PERSONAL SUPPORT WORKER PROGRAM ACCREDITATION Provisional Accreditation Process & Requirements
Table of Contents Introduction... 3 Guiding Principles... 3 Defining Quality... 4 Outcomes-Based Evaluation Approach... 5 Length of Accreditation Certificate... 5 Evaluation Criteria... 5 PSW Program Provisional Accreditation Application Process and Support for New Programs... 7 Step One: Provisional Accreditation Application... 7 Step Two: Support and Resources in the First Year... 7 Provision of Materials... 7 Onsite Visits... 7 Distance Support... 8 Preparation for First Regular Accreditation... 8 Accreditation Process (for existing programs)... 8 Step One: Self-Assessment... 8 Self-Assessment Plan... 8 Data Collection and Analysis... 8 Self-Reflection Narrative... 9 Action Plan... 9 Submission to PSWPA... 9 Step Two: Site Visit... 10 Step Three: Audit Team Preliminary Audit Report... 11 Step Four: Accreditation Panel Review... 11 Step Five: Program Follow-Up... 12 Step Six: Publishing of Accreditation Decisions... 12 The Standards... 12 Standard One: Program Quality Management System... 12 Standard Two: Program Development... 13 Standard Three: Conformity with Government Requirements... 13 Standard Four: Program Delivery and Student Assessment... 14 Standard Five: Existence, Monitoring and Communication of Academic Policies and Practices... 14 Standard Six: Availability and Allocation of Resources... 15 2 Page
Introduction In September 2015, the common provincial Personal Support Worker (PSW) Standards were developed as a joint project between The Ministry of Health and Long-Term Care (MOHLTC), the former Ministry of Training, Colleges and Universities (MTCU), and the Ministry of Education (EDU) and included input from various stakeholders. CESBA is a professional association composed of the staff who work in adult, alternative, and continuing education school boards (Public, Catholic, French, and English) in Ontario. Ontario school boards work with over 300,000 students each year, helping them to achieve their learning and career goals. With a desire for more national outreach, a need for greater credibility of Ontario school board PSW programs, and directed by the Ministry of Education, CESBA adopted an outcomesbased model of quality assurance based on international accreditation standards. Accreditation is both a status and a process. As a status, accreditation provides public notification that an institution or program meets standards of quality set forth by an accrediting agency. As a process, accreditation reflects the fact that the institution or program is committed to both self-evaluation and review by an external authority that uses clear criteria to assess the PSW program against transparent standards and to provide the feedback necessary to ensure the quality of education and training provided. This document is intended to work in conjunction with the PSWPA Self-Assessment Completion Guide. Guiding Principles Quality assurance reviews for Ontario s school board PSW programs must: be consistent with international best practices be effective, efficient, and cyclical be described as and be able to operate as an audit (a review of each school s educational quality assurance processes and policies) use an external, competent objective peer review panel follow a mandatory and clear process that identifies strengths and weaknesses, recommends improvements, and facilitates positive change provide for categories of approval provide a method and system for appeals against its decisions and reports 3 Page
provide for consistency of panel decisions be sustainable and affordable for the system as a whole and for the individual schools in the system In addition, appropriate notice must be given to the PSW program administrator prior to review, the report must be given to both the administrator and principal for a response, and this response must be included in the final report. Defining Quality Quality, or in other words, the ability of an institution to fulfill its program of study, requires the translation of the PSW programs vision, mission, and goals into learning outcomes and applied to delivery models. Quality as a process can be defined in both internal and external terms: Internal quality assurance refers to ongoing activities implemented by an institution to ensure stated objectives are met. An internal quality assurance system begins with the institutions identity and enters a quality cycle of planning, implementation, review, and enhancement (plan-do-check-act). This cycle is applied to the school s capacity to translate vision, mission, and goals into desired learning outcomes; to establish quality assurance mechanisms and structures; to review against predetermined defined standards and the accompanying requirements; and, to enhance mechanisms and systems. This process ensures that programs continue to refine and improve. External quality assurance refers to activities implemented by an external body to evaluate, based on agreed and predetermined quality standards, the ability of a school's quality assurance processes to ensure meeting the recommended objectives. Quality as a system consists of a structured yet dynamic organization with different quality assurance mechanisms. PSW programs within Ontario s school boards also have the standards of quality to adhere to within their respective organizations, which brings an added value to the quality assurance process. Quality as improvement refers to the ability of the established quality assurance system to be effective by demonstrating and ensuring continuous growth. 4 Page
