Excerpts From NCATE Standards
Candidate Knowledge, Skills, and Dispositions. 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.
Assessment System and Unit Evaluation. The education school has an assessment system that collects and analyzes data on applicants' qualifications and candidates' and graduates' performance, as well as operations to evaluate and improve itself and its programs.
Field Experience and Clinical Practice. The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that the teacher-candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.
Diversity. The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty members, diverse candidates, and diverse students in pre-K-12 schools.
Faculty Qualifications, Performance, and Development. Faculty members are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.
Unit Governance and Resources. The unit has the leadership, authority, budget, personnel, facilities, and resources, including information- technology resources, for the preparation of candidates to meet professional, state, and institutional standards.
Source: National Council for Accreditation of Teacher Education.
Vol. 19, Issue 37, Page 14