A Credential with

Value-added Potential?

_______________

CEC CONVENTION & EXPO
DENVER, CO APRIL 12, 2012


Joe Sutton, PhD Patricia Frawley, EdD Teresa Montani, EdD
2



and growing.



Advancing the
credential will
require forward-
thinking vision
and research.
3



To what extent are
professionals in the
education community
providing value-added
services to K-12
learners?
4



5



How are they
addressing
value-added?
6
National Board
Certified Teachers
(NBCT)
7
Speech-language
Pathologists
(CCC)
8
Nationally
Certified School
Psychologists
(NCSP)
9



Nationally
Certified
Counselors
(NCC)
10



Nothing
definitive.



11



Why is it important?
Enhanced services
Parental consideration
Hiring advantage
Professional distinction
12



1. Conduct a first-
round investigation.
2. Adopt indirect or
proxy measure for
value-added.
3. Let the Standards
drive the data.
13
Domain I: Leadership & Policy
Domain II: Program Development & Organization
Domain III: Research & Inquiry
Domain IV: Student & Program Evaluation
Domain V: Professional Develop. & Ethical Practices
Domain VI: Collaboration
Total Domains
14
Do educational diagnosticians with
national certification (NCED) differ
significantly from those without
national certification on self-ratings
of professional practice?
15
n=262*
Educational
Diagnosticians











n=116
NCEDs
n=146
Non-
NCEDs
* Sample drawn from LA and NJ.
16
97%
3%
Female
Male
9%
2%
87%
1%
1%
African
Asian
Caucasian
Hispanic
Undisclosed
Gender Ethnicity
17
Questionnaire
24 items; 6 domains; 4 items each
Likert-type; 4-point scale
Self-rating
Sample Items (Domain 6: Collaboration)
23. I assist fellow educators in developing curriculum-
based probes in measuring student growth.

24. I emphasize a team problem-solving approach
in my assessment practice.
18

Non-experimental
Survey research
Domain means
Group means
One-way ANOVA
Alpha level of .05
19
3.76
3.57
3.37
3.29
3.74
3.67
3.62
3.61
2.7
2.65
3.57
3.35
3.46
3.36
2
2.5
3
3.5
4
L&P PD&O R&I P&EI PD&EP COL TOT
NCED
Non-NCED
20
Survey Domain F p Signif
Leadership & Policy 25.42 .000 s
Prog Devel & Organiz 2.20 .139 ns
Research & Inquiry 2.96 .086 ns
Indiv & Prog Evaluation 0.04 .842 ns
Prof Devel & Ethic Prac 0.62 .431 ns
Collaboration 10.56 .001 s
Total Domains 8.50 .004 s
p<.005 p<.001 p<.000
21
NCEDs > Non-NCEDs:

Leadership & Policy
Collaboration
Total Domains
Results suggest that the
professional practices of
diagnosticians who hold
the NCED credential may
have value-added
potential.
22
23
2 StatesLA and NJ
Self-report data
Too few items
Indirect measure

24
Broaden representation
Increase respondents
Develop direct measure

25
Advanced degree
State license
Teaching experience
Assessment experience
Reference letters
CEC/CEDS membership

26
Continuing Education Units:
15.0 CEUs / 150 hours of
continuing education or
professional development
over 5-year period
Reflecting at least 3 of
6 activity areas


27
Max. 5.0 CEUs / 50 hours:
Conferences
Workshops & seminars
Online seminars
Professional development
sessions

28
Max. 5.0 CEUs / 50 hours:
Study groups
Case discussion groups
Journal clubs
Book discussion clubs
29
Max. 5.0 CEUs / 50 hours:
Videos, DVDs
Audiotapes, CDs
Books, monographs,
journals
30
Max. 7.5 CEUs / 75 hours:
Presentations at meetings
Academic courses
Web sites
Manuscripts
Books, grants
Assessment/intervention
products
31
Max. 9.0 CEUs / 90 hours
Max. 9.0 CEUs / 90 hours:
Mentoring
Professional evaluations
and reviews
Professional development
32
NCEDs display:
Passion for professional excellence
Desire for further study in assessment
Involvement in professional
organizations
Service as mentors and
exemplars

www.ncedonline.org