ncate standards 2008

8/10/2019 NCATE Standards 2008

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Aof P I

NATIONALCOUNCILFORACCREDITATIONOF TEACHEREDUCATION

The Standard of Excellence in Teacher Preparation

for the


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The Standard of Excellence in Teacher Preparation

Aof P I

for the


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Copyright February 2008by the National Council for Accreditation of eacher Education

All rights reserved.

he information contained in this document is current as of February 2008. he readeris encouraged to consult the NCAE website,www.ncate.org, for the latest informationconcerning policies, procedures, and standards revisions.

Additional copies of Professional Standards for the Accreditation of Teacher PreparationInstitutionsmay be ordered at a charge of $30 per copy including shipping and handlingfrom

NCAE2010 Massachusetts Avenue, NWSuite 500

Washington, DC 20036-1023

(202) 466-7496Website:www.ncate.orgEmail: [email protected]

NCAE conducts its affairs without discrimination on the basis of race, gender, creed, age,disability, sexual orientation, or ethnic origin.

, . NCAE

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NCAE .
http://www.ncate.org/http://www.ncate.org/mailto:[email protected]:[email protected]://www.ncate.org/http://www.ncate.org/


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Table of Contents

Chapter One:Mission and Scope

Introduction ....................................................................................................................................1

Mission ...........................................................................................................................................1able 1: NCAE's Member Organizations ..................................................................................... 2he Late 20th Century: Decades of Change ...................................................................................3A Vision of the Professional eacher for the 21st Century .............................................................. 3History ............................................................................................................................................5Scope of NCAE Accreditation ......................................................................................................5NCAE and Social Justice ..............................................................................................................6

Chapter Two:NCATE Standards

Development of NCAE Standards ................................................................................................ 9

How the Standards Are Applied ......................................................................................................9Introduction to the NCAE Unit Standards ................................................................................. 10NCAE Unit Standards ................................................................................................................ 12

Conceptual Framework ..................................................................................................................14Standard 1 ...................................................................................................................................... 16Standard 2 ......................................................................................................................................25Standard 3 ......................................................................................................................................29Standard 4 ......................................................................................................................................34Standard 5 ......................................................................................................................................38Standard 6 ......................................................................................................................................43

NCAE Program Standards .......................................................................................................... 47

Computer Science ..........................................................................................................................49Early Childhood Education ...........................................................................................................50Educational Leadership ..................................................................................................................51Educational echnology Facilitation ............................................................................................... 52Educational echnology Leadership ............................................................................................... 53Elementary Education ....................................................................................................................54English Language Arts Education (Secondary) ...............................................................................56Environmental Education ..............................................................................................................57Foreign Language ...........................................................................................................................58Gifted and alented Education ...................................................................................................... 59Health Education ...........................................................................................................................60Mathematics Education .................................................................................................................61

Middle School ................................................................................................................................63Physical Education .........................................................................................................................64Reading Professional ......................................................................................................................65School Library Media Specialist .....................................................................................................66School Media and Educational echnology .................................................................................... 67School Psychologist raining and Field Placement ......................................................................... 68

Table of Contents continued on the next page.


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Science Education .......................................................................................................................... 70Social Studies ................................................................................................................................. 71Special Education ........................................................................................................................... 73eaching English as a Second Language ......................................................................................... 75

echnology Education.................................................................................................................... 76

Chapter Three:Accred itation Deci sions

Accreditation Decisions After the First Visit .................................................................................. 77Accreditation Decisions After a Continuing Accreditation Visit .................................................... 78Appeals..........................................................................................................................................80

Chapter Four:NCATE Leadership

Governing Boards .........................................................................................................................81

erms of Appointment .................................................................................................................. 82Board of Examiners .......................................................................................................................82Board of Program Reviewers .........................................................................................................83NCAE and State Partnerships ..................................................................................................... 83

Glossary of NCATE Terms ................................................................................ 84


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C H A P E R O N E

Mission and ScopeINTRODUCTION

he National Council for Accreditation of eacher Education (NCAE) is officiallyrecognized by the U.S. Department of Education as an accrediting body for institutionsthat prepare teachers and other professional personnel for work in preschool, elemen-tary, and secondary schools. he Council for Higher Education Accreditation (CHEA)also recognizes NCAE. hrough its voluntary, peer review process, NCAE helps to

ensure that accredited institutions1

produce competent, caring, and qualified teachersand other professional school personnel who can help all students learn.