Quality as developing a culture of quality is the transformational dimension of the notion of quality in a PSW program. It is an ongoing process and is not seen as an event to be achieved, but rather a constant striving to improve. Outcomes-Based Evaluation Approach The audit is based on agreed-upon, predetermined standards and its accompanying requirements, and determines whether the PSW program s quality assurance systems are sufficiently robust and effective enough to ensure that all PSW programs and support services are well designed and achieve the expected outcomes. Such an audit does not make direct judgments on academic programs outside of the framework, but considers program-level evidence to the extent necessary to establish that institutional systems are functioning within the framework. The audit process itself is both systemic and cyclical, and takes into consideration a school s culture, values, principles, and evaluation methods. Length of Accreditation Certificate An accreditation certificate for existing programs may be issued for one to five years; length of the accreditation period will be determined by the extent to which a program meets or exceeds the standards. A one year provisional accreditation certificate will be issued for all new programs, regardless of the extent to which they meet the standards, in order to ensure that the new programs are reassessed once fully operational and has appropriate materials and data to examine. Exemplary programs that meet all of the standards will receive a five year accreditation certificate. Evaluation Criteria The standards and its accompanying requirements provide the framework for Ontario s school board PSW programs to assess the extent to which they meet the established standards. The six standards against which all Ontario school board PSW programs are evaluated are: 1. Program Quality Management System 5 Page
2. Program Development 3. Conformity with Government Requirements 4. Program Delivery and Student Assessment 5. Existence, Monitoring and Communication of Academic Policies and Practices 6. Availability and Allocation of Resources It is expected that the determination of the effectiveness of an Ontario school board PSW program s quality assurance mechanisms, and therefore its ability to ensure continuous improvement in quality in reaching its stated objectives will be based on the following: the implementation of quality assurance mechanisms the effectiveness of these mechanisms, that is, their ability to ensure a continuous improvement in quality by: conducting a critical assessment of the achievement of the stated objectives of these mechanisms identifying areas of strength and areas for improvement to ensure meeting these objectives implementing measures for continuous improvement, namely through an action plan, in a context of continuous quality improvement the review and updating of these mechanisms to ensure their effectiveness The following provides details of the standards and their requirements pertaining to each component of the quality assurance system. Effective quality assurance mechanisms ensure the quality of a program management system and demonstrate continuous improvement. 6 Page
PSW Program Provisional Accreditation Application Process and Support for New Programs Step One: Provisional Accreditation Application The PSW program s administrator is required to complete the PSW Provisional Accreditation Application (available online at www.pswpa.ca) and provide payment as follows: 1. Send the completed form to the PSWPA s Accreditation Administrator and Auditor at admin@pswpa.ca 2. Mail cheque (made out to "CESBA PSW PROJECT")for full payment to CESBA Step Two: Support and Resources in the First Year As part of its commitment to ensuring that PSW programs run by school boards across Ontario are meeting or exceeding all standards, PSWPA will support all new programs throughout their first year. This support includes the following: Provision of Materials The following materials will be provided to all programs who have received a provisional certificate. The programs are not required to use these materials but may choose to do so as the materials are examples of best practices in the industry: 2015 PSW Program Standards PSW program curriculum, lesson plans and course materials Mapping document: Ministry of Education credits cross-referenced with the 2015 PSW Standards and Ministry of Advanced Education and Skills Development Vocational Learning Outcomes Examples of best practices A list of resources that will support the program in the first year and beyond Onsite Visits To ensure that programs receive the most comprehensive support possible and that the program meets the standards from inception, an experienced PSW teacher member of the PSWPA Audit Team will perform two site visits to review materials, observe teaching and provide advice as follows. Note that expenses for these onsite visits are included in the program s provisional accreditation application fee; however, renewal accreditation site visit expenses will be paid by the program. 1. Site Visit No. 1 takes place before the program begins accepting students to ensure that the appropriate policies, procedures and course materials are in 7 Page
