plan for program/unit improvement will then be delivered to the appropriate faculty, programs, and departments for implementation. The implementers should provide an update to the EPGC about the progress of the improvement once a semester. A flowchart that depicts the assessment review and approval process can be found in Appendix B.