NCAE, a non-profit, non-governmental organization, is a coalition of more than 30national associations representing the education profession at large. he associations thatcomprise NCAE appoint representatives to NCAEs policy boards, which developNCAE standards, policies, and procedures.2 Membership on policy boards includesrepresentatives from organizations of (1) teacher educators, (2) teachers, (3) state andlocal policymakers, and (4) professional specialists. See Table 1for a list of memberorganizations.

MISSION

Accountability and improvement in teacher preparation are central to NCAEs mission.he NCAE accreditation process determines whether schools, colleges, and departmentsof education, and other organizations preparing educators, meet demanding standards forthe preparation of teachers and other professional school personnel. hrough this process,NCAE provides assurance to the public that the graduates of accredited institutionshave acquired the knowledge, skills, and dispositions necessary to help all students learn.

Providing leadership for reform in teacher education is also central to NCAEs mission.

hrough standards that focus on systematic assessment of candidate learning, NCAEencourages accredited institutions to engage in continuous improvement based on accu-rate and consistent data. By providing leadership in teacher education, NCAE ensuresthat accredited institutions remain current, relevant, and productive, and that graduates ofthese institutions are able to have a positive impact on P12 student learning.

1National Council for Accreditation of Teacher Education

1"Accredited institution" refers to an entity accredited by NCAE, whether it is a school, college, department of education in auniversity, or a non-university provider.

2For the current NCAE policies and procedures, visit the website atwww.ncate.org.
http://www.ncate.org/http://www.ncate.org/


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2 Professional Standards

C H A P E R 1 | M I S S I O N A N D S C O P E

Table 1: NCATE's Member Organizations

Teacher Education OrganizationsAmerican Association of Colleges for eacher Education (AACE)Association of eacher Educators (AE)

Teacher OrganizationsAmerican Federation of eachers (AF)National Education Association (NEA)National Education Association (NEA) Student Program

Policymaker OrganizationsCouncil of Chief State School Officers (CCSSO)National Association of State Boards of Education (NASBE)National School Boards Association (NSBA)

Subject-Specific OrganizationsAmerican Council on the eaching of Foreign Languages (ACFL)American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD)

International Reading Association (IRA)International echnology Education Association (IEA)National Council for the Social Studies (NCSS)National Council of eachers of English (NCE)National Council of eachers of Mathematics (NCM)National Science eachers Association (NSA)North American Association for Environmental Education (NAAEE)eachers of English to Speakers of Other Languages (ESOL)

Child-Centered OrganizationsAssociation for Childhood Education International (ACEI)Council for Exceptional Children (CEC)National Association for the Education of Young Children (NAEYC)National Association for Gifted Children (NAGC)

National Middle School Association (NMSA)

Technology OrganizationsAssociation for Educational Communications and echnology (AEC)International Society for echnology in Education (ISE)

Specialist OrganizationsAmerican Library Association (ALA)National Association of School Psychologists (NASP)

Leadership OrganizationsAmerican Association of School Administrators (AASA)Association for Supervision and Curriculum Development (ASCD)National Association of Elementary School Principals (NAESP)National Association of Secondary School Principals (NASSP)

OtherOrganizationsAdvancEDNational Board for Professional eaching Standards (NBPS)Public Representatives


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M I S S I O N A N D S C O P E | C H A P E R 1

THE LATE 20HCENTURY: DECADES OF CHANGE

hroughout the 1980s and 1990s, the nation reached consensus that American educa-tion must be transformed to meet the needs of an emerging information society. Poli-cymakers and the public have called for high standards for what children should know

and be able to do. Attaining this goal requires educators who meet professional stan-dards.

odays society needs a workforce that can apply knowledge, reason analytically, andsolve problems. At the same time, American society is becoming more diverse, withstudents in classrooms drawn from many cultures and ethnic groups. Preparing teachersto teach all students to meet societys demands for high performance has created a newagenda for educators and policymakers. o meet these changing needs, norms in teacherpreparation and licensing are changing.

Education reform must include the reform of teacher preparation. Reaching the nationseducation goals requires high standards for the teaching force. Rigorous accreditation,state licensing, and advanced board certification are essential. o advance the reform ofteacher preparation, NCAE is working with other education organizations to ensurethat accreditation, licensing, and advanced certification standards are compatible, andtogether form a coherent system of quality assurance for the education profession.

