NCATE Standards. August 2002 Boyce C. Williams [email protected] NCATE.
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The conceptual framework(s) establishes the shared
vision for a unit’s efforts in preparing educators to
work effectively in P-12 schools. It provides
direction for programs, courses, teaching, candidate
performance, scholarship, service, and unit account-
ability. The conceptual framework(s) is knowledge-
based, articulated, shared, coherent, consistent
with the unit and/or institutional mission, and
including a rationale for the standard
The unit has an assessment system
that collects and analyzes data on
applicant qualifications, candidate
and graduate performance, and unit
to evaluate and improve
the unit and its programs.
Candidates preparing to work in schools as teachers or other profes-sional school personnel know and demonstratethe knowledge,skills, and dispositions
Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice.
For example, they might include a belief that all students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive learning environment.
Candidates preparing to work in schools as teachers or other profes-sional school personnel know and demonstrate the content, pedagogical, andprofessionalknowledge, skills, and dispositions
Candidates preparing to work in schools as teachers or other profes-sional school personnel know and demonstrate the content, pedagogical, and professionalknowledge, skills, and dispositionsnecessary to help all students learn.
Candidates preparing to work in schools as teachers or other profes-sional 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.
State Reviews, and
Field Experiences and Clinical Practice
field experiences and clinical
so that teacher candidates
and other school personnel develop
The unit and its school partners
skills, and dispositions necessary
to help all students learn.
Differences among groups of people and
individuals based on race, ethnicity, socio-
economic status, gender, language, excep-
tionalities, religion, sexual orientation, and
geographic region in which they live.
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, diverse candidates, and diverse
and exceptional students in P-12 schools.
- If they are on-going and regularly offered, they may contribute to candidate development of knowledge, skills, & dispositions related to diversity
- A weakness should be cited, but the “good faith” efforts should be described in the team’s findings
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.
systematically evaluates faculty
performance and facilitates profes-
Unit Governance and Resources
The unit has the leadership,
information technology resources,
for the preparation of candidates
to meet professional, state, and
The unit is implementing the first steps of its assessment system.
The unit and its professional community have developed some internal performance assessments based on professional, state, and institutional standards.
Rubrics/ criteria for scoring and tests for credibility are being developed.
The unit is in the third year of implementing its assessment plan.
The unit is using internal performance assessment based on professional, state, and institutional standards to identify the competence of ALL candidates.
A system for testing the credibility of the assessments has been developed.
The unit’s assessment system is being implemented, evaluated, and refined.
Performance assessments are being tested for credibility.
Data on candidate performance from external and internal measurements have been compiled and are being used to improve programs.