Author: American Association of Colleges for Teacher Education. Evaluative Criteria Study CommitteePublisher:
ISBN:
Category : Teachers
Languages : en
Pages :
Book Description
Selected Comments about NCATE's Standards for Accrediting Teacher Education
Author: American Association of Colleges for Teacher Education. Evaluative Criteria Study CommitteePublisher:
ISBN:
Category : Teachers
Languages : en
Pages :
Book Description
Trivializing Teacher Education
Author: Dale D. JohnsonPublisher: Rowman & Littlefield Publishers
ISBN: 1461646391
Category : Education
Languages : en
Pages : 269
Book Description
This book is a critical examination of the practices, processes, and tactics of the National Council for Accreditation of Teacher Education (NCATE), the largest accreditor of teacher education programs in the country. Those who have concerns about how well teachers are prepared in our country need to become aware of this influential organization and its stranglehold on teacher preparation.
Professional Standards Accreditation of Schools, Colleges, and Departments of Education. 2006 Edition
Author: National Council for Accreditation of Teacher EducationPublisher:
ISBN:
Category :
Languages : en
Pages : 61
Book Description
The National Council for Accreditation of Teacher Education (NCATE) is recognized by the U. S. Department of Education as the accrediting body for colleges and universities that prepare teachers and other professional personnel for work in elementary and secondary schools. Through its voluntary, peer review process, NCATE ensures that accredited institutions produce competent, caring, and qualified teachers and other professional school personnel who can help all students learn. NCATE, a non-profit, non-governmental organization, is a coalition of more than 30 national associations representing the education profession at large. The associations that comprise NCATE appoint representatives to NCATE's policy boards, which develop NCATE standards, policies, and procedures. Membership on policy boards includes representatives from organizations of (1) teacher educators, (2) teachers, (3) state and local policymakers, and (4) professional specialists. Accountability and improvement in teacher preparation are central to NCATE's mission. The NCATE accreditation process determines whether schools, colleges, and departments of education meet demanding standards for the preparation of teachers and other professional school personnel. Through this process, NCATE provides assurance to the public that the graduates of accredited institutions have acquired the knowledge, skills, and dispositions necessary to help all students learn. Providing leadership for reform in teacher education is also central to NCATE's mission. Through standards that focus on systematic assessment and performance-based learning, NCATE encourages accredited institutions to engage in continuous improvement based on accurate and consistent data. By providing leadership in teacher education, NCATE ensures that accredited institutions remain current, relevant, and productive, and that graduates of these institutions are able to have a positive impact on P-12 student learning. This document discusses: (1) The Mission and Scope of NCATE; (2) NCATE Standards; (3) Accreditation Decisions; and (4) NCATE Leadership. A glossary of terms is also provided.
Ncate Accreditation
Author: James RathsPublisher: Amer Assn of Colleges for Teacher
ISBN: 9780893331061
Category : Teachers
Languages : en
Pages : 111
Book Description
This monograph includes an analysis of current statements of standards and criteria, promotes professional dialogue concerning the meanings of NCATE standards and criteria, and advances the cause of national accreditation in teacher education. An introduction offers a statement of purposes, reviews the significance of the accreditation process, and presents caveats concerning the framework. Criteria for compliance subsumed by each standard are discussed separately with suggestions for gathering and summarizing evidence needed to prepare a narrative for the institutional report. The document is organized into five categories: (1) "Knowledge Bases for Professional Education" (design, delivery, content of the curriculum in general education, specialty studies, and professional studies); (2) "Relationship to the World of Practice," which focuses on clinical and field-based experiences and relationships with graduates and schools; (3) "Students" (admission, monitoring progress, advisory services, and completion of program); (4) "Faculty" (faculty qualifications and assignments, load, development, and evaluation); and (5) "Governance and Resources." Appendices provide models in teacher education and linkages found among preconditions, criteria, and standards. Tables of data or findings display evidence pertaining to the criteria. (LL)
Evaluative Criteria for Accrediting Teacher Education
Author: Source Book on Accreditation of Teacher Education
Author: American Association of Colleges for Teacher EducationPublisher:
ISBN:
Category : Teachers colleges
Languages : en
Pages : 54
Book Description
Accreditation of Teacher Education by NCATE
Author: Ray C. MaulAccreditation in Teacher Education
Author: John Roberts MayorPublisher:
ISBN:
Category : Education
Languages : en
Pages : 340
Book Description
The Study of the Influence on Higher Education of Accreditation in Teacher Education has been sponsored by the National Commission on Accrediting and supported by the Carnegie Corporation of New York. The National Commission appointed the Director and Assistant Director, named an advisory committee composed of highly respected leaders in higher education, and has served as the fiscal agent for the Study. The Study has been conducted independently of the Commission. This report of the Study has been prepared as a report to the National Commission on Accrediting (NCA), and also has been made available to the public. Since 1956, the national agency for accrediting teacher education in the United States has been the National Council for Accreditation of Teacher Education (NCATE). In addition, most of the states either accredit or approve teacher education programs of institutions of higher education within the states and, in some instances, in other states. Between national and state accreditation of teacher education, general institutional evaluation and accreditation are conducted by six regional accrediting associations. Thus, there are three levels of accreditation of teacher education: national, regional, and state. This Study is concerned with accreditation at all three levels and its influence upon higher education.
Tensions in Teacher Preparation
Author: Lynnette B. EricksonPublisher: Emerald Group Publishing
ISBN: 0857241001
Category : Education
Languages : en
Pages : 344
Book Description
Addresses the challenges of meeting national accreditation requirements, including designing assessment instruments and making data-driven decisions. This book explores and shares tensions created as teacher education programs experience changes because of accountability requirements related to the accreditation process.
NCATE Standards, Procedures, and Policies for the Accreditation of Professional Education Units
Author: National Council for Accreditation of Teacher EducationPublisher:
ISBN:
Category : Accreditation (Education)
Languages : en
Pages : 69
Book Description