A VISION OF THE PROFESSIONAL TEACHER FOR THE 21S CENTURY

NCAE believes that caring, competent, and qualified teachers should teach everychild. Caring, competent, and qualified professional educators such as principals, schoolpsychologists, reading specialists, and other professional school personnel should pro-vide support for student learning. Student learning must mean not only basic skills butalso the knowledge and skills necessary to succeed as a responsible citizen and contrib-utor to an information economy.

NCATE standards are based on the belief that all children can and should learn. In

order to attain this goal,

Accredited institutions should

ensure that new teachers attain the necessary content, pedagogical, and profes-sional knowledge and skills to teach both independently and collaboratively;

ensure that all new administrators and other professional specialists attain theknowledge and skills to create a supportive environment for student learning;

administer multiple assessments in a variety of forms, engage in follow-upstudies, and use the results to determine whether candidates meet professionalstandards and whether graduates can teach so that students learn;


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C H A P E R 1 | M I S S I O N A N D S C O P E

commit to preparing teachers for a diverse community of students; prepare candidates who can integrate technology into instruction to enhance

student learning; encourage collegiality, reflective practice, continuous improvement, and col-

laboration among educators, learners, and families; and view teacher preparation and development as a continuum, moving from pre-

service preparation to supervised beginning practice to continuing professionaldevelopment.

The new professional teacher who graduates from a professionally accreditedinstitution should be able to

help all pre-kindergarten through twelfth grade (P12) students learn; teach to P12 student standards set by specialized professional associations

and the states; explain instructional choices based on research-derived knowledge and best

practice; apply effective methods of teaching students who are at different developmental

stages, have different learning styles, and come from diverse backgrounds; reflect on practice and act on feedback; and be able to integrate technology into instruction effectively.

These teachers have gained those abilities through

a broad liberal arts education; in-depth study of the subject they plan to teach; a foundation of professional and pedagogical knowledge upon which to base

instructional decisions; diverse, well planned, and sequenced experiences in P12 schools; and ongoing assessments of competence to practice, through an array of perfor-

mance measures.

Likewise, administrators and other school specialists should be able to applyprofessional knowledge and skills of their disciplines to create a supportive

environment to help all students learn.

We are on our way to reaching this vision. In the 21stcentury, standards for teacher

preparation, licensing, and advanced certification have been developed and are alignedwith each other. he field of teaching and the states are now grappling with the assess-ment of outcomes identified in teacher standards. his involves assessing studentandteacherperformance and determining benchmark levels for candidate, teacher, andstudent attainment of the proficiencies set forth in the standards.


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M I S S I O N A N D S C O P E | C H A P E R 1

HISTORY

NCAE was founded in 1954. Five groups were instrumental in the creation ofNCAE: the American Association of Colleges for eacher Education (AACE),the National Association of State Directors of eacher Education and Certification

(NASDEC), the National Education Association (NEA), the Council of Chief StateSchool Officers (CCSSO), and the National School Boards Association (NSBA). WhenNCAE was founded as an independent accrediting body, it replaced AACE as theagency responsible for accreditation in teacher education.

SCOPE OF NCATE ACCREDITATION

NCAE accredits schools, colleges, and departments of education (professional educa-tion units) in U.S. colleges and universities as well as non-university entities that prepareeducators. hese schools, colleges, departments of education, and non-university enti-

ties have primary responsibility for the preparation of teachers and other school profes-sionals.

he professional education unit must include in its accreditation review all initialteacher preparation and advanced programs offered for the purpose of preparingteachers and other school professionals to work in preschool through twelfth gradesettings. he unit must include off-campus programs, distance learning programs, andalternate route programs for the preparation of professional educators in the NCAE re-view. Although these programs often match state program approval and licensurerequirements, NCAE may review programs not reviewed by the state. For example, notall states require a license for pre-kindergarten or middle school teachers. Nevertheless,these programs must be included in the NCAE review if the institution offers a pro-gram that prepares candidates to work in these areas.

For a treatment of how different organizational structures are considered for NCAEreview, including branch campuses, consortia, off-campus programs, overseas programs,distance learning, and alternate routes, visit the NCAE website atwww.ncate.org.NCAEs scope includes advanced programs (e.g. a masters degree) designed forthe continuing professional development of practicing teachers. In some states, theseadvanced programs lead to a new license. All advanced programs that prepare candidatesfor a new role in schools (e.g. reading specialist or principal) also must be included inthe accreditation review. Advanced programs for the preparation of the professoriate ornon-school personnel are not within NCAEs scope of authority.