place 2. Site Visit No. 2 takes place prior to the program s first placements Distance Support In addition to the onsite visits above, an experienced PSW teacher member of the PSWPA Audit Team will also be available to the program administrator and teacher(s) throughout the year via email and phone calls to answer questions, offer feedback and make appropriate suggestions as to best practices. Preparation for First Regular Accreditation To support new programs preparing for their first regular (i.e., non-provisional) accreditation, the PSW Audit Team will provide guidelines, advice and feedback to the program administrator and teacher(s) as they prepare for their first accreditation by following the process below. Accreditation Process (for existing programs) This process is completed by existing programs applying for renewal and for provisionally accredited programs applying for their first regular (i.e., nonprovisional) accreditation. It is included here for the knowledge of program administrators so they may adequately prepare for their first accreditation and understand the accreditation requirements. Step One: Self-Assessment Each school is required to conduct a comprehensive assessment of the effectiveness of their quality assurance system, according to the Personal Support Worker Training Standards and its accompanying requirements articulated in pages 12-16 of this document, and to communicate their results in a PSW program selfassessment report. Self-Assessment Plan The school will first establish a self-assessment plan. This plan should define the main issues, the distribution of duties and responsibilities, data collection and analysis procedures, methods of consultation, as well as a time frame for completing the self-assessment process. Data Collection and Analysis The school board PSW program can collect stakeholder feedback data that documents the implementation of its quality assurance mechanisms as well as any corrective measures undertaken to improve quality. The analysis of this data will allow the school to track and review the effectiveness of its mechanisms. This analysis must be based on valid and sufficient data and should include an 8 P ag e
effective critical assessment, a demonstration of strengths, and a list of areas for improvement. Based on the results of this exercise, the school can then draw conclusions for each component of its quality assurance system. Furthermore, it assesses the overall effectiveness of the quality assurance system as a whole. The school board submits its data analysis conclusions in conjunction with an evidence mapping document that lists of documents that it referenced during the data collection process and how they relate to each standard, but does not submit the documents themselves. The PSWPA Audit Team assigned to your program will review your analysis and request that particular documents be available during your site visit for review. They may also request documents during the site visit that were not referenced in your self-assessment report. Self-Reflection Narrative As part of your self-assessment report, you are required to submit a self-reflection narrative for the purposes of ensuring that the program is assessed as a whole. This narrative should include brief descriptions of the program s strengths, weaknesses and opportunities for improvement, innovative techniques and resources that can be utilized to improve the program. This is an opportunity to reflect upon what improvements have already been made to the program, the current state of the program, and what changes are necessary to improve the program further. Action Plan The school will use its data analysis and self-reflection narrative to draw up an action plan to ensure follow-up on the corrective measures identified to address any deficiencies observed in its quality assurance system. Submission to PSWPA Documents to be submitted to PSWPA at least six weeks before the site visit audit: 1. Accreditation renewal application form for single or multiple sites 2. Table of contents 3. Self-assessment report, including: Self-assessment plan Data analysis and evidence mapping document Self-reflection narrative Continuous improvement action plan 4. Program outline (curriculum) 5. Module hours and class schedule 6. Current organizational chart for the PSW program, including names and 9 Page
responsibilities of the PSW program staff 7. List of all placement facilities, with contact information of those responsible for PSW placements at each institution The program must also submit the following: 8. 50% Deposit cheque, made out to "CESBA PSW PROJECT" and mailed to CESBA 9. Submission date 10. School Information: a. Name and main site address b. Name and addresses of all satellite sites and locations 11. Main contact information: a. Name b. Email c. Daytime phone number 12. Person(s) completing report: a. Name(s) b. Email address(es) c. Daytime phone number(s) Please note that the school board is not required to submit corroborating evidence documentation prior to the site visit. PSWPA staff will assist the school in preparing for their site visit audit by reviewing the program s self-assessment report and corollary documents, offering feedback and communicating the corroborating documents that the Audit Team wishes to see during the site visit audit. These documents will be reviewed onsite during the site visit; however, the Audit Team may request that copies of certain documents be provided to them to take with them. Once complete, your documents should be emailed as a single PDF document with a table of contents to admin@pswpa.ca. Step Two: Site Visit An onsite visit by the Audit Team takes place. The main purpose of the site visit is to contextualize and supplement the information contained in the school s PSW program self-evaluation report and to provide a better understanding of the school s conclusions. In addition to supplementing the PSW program selfevaluation report, the visit enables consideration (where applicable) of any subsequent corrective measures implemented by the school after submission of the report and before the time of the visit. 10 P a g e
