1. Donna M. Gollnick Senior Vice President, NCATE April 2008
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Donna M. Gollnick
Senior Vice President, NCATE
April 2008

2. 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

3. NCATE’s Mission

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

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

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

7. State Partnerships

8. State Partnerships Type of Visit Standards Joint State & NCATE Visit
Concurrent State & NCATE Visit
NCATE Only Visit
Standards
State Unit & Program Stds
NCATE Unit & Program Stds
Combination
State Program Stds
NCATE Unit Stds

9. 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

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

11. How does the state partnership work in your state?

12. Annual Report Submit AACTE/NCATE annual report by deadline.
Part A: Contacts & Characteristics
Part B: Data on candidates, faculty, & budget
Part C: Progress on AFIs
States may have access to annual report data for its institutions.
Some states request supplemental information with Part C .

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

14. Continuing Accreditation Visit
Conditional
Probation
Within
18 months
Within 6 months
Within 18 months
Full Visit
Written
Documentation
Focused
Visit
Within 12 months
Accreditation
Accreditation
Revocation

15. First Accreditation Visit
Provisional
Denial
Within 6 months
Within 18 months
Written
Documentation
Focused
Visit
Within 12 months
Accreditation
Accreditation
Revocation

16. Decisions by States Program Approval (usually for licensure areas)
Unit Approval
May be same or different from NCATE

17. NCATE Standards

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

19. Before we start…. Initial Teacher Preparation Advanced Preparation
Bachelor’s programs
MATs for first teaching license
Alternate route programs
Post-baccalaureate programs for 1st license
Advanced Preparation
Master’s programs for licensed teachers
Programs for other school professionals

20. Components of Standard
The Standard
Rubrics
Supporting Explanation

21. Candidate Knowledge, Skills, and Dispositions
Standard 1
Candidate Knowledge, Skills, and Dispositions

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

23. 1a. Content Knowledge for Teacher Candidates (Initial and Advanced Preparation of Teachers)
Unacceptable
Acceptable
Target
Teacher candidates have inadequate knowledge of content that they plan to teach and are unable to give examples of important principles and concepts delineated in professional, state, and institutional standards. Fewer than 80 percent of the unit’s program completers pass the content examinations in states that require examinations for licensure. Candidates in advanced programs for teachers do not have an in-depth knowledge of the content they teach.
Teacher candidates know the content that they plan to teach and can 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 examinations for licensure. Candidates in advanced programs for teachers have an in-depth knowledge of the content they teach.
Teacher candidates have in-depth knowledge of the content 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 content examinations in states that require examinations for licensure. Candidates in advanced programs for teachers are recognized experts in the content that they teach.

24. 1g. Professional Dispositions for All Candidates
Unacceptable
Acceptable
Target
Candidates are not familiar with professional dispositions delineated in professional, state, and institutional standards. Candidates do not demonstrate classroom behaviors that are consistent with the ideal of fairness and the belief that all students can learn. They do not model these professional dispositions in their work with students, families, colleagues, and communities.
Candidates are familiar with the professional dispositions delineated in professional, state, and institutional standards. Candidates demonstrate classroom behaviors that are consistent with the ideal of fairness and the belief that all students can learn. Their work with students, families, colleagues, and communities reflects these professional dispositions.
Candidates work with students, families, colleagues, and communities in ways that reflect the professional dispositions expected of professional educators as delineated in professional, state, and institutional standards. Candidates demonstrate classroom behaviors that create caring and supportive learning environments and encourage self-directed learning by all students. Candidates recognize when their own professional dispositions may need to be adjusted and are able to develop plans to do so.

25. Supporting Explanation:
The knowledge, skills, and professional dispositions outlined in this standard are based on current research in teaching and learning and on best practices in professional education. Each element reflects an important component of the knowledge, skills, and professional dispositions that educators need to develop in order to help all students learn. The knowledge, skills, and professional dispositions in this standard should be reflected in the unit’s conceptual framework and assessed as part of the unit’s assessment system. The data from the assessment system should be used to demonstrate candidate learning of the knowledge, skills, and professional dispositions stated herein.

26. 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

27. NCATE Program Review System (PRS)

30. 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

31. Alignment of Program Review with Standard 1
Content
Rubric element 1a
Professional & Pedagogical Knowledge & Skills
Rubric elements
1b, 1c, & 1e
P-12 Student Learning
Rubric elements
1d & 1f

32. The Accreditation Process

33. Intent to Seek Accreditation
Preconditions
Program Reports Due
2-3 years before visit
3 semesters before visit
1 year before visit (Feb. 1 & Sept. 15)

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

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

36. The NCATE Visit

37. Prior to the Visit
Receive name and contact information for team chair
BOE members assigned to team
Institutional report completed
Previsit by team chair
4-6 months before visit
2-3 months before visit
2 months before visit
1-2 months before visit

38. Interaction between Team & Institution
During the Visit
“Poster Sessions” on Sunday
Interviews on Mon & Tues
Daily meetings between team chair, dean, & NCATE coordinator
Exit report on Wed
After the Visit
Review of BOE report for accuracy
Receipt of final BOE report

39. Team Work during the On-site Visit
National and state teams share information and cross-check conclusions based on standards.

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

41. What happens next? Members of the Unit Accreditation Board (UAB)
Work in Audit Committees of 3-4 persons
Review the BOE Report & Institutional Rejoinder
Have IR , catalogs, & annual report data available as reference
Determine accreditation
Bring consistency across institutions reviewed at each meeting
Evaluate BOE reports

42. Unit Accreditation Board (UAB)
Audit Committees
3-4 Members with 6-7
cases
Joint Audit Committees
2 Audit Committees Together
Consent Agenda
Full UAB
32 Members
Recommendations for Conditions/Provisions, Denial, Probation, or Revocation

43. Continuing
Accreditation Cycle

44. Focused Visit Visit Probation Conditional YEAR 7 Accreditation
18 months
Visit
Probation
Conditional
Focused Visit
18 months
YEAR 7
Institutional
Report
& Visit
Accreditation
Decision
YEAR 6
Annual Report &
Program Review
Documents
YEAR 1
Annual Report
YEAR 5
Annual Report
YEAR 2
Annual Report
YEAR 4
Annual Report
YEAR 3
Annual Report

45. Key to Preparing for Next Visit
Continue to develop and retain your Unit Assessment System (UAS) by regularly & systematically collecting, aggregating, analyzing, summarizing, & discussing assessment data on candidates & unit operations
Continue to refine your conceptual framework