In most entities seeking accreditation, one professional education unit is primarilyresponsible for professional education programs at both the initial teacher preparation


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C H A P E R 1 | N C A E S M I S S I O N A N D S C O P E

CALL TO ACTION

RATIFIED BY NCATE'S EXECUTIVE BOARD

ON OCTOBER 27 , 2007

NCATE AND SOCIAL JUSTICE

We, the members of the education profession, believe that high quality educationis a fundamental right of all children. State constitutions require free public schoolsfor all. At least since Brown v. Board of Educationin 1954, our Nation has struggledto provide equal educational opportunity to all children. Now federal law requiresthat no child be left behind. Social justice demands that we take appropriate actionto fulfill these promises by assuring high quality education for all children.

We believe (and research has demonstrated) that the most important determinantof high quality education is a well prepared teacher. o achieve this end, our asso-

ciations established NCAE in 1954 to develop rigorous standards for educatorpreparation and to evaluate institutions according to those standards.

We believe that all educators should be prepared in institutions that meet NCAEsperformance-based unit and program standards. hese standards are periodi-cally revised based on relevant research and input from the education community.NCAEs standards require educators to demonstrate the knowledge, skills, andprofessional dispositions to work successfully with children of all races, ethnicities,disabilities/exceptionalities, and socioeconomic groups.

NCAE standards require accountability, continuous improvement, clinical prac-tice in P12 school settings, qualified faculty, and sound governance. At a min-imum, NCAE standards require that professional education programs preparecandidates who:

and advanced levels. However, NCAE will recognize two separate units: one for initialteacher preparation and another for the advanced level at the same institution (e.g., ini-tial teacher preparation is housed in a department of education in the School of Arts andSciences while the advanced unit is located in a separate Graduate School of Education).In the case of two different units with responsibility for professional education, each unitmust address the NCAE standards at the level for which the unit is responsible.


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N C A E S M I S S I O N A N D S C O P E | C H A P E R 1

have the content knowledge needed to teach students;

have the pedagogical and professional knowledge needed to teach effec-tively;

operationalize the belief that all students can learn;

demonstrate fairness in educational settings by meeting the educationalneeds of all students in a caring, non-discriminatory, and equitablemanner;

understand the impact of discrimination based on race, class, gender, dis-ability/exceptionality, sexual orientation, and language on students andtheir learning; and

can apply their knowledge, skills, and professional dispositions in a manner

that facilitates student learning.

We recognize the existence of an unacceptable achievement gap based on race, eth-nicity, disability/exceptionality and socioeconomic status. he gap is exacerbatedby some children being assigned well prepared teachers and other children beingassigned unprepared and under-prepared teachers. Closing the achievement gaprequires that all children be educated by teachers and other professional personnelwho meet rigorous professional standards. We renew our commitment to socialjustice in schooling for all children by demanding well prepared educators for allchildren.

We pledge to use all tools available to us to assure that:

all new teachers are well prepared before children are entrusted to their

care;

all educators have the knowledge, skills, and professional dispositions

needed to help all children learn; and

school districts and state authorities assure that every child has a caring,

qualified, and effective teacher.

When the education profession, the public, and policymakers demand that allchildren be taught by well prepared teachers, then no child will be left behind andsocial justice will be advanced.


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DEVELOPMENT OF NCATE STANDARDS 1

NCAE revises its unit accreditation standards every seven years to ensure that thestandards reflect current research and state-of-the-art practice in the teaching profession.he Standards Committee of NCAEs Unit Accreditation Board is charged with thetask of revising the unit standards. he Standards Committee agreed at the outset of

the revision process that this would be a minor revision of the 2001 performance-basedstandards. he primary focus of this revision is to refine the existing standards by clari-fying meaning and streamlining content.In revising the standards, NCAEs Standards Committee heard from a wide range ofeducators and policymakers and conducted hearings at professional conferences. hework of the Standards Committee was continuously posted to NCAEs website. Feed-back was regularly received, read, and incorporated. State policymakers were briefed andNCAE solicited their feedback. By the time that NCAEs Executive Board ratifiedthis set of standards in May 2007, the field had provided significant guidance in the

development of the standards.

he standards measure an institutions effectiveness according to the professions expec-tations for high quality teacher preparation. he education profession has reached ageneral consensus about the knowledge and skills educators need to help P12 studentslearn. hat consensus forms the basis for NCAE's unit standards and specialized pro-gram standards. he specialized program standards are an integral part of the NCAEaccreditation system as they describe the specialized content that teacher candidatesshould master.