Throughout the site visit and at its conclusion, the Audit Team meets to summarize and record their observations. They also measure the results of the evaluation for each standard against its objectives, identify key areas of strength and deficiency, and render key messages to present to the school. The Audit Team s observations are evidence-based and supported by the observations found in the school s PSW program self-evaluation report, the views expressed by the school stakeholders during the visit, and any other documents examined while onsite. The site visit concludes with a meeting with the school principal (senior leadership), where the Audit Team verbally presents the team s initial observations. This will serve as a way of preparing the school for the possible contents of, and recommendations to be made in, the Audit Team s report. Step Three: Audit Team Preliminary Audit Report After the site visit, the Audit Team will submit its preliminary audit report to the school principal, and/or the program administrator. The program administrator will then have an opportunity to submit a response to the report to the Audit Team. Such responses will be considered by the Accreditation Panel in conjunction with the Audit Team s report and recommendations. The audit report is designed to measure the school s quality assurance system and its effectiveness. The report outlines the findings of the Audit Team, which are reached through its interpretation of the specific information it has gathered. The report notes strengths as well as those areas that require improvement. Recommendations for improvement will alert the school to an area for attention, and, rather than instructing it to take a particular action or series of actions, will provide direction and guidance for the school. The report does not comment on standards irrelevant to the quality assurance process. The audit report does not contain statements that cannot be substantiated; evidence must be measured against the criteria outlined in the standards. Step Four: Accreditation Panel Review The Accreditation Panel reviews the Audit Team s report and recommendations as well as the program s self-assessment report and corollary documents. The Accreditation Panel renders decisions for each of the standards assessed, sets forth recommendations for improvement where applicable, and provides a decision on the overall effectiveness of the quality assurance system. Decisions will include reasons for decisions. 11 P a g e
Step Five: Program Follow-Up Schools undertaking an appeal must do so, in writing to the chair of the Accreditation Panel, within four (4) weeks of notice of the receipt of the accreditation decision. The school may be required to submit a follow-up report to the Accreditation Panel within a specified time period after the release of the accreditation decision and reasons, describing the quality assurance activities it has implemented to address the identified gaps. The Accreditation Panel reviews the follow-up report and, if necessary, takes further action, which may include requiring further reports from the school, additional site visits or other action. Step Six: Publishing of Accreditation Decisions The Accreditation Panel publishes the executive summaries of all accreditation decisions for the previous year after the completion of the year. The executive summary of the report is posted on the PSWPA website and a copy will be held in the office of the PSWPA. It is understood these documents are subject to the Freedom of Information legislation, and will be released on request (with reimbursement of associated costs.) The accreditation decision is a public document and belongs to the PSWPA as a whole, rather than to the Audit Team, the Accreditation Panel or its individual members. The Standards Standard One: Program Quality Management System 1.1. 1.2. 1.3. 1.4. The program facilitates the evolution of the program to maintain its relevance and to fulfill its mission and program of study. The program ensures that established policies and procedures regarding its development, review, and maintenance are monitored (approved and revised) regularly, and applied consistently across all programs of instruction. The program gathers, collates, and analyzes data from stakeholders (e.g., graduates, industry representatives, faculty, students, and professional bodies) for continuous improvement of program maintenance records (e.g., program reviews) and program indicators (e.g., graduation rates, retention rates and employability ranges). The program uses program indicators, program maintenance records, and stakeholder data to measure program performance. 12 P a g e
1.5. 1.6. The program follows up to ensure that changes to the program are relevant with provincial standards and QA Framework requirements, and ensures that recommendations arising from previous program reviews have been considered and implemented. The program maintains all audit records, reports, and backup documentation arising from program quality assurance audit processes. Standard Two: Program Development 2.1. 2.2. 2.3. 2.4. The program ensures the existence, articulation, and use of clear statements of program vocational learning outcomes as outlined by the Ministry of Advanced Education and Skills Development (regardless of the location or method of delivery); and that they are consistent with the program s intended purpose. These learning outcomes must be clearly linked to Ministry of Education overall and to specific expectations for Ontario Secondary School Diploma (OSSD).) The program ensures that program requirements (courses, work placements, admission requirements) are derived from, and flow coherently from, the program's vocational learning outcomes and are aligned with the Quality Assurance Framework established by PSWPA. The program ensures that vocational learning outcomes provide a sound basis for curriculum development and are used in prior learning assessments (PLAR). Standard Three: Conformity with Government Requirements 3.1. 