WINTER 2001

Thoughtful, knowledgeable, and effective educators for a diverse society

NCATE Standards

Standard I - - Design of Professional Education

  1. The unit has high quality professional education programs that are derived from a conceptual framework that is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated.
  2. The unit ensures that candidates have completed general studies courses and experiences in the liberal arts and sciences and have developed theoretical and practical knowledge.
  3. The unit ensures that teacher candidates attain academic competence in the content that they plan to teach.
  4. The unit ensures that teacher candidates acquire and learn to apply the professional and pedagogical knowledge and skills to become competent to work with all students.
  5. The unit ensures that teacher candidates can integrate general, content, and professional and pedagogical knowledge to create meaningful learning experiences for all students.
  6. The unit ensures that candidates become more competent as teachers or develop competencies for other professional roles (e.g., school library media specialist, school psychologist, or principal).
  7. Teaching in the unit is consistent with the conceptual framework(s), reflects knowledge derived from research and sound professional practice, and is of high quality.
  8. The unit ensures that field experiences are consistent with the conceptual framework(s), are well-planned and sequenced, and are of high quality.
  9. The unit collaborates with higher education faculty, school personnel and other members of the professional community to design, deliver, and renew effective programs for the preparation of school personnel and to improve the quality of education in schools.

Standard II - - Candidates in Professional Education

  1. The unit recruits, admits, and retains candidates who demonstrate potential for professional success in schools.
  2. The unit recruits, admits, and retains a diverse student body.
  3. The unit systematically monitors and assesses the progress of candidates and ensures that they receive appropriate academic and professional advisement from admission through completion of their professional education programs.
  4. The unit ensures that a candidate's competency to begin his or her professional role in schools is assessed prior to completion of the program and/or recommendation for licensure.

Standard III - - Professional Education Faculty

  1. The unit ensures that the professional education faculty are teacher scholars who are qualified for their assignments and actively engaged in the professional community.
  2. The unit recruits, hires, and retains a diverse faculty.
  3. The unit ensures that policies and assignments allow faculty to be involved effectively in teaching, scholarship, and service.
  4. The unit ensures that there are systematic and comprehensive activities to enhance the competence and intellectual vitality of the professional education faculty.

Standard IV - - The Unit for Professional Education

  1. The unit is clearly identified, operates as a professional community, and has the responsibility, authority, and personnel to develop, administer, evaluate, and revise all professional education programs.
  2. The unit has adequate resources to support teaching and scholarship by faculty and candidates.
  3. The unit has sufficient facilities, equipment, and budgetary resources to fulfill its mission and offer quality programs.  

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