HOW THE STANDARDS ARE APPLIED

o seek accreditation, an institution must meet specific preconditions2which mustcontinue to be met to maintain accreditation. Once the preconditions are met, NCAEschedules an accreditation visit. he institution then prepares a report describing how

1For the current NCAE policies and procedures, visit the NCAE website at www.ncate.org.2For a list of preconditions, visit the NCAE website atwww.ncate.org.

C H A P E R W O

NCAE Standards
http://www.ncate.org/http://www.ncate.org/http://www.ncate.org/http://www.ncate.org/


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C H A P E R 2 | N C A E S A N D A R D S


it meets each of the six standards. hree to eight members of the NCAE Board ofExaminers visit the institution to interview faculty, candidates, staff, graduates, andemployers, and to gather additional data to evaluate the programs. he team reviews allthe evidence and writes a report on its findings. he institution may write a follow-upreport in response. All material is forwarded to NCAEs Unit Accreditation Board,which reviews the data and makes the final accreditation decision. All proceduralaccreditation documents are available on NCAEs website at www.ncate.org.

INTRODUCTION TO THE NCATE UNIT STANDARDS

he six NCAE Unit Standards are the basis for the on-site review of the unit con-ducted by the Board of Examiners team. Each of the six standards contains three com-ponents: (1) the language of the standard itself; (2) rubrics that delineate the elementsof each standard and describe three proficiencies levels (unacceptable, acceptable, andtarget) at which each element is being addressed; and (3) a descriptive explanation of

the standard. Institutions striving to meet the standards at the target level must alsomeet the expectations at the acceptable level. A glossary, located at the end of this docu-ment, includes definitions of words and phrases in the standards that are used in waysunique to professional education.

he six NCAE Unit Standards identify the knowledge, skills, and professional disposi-tions expected of educational professionals. he standards also identify the organiza-tional structures, policies, and procedures that should be in place to support candidatesin meeting these expectations.

NCAE bases its standards for educator preparation on significant emergent research.he knowledge, skills, and professional dispositions in the NCAE standards reflectmany of the findings, conclusions, and recommendations of consensus reports spon-sored by the National Academy of Education (NAE), the National Academy of Sciences(NAS), the American Education Research Association (AERA), and the National Insti-tute of Child and Health Development (NICHD). Examples of such reports includethe NAEsPreparing Teachers for a Changing World(Darling-Hammond & Bransford,2005) and the NASs How People Learn: Bridging Research and Practice(Donavan,Bransford, and Pelligrino, 1999). In reflecting the findings of current research, theNCAE standards encourage best practices in educator preparation. his linkage assures

the public that NCAE-accredited institutions are held accountable for implementingprograms that prepare the effective educators that the nations children deserve.

hough the standards could be ordered differently, NCAE placed the standard oncandidate knowledge, skills, and professional dispositions (Standard 1) first to highlightthe importance of candidate learning and unit accountability. he system of assessment


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and unit evaluation described in Standard 2 should generate candidate assessment data,as well as evaluative data related to unit policies and procedures, that units should useas evidence for meeting many of the components of the five other standards. NCAErequires additional evidence in the form of assessment instruments, documentation, andother exhibits to demonstrate that the standards are being met.

he NCAE Unit Standards apply to initial teacher preparation and advanced pro-grams for teachers and other school professionals. hese programs include bothlicensure and non-licensure programs for the initial and continuing preparation ofprofessionals who work in P12 schools. hey include off-campus, distance learning,and alternate route programs. Units are expected to address an additional set of ques-tions posted on the NCAE website for distance learning and off-campus programs.he standards also apply to online institutions and non-higher education organizationsoffering programs for the professional preparation of educators. (See NCAE's websitefor a table of programs that must be included in the NCAE review).

N C A E S A N D A R D S | C H A P E R 2


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NCATE Unit Standards

Conceptual Framework

he conceptual framework3establishes the shared vision for a units efforts in pre-paring educators to work effectively in P12 schools. It provides direction for programs,courses, teaching, candidate performance, scholarship, service, and unit accountability.he conceptual framework is knowledge based, articulated, shared, coherent, consistentwith the unit and institutional mission, and continuously evaluated.

Standard 1:Candidate Knowledge, Skills, and Professional DispositionsCandidates4preparing to work in schools as teachers or other school professionals knowand demonstrate the content knowledge, pedagogical content knowledge and skills,pedagogical and professional knowledge and skills, and professional dispositions neces-

sary to help all students5learn. Assessments indicate that candidates meet professional,state, and institutional6standards.