3.2. 3.3. 3.4. The program ensures that the program title is consistent with established Ministry of Advanced Education and Skills Development credentials framework, titling protocols and validated program standard titles. The program ensures that programs of instruction are consistent with (meet or exceed) the credential framework requirements (i.e., scope of program vocational learning outcomes, essential employability skills (EES), duration for completion, admission requirements, name of credential). The program ensures that programs of instruction are consistent with the current workplace expectations (i.e., essential vocational skills, attitudes, knowledge, and competencies). The program ensures that programs of instruction provide reasonable 13 P a g e
opportunities for students to achieve vocational and non-vocational program outcomes. 3.5. The program ensures that changes to provincial program standards are communicated to all relevant stakeholders and implemented in a timely manner to maintain the relevance of the program. Standard Four: Program Delivery and Student Assessment 4.1. 4.2. 4.3. 4.4. The program s delivery and student assessment approach ensures consistent delivery of programs of instruction regardless of the program delivery strategies (hybrid, online, full-time or part-time, or are delivered with a thirdparty or other postsecondary institutions), including those programs with offsite locations. The program s delivery and student assessment approach engages and supports all PSW teaching staff in regular professional development. The program s delivery and student assessment approach ensures fair and equitable evaluation of student achievement through valid assessment methods, accompanied by prompt and descriptive feedback on student performance. The program s delivery and student assessment approach assesses the knowledge, skills, and abilities of graduating students. Standard Five: Existence, Monitoring and Communication of Academic Policies and Practices 5.1. The program ensures that academic policies and procedures are established for: a. specific pre- and co-requisites b. advancement in programs and maximum periods for completion c. possible alternative entry and exit points 5.2. The program ensures that academic policies and procedures are established for: a. requirements for admission to the program and to courses in the program b. provisions for awarding credit toward a credential or exemptions from specific course requirements as a result of exemptions c. recognition for prior learning 14 P a g e
5.3. The program ensures that academic policies and procedures are established for: a. instances requiring accommodations; b. assessment, including provisions for re-assessment and appeals c. requirements for awarding the credential (i.e., title of any program or series of courses) d. rules and criteria governing any awarding of merit, distinction, and other grades 5.4. 5.5. 5.6. 5.7. The program ensures that academic policies and procedures are established for formal arrangements with external bodies governing credentials, certifications, and so forth, e.g., First Aid & CPR. The program ensures that academic policies and procedures regarding changes to programs (i.e., courses, vocational learning outcomes) are established. The program ensures that established academic policies and practices are published, communicated and applied consistently across all programs of instruction. The program ensures that established academic policies and practices are reviewed and monitored regularly and consistently. Standard Six: Availability and Allocation of Resources 6.1. The program ensures that teaching staff: a. possess the combination of experience and credentials appropriate to and required by the accreditation criteria b. have the level of expertise and ability to provide the published learning experience c. participate in reflective practice; d. undergo initial and continuing professional development e. are oriented, monitored, and evaluated 6.2. The program ensures that teaching staff: a. b. c. d. 15 P a g e execute their professional responsibilities work within structured instructional plans are accessible and available for student inquiry meet the needs of the students and facilitate the achievement of the
learning outcomes e. provide prompt and descriptive feedback to students f. promote a positive attitude to learning for students 6.3. 6.4. 6.5. 6.6. 6.7. The program ensures sufficient numbers and continuity of faculty and staff to carry out both classroom and non-classroom support roles for student success. The program ensures that academic support and advising services meet the needs of the students and facilitate the achievement of the program vocational learning outcomes. The program ensures that staff members providing student support services such as tutoring, financial and academic advising, are appropriately qualified, trained, and supported. The program ensures that learning facilities, equipment, and technological infrastructure support the promised modes of delivery and the learning process, and are accessible to all PSW students. The program ensures that the leadership, organization, and management of human resources, financial services, learning resources, information technology resources, and academic facilities are optimized. 16 P a g e