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NCATE The NCATE Visit at Old Westbury October 13-18, 2006 Patrick O’Sullivan What is NCATE? National Council for the Accreditation of Teacher Education Programs A peer review accreditation We have our site visit October 13-18, 2006 Why NCATE?

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NCATE

The NCATE Visit at Old Westbury

October 13-18, 2006

Patrick O’Sullivan


What is ncate l.jpg
What is NCATE?

  • National Council for the Accreditation of Teacher Education Programs

  • A peer review accreditation

  • We have our site visit October 13-18, 2006


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Why NCATE?

  • Eighty-two percent of the public favors requiring teachers to graduate from nationally accredited professional schools.

  • Accreditation is perceived to strengthen a profession, following accounting, engineering, medicine, nursing, and other established professions.

  • Two-thirds of the nation’s new teacher graduates are from NCATE accredited institutions, (Most states have chosen to use NCATE standards to review institutions).

  • 700 out of 1,200 teacher preparation institutions are NCATE accredited or candidates for accreditation, (the remaining 500 are evaluated by their states).


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What are the NCATE objectives?

To ensure that institutions prepare teachers who:

  • Know the subject matter

  • Demonstrate knowledge of effective teaching practices

  • Reflect on their practice and adapt their instruction

  • Can teach students from different backgrounds

  • Have been supervised by master teachers

  • Can integrate technology into instruction


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The 6 NCATE Unit Standards

Standard 1: Candidate Knowledge, Skills, and Dispositions

Candidates preparing to work in schools as teachers know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

Standard 2: Assessment System and Unit Evaluation

The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations, to evaluate and improve the unit and its programs.

Standard 3: Field Experiences and Clinical Practice

The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.


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Standard 4: Diversity

The unit designs, implements, and evaluates curriculum and experiences for candidates that include working with diverse faculty, diverse candidates, and all students in P–12 schools. “All students” includes students with exceptionalities and of different ethnic, racial, gender, language, religious, socioeconomic, and regional/ geographic origins.

Standard 5: Faculty Qualifications, Performance, and Development

Faculty 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.

Standard 6: Unit Governance and Resources

The unit has the leadership, authority, budget, personnel, facilities, and resources for the preparation of candidates to meet professional, state, and institutional standards.


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The process

  • Submit Preconditions, including the Conceptual Framework

  • Submit Program Reviews (Childhood Education, Exceptional Education, Adolescence Education Social Studies, Adolescence and Middle Childhood Education Spanish, Math, Biology, Chemistry)

  • Create and implement an assessment system for the Education Unit

  • Submit Institutional Report


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OurConceptual Frameworkrests on three principles:•A commitment to preparing teachers as professionals••An active engagement in promoting a just world••A belief in the interdisciplinary nature of knowledge and practice•


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A commitment to preparing teachers as professionals. Our goals are

To equip candidates with the core knowledge and skills to foster a productive learning environment, and the means to update such knowledge

To prepare candidates for success in their initial field studies

To prepare candidates to conduct thoughtful and professional observation of students in order to develop targeted instructional plans

Arts and Sciences faculty participate in this process through

The general education core requirement

Required A&S concentrations for elementary education candidates, and a major for secondary education candidates


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A belief in the interdisciplinary nature of knowledge and practice. Our goals are:

  • To provide candidates with a broad interdisciplinary knowledge base

  • To provide candidates with the pedagogical skills to design interdisciplinary curricula

  • To integrate technology in teaching and learning

Arts and Sciences faculty participate in this process through

  • Interdisciplinary departments and majors

  • Grants – Long Island Consortium for Interconnected Learning


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An active engagement in promoting a just world. practice. Our goals are:Our goals are:

  • To create leaders who design and successfully implement curriculum in an inclusive and multicultural setting

  • To create leaders who apply course content and skills as they engage in activities in response to the diverse needs of the community

  • To prepare professionals who demonstrate a commitment to equity and justice through the use of culturally responsive strategies

  • To prepare candidates who advocate on the part of children when child abuse, neglect or violence is suspected

  • To promote social justice through active involvement in Service Learning experiences

Arts and Sciences faculty participate in this process through

  • STEP and CSTEP Grantsto bring more minority students into the sciences

  • Hispanic and Latino cultural center to promote cultural understanding

  • Outreach activities undertaken by the Office of Services for Students with Disabilities


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What is your role in NCATE? practice. Our goals are:

  • NCATE is evaluating the institution, not the SOE

  • Teacher Education candidates belong to all departments (Teacher preparation is an all-university responsibility since 70-80% of the preparation takes place outside the SOE).

  • Know the Conceptual Framework – know how your work fits into the CF

  • Chair, Program Coordinators and Directors should be available on campus October 16th and 17th.

  • NCATE Board of Examiners may visit a class on October 16th or 17th.


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What is the Institutional Report? practice. Our goals are:

  • The IR includes an overview of the College

  • The IR includes key points from the CF

  • The IR elaborates on all six standards

  • Standards 1 and 2 are very important

  • Familiarize yourself with the Table of Contents, at the very least, of the IR


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