Standard 2:As se ssment Syst em and Unit Evaluationhe unit has an assessment system that collects and analyzes data on applicant qualifica-tions, candidate and graduate performance, and unit operations to evaluate and improvethe performance of candidates, the unit, and its programs.

Standard 3:Field Experiences and Clinical Practice

he unit and its school partners design, implement, and evaluate field experiences andclinical practice so that teacher candidates and other school professionals develop anddemonstrate the knowledge, skills, and professional dispositions necessary to help allstudents learn.

Standard 4:Diversityhe unit designs, implements, and evaluates curriculum and provides experiences forcandidates to acquire and demonstrate the knowledge, skills, and professional disposi-tions necessary to help all students learn. Assessments indicate that candidates can dem-onstrate and apply proficiencies related to diversity. Experiences provided for candidates

include working with diverse populations, including higher education and P12 schoolfaculty, candidates, and students in P12 schools.

3At its discretion, the unit may operate with a single framework for all programs or a different framework for each or some of itsprograms.

4Candidates include persons preparing to teach, teachers who are continuing their professional development, and persons preparingfor other professional roles in schools such as principals, school psychologists, and school library media specialists.

5All students includes students with exceptionalities and of different ethnic, racial, gender, sexual orientation, language, religious,socioeconomic, and regional/geographic origins.

6Institutional standards are reflected in the units conceptual framework and include candidate proficiencies.


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CONCEPTUAL FRAMEWORK

A conceptual framework7establishes the shared vision for a units efforts in preparingeducators to work in P12 schools. It provides direction for programs, courses, teaching,candidate performance, scholarship, service, and unit accountability. he conceptual

framework is knowledge-based, articulated, shared, coherent, consistent with the unitand/or institutional mission, and continuously evaluated. he conceptual frameworkprovides the bases that describe the units intellectual philosophy and institutional stan-dards, which distinguish graduates of one institution from those of another.

Faculty members in the unit are expected to collaborate with members of their profes-sional community in developing a conceptual framework that establishes the visionfor the unit and its programs. he conceptual framework provides the basis for coher-ence among curriculum, instruction, field experiences, clinical practice, assessment andevaluation. It makes the units professional commitments and professional dispositions

explicit. It reflects the units commitment to diversity and the preparation of educa-tors who help all students learn. It reflects the units commitment to the integration oftechnology to enhance candidate and student learning. he conceptual framework alsoaligns the professional and state standards with candidate proficiencies expected by theunit and programs for the preparation of educators.

he conceptual framework includes the following aligned structural elements:vision and mission of the institution and unit;philosophy, purposes, goals/institutional standards of the unit;knowledge bases, including theories, research, the wisdom of practice, and educational

policies that drive the work of the unit;candidate proficiencies related to expected knowledge, skills, and professional disposi-tions, including proficiencies associated with diversity and technology, that are alignedwith the expectations in professional, state, and institutional standards; and asummarized description of the units assessment system.

Each unit seeking accreditation for the first time is required to submit its conceptualframework as a precondition for establishing eligibility for NCAE accreditation. Inaddition, it will include an overview of the conceptual framework in the introductorysection of the institutional report.

An institution preparing for a continuing visit will include an overview of its conceptualframework in the introductory section of the continuing report. his overview mustinclude a description of the framework, its development, and changes since the previous

7At its discretion, the unit may operate with a single framework for all programs or a different framework for each or some of itsprograms.


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visit, including the relationship of the conceptual framework revisions to updated stan-dards and assessments of the unit, profession, or state. he unit will also report evalua-tions of the conceptual framework and resulting changes in the NCAE annual report.

Board of Examiners teams will look for evidence of the conceptual framework and

report their findings in (1) the introductory section of the team report and (2) responsesto standards throughout the team report.


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1a. C K C(Initial and Advanced Preparation of Teachers)

eacher candidates have inadequateknowledge of content that they plan toteach and are unable to give examplesof important principles and conceptsdelineated in professional, state, andinstitutional standards. Fewer than 80percent of the units program com-pleters pass the content examinationsin states that require examinationsfor licensure. Candidates in advancedprograms for teachers do not have anin-depth knowledge of the contentthat they teach.

Candidates preparing to work in schools as teachers or other school professionals know

and demonstrate the content knowledge, pedagogical content knowledge and skills, peda-gogical and professional knowledge and skills, and professional dispositions necessary tohelp all students9learn. Assessments indicate that candidates meet professional, state, andinstitutional standards.

8Candidates include persons preparing to teach, teachers who are continