1. National Council for Accreditation of Teacher Education February 2006 image files formats

2. Why Accreditation? Professional Community Commitment to Growing a Professional Consensus College of Education is a Professional School: Commitment to Prepare Individuals for Licensure in Field

3. Measures of Success 615 accredited institutions Approximately 100 candidates/precandidates 50 State Partners 33 national professional organizations 1,200 + volunteers

4. Measures of Success A majority of states have adopted or adapted NCATE’s unit standards as their state standards for teacher preparation

5. NCATE’s 50 state partners have adopted NCATE’s national professional content standards (math, science, etc.) or have aligned state content standards with those standards. Licensing Assessments in a majority of states are now being aligned with NCATE’s professional standards. Measures of Success

6. Teachers prepared at NCATE institutions are well-prepared. These teachers: -know the subject matter -demonstrate knowledge of effective teaching strategies -can teach students from different backgrounds -have been supervised by master teachers -can integrate technology into instruction Measures of Success

7. NCATE 101 February 2006 The National Council for Accreditation of Teacher Education

8. An accrediting body for schools, colleges, and departments of education recognized by the U.S. Department of Education and the Commission on Higher Education Accreditation The Standard of Excellence In Teacher Preparation

9. IMPROVEMENT of teacher performance through quality teacher preparation ACCOUNTABILITY to children, their parents, and the public at-large for quality teacher preparation

10. NCATE’s Constituent Members Teachers Specialized Professional Associations State & Local Policymakers Teacher Education

11. NCATE GOVERNANCE Executive Board provides overall leadership Unit Accreditation Board (UAB) makes accreditation decisions, writes standards, & oversees Board of Examiners Specialty Area Studies Board (SASB) approves program standards State Partnership Board (SPB) approves state partnerships

12. NCATE Standards Developed by professional community Public process

13. NCATE Standards  Candidate Performance  Candidate Knowledge, Skills, & Dispositions  Assessment System and Unit Evaluation  Unit Capacity Field Experiences and Clinical Practice Diversity Faculty Qualifications, Performance, and Development Unit Governance and Resources

14. Components of Standard The Standard Rubrics Supporting Explanation

15. Candidate Knowledge, Skills, and Dispositions Standard 1

16. The Standard Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.

17. Content Knowledge for Teacher Candidates (Initial and Continuing Preparation of Teachers) UnacceptableAcceptableTarget Teacher candidates have inadequate knowledge of subject matter that they plan to teach as shown by their inability to give examples of important principles or concepts delineated in professional, state, and institutional standards. Fewer than 80 percent of the unit’s program completers pass the academic content examinations in states that require such examinations for licensure. Teacher candidates know the subject matter that they plan to teach as shown by their ability to explain important principles and concepts delineated in professional, state, and institutional standards. Eighty percent or more of the unit’s program completers pass the academic content examinations in states that require such examinations for licensure. Teacher candidates have in- depth knowledge of the subject matter that they plan to teach as described in professional, state, and institutional standards. They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject. All program completers pass the academic content area examinations in states that require such examinations for licensure.

18. Supporting Explanation: The public expects that teachers of their children have sufficient knowledge of content to help all students meet standards for P– 12 education. The guiding principle of the teaching profession is that student learning is the goal of teaching. NCATE’s Standard 1 reinforces the importance of this goal by requiring that teacher candidates know their content or subject matter, can teach effectively, and can help all students learn. All professional school personnel are expected to carry out their work in ways that are supportive of student learning.

19. Program Reviews as Evidence of Meeting Standard 1 National Reviews by SPAs (Specialized Professional Associations) State Reviews by the State Agency Responsible for Program Approval

20. New NCATE Program Review Process

21. 5 Sections 1.6-page Context Statement –Course of Study –Number of completers –Brief information about faculty 2.List of assessments, scoring guides, and data tables being submitted 3.Table aligning assessments to SPA standards

22. 4.Discussion of assessments and data –Content knowledge –Pedagogical and professional knowledge, skills and dispositions –Effects on student learning 5.3 pages delineating how faculty have used data to improve the program

23. Data available from national (& sometimes state) program reviews State licensure exam for program area (if available—otherwise another content based assessment) Content Assessment Assessment of Planning (e.g., unit plan) Student teaching/internship assessment Assessment of candidate impact on student learning or providing a supporting learning environment Other assessment to show SPA standards are met

24. Alignment of Program Review with Standard 1 Content Professional & Pedagogical Knowledge, Skills, & Dispositions P-12 Student Learning Rubric elements 1-2 Rubric elements 3-5 Rubric elements 6-7

25. The NCATE Process

26. 2-3 years before visit 3 semesters before visit 1-2 semesters before visit Intent to Seek Accreditation Preconditions Program Reports Due

27. 60 days before visit 30-60 days before visit Visit Date Institutional Report Due Previsit with Team Chair The On-site Visit

28. Board of Examiners Teams Teacher Education Teachers Specialty & Policy

29. Team Report NCATE format for the team report State addendum (optional)

30. Within 52 days after visit March/April & October Within 2 weeks after UAB BOE Report Finished UAB Meeting Notification of Accreditation

31. Organizing to Determine Accreditation Audit Committees 4-5 Members with 6-9 cases Joint Audit Committees 2 Audit Committees Full UAB 32 Members Consent Agenda Recommendations for Denial, Probation, or Revocation

32. Accreditation Decisions by NCATE Accreditation Accreditation with provisions or conditions Accreditation with probation Deny or revoke accreditation

33. First Accreditation Visit AccreditationProvisionalDenial Written Documentation Focused Visit AccreditationRevocation Within 6 months Within 2 years Accreditation Within 12-18 months

34. State Partnerships

35. Standards –State Unit & Program Stds –NCATE Unit & Program Stds –Combination State Program Stds NCATE Unit Stds Type of Visit –Joint State & NCATE Visit –Concurrent State & NCATE Visit –NCATE Only Visit

36. BOE Team Composition for Joint Visits Voting Members –3-8 NCATE Board of Examiners members –2-7 or fewer state representatives Non-voting Members –State consultant from the State Agency –Observers from state affiliates of AFT & NEA

37. How does your state use the NCATE program review and accreditation decisions in determining state approval?

38. And Remember Why We Are Doing All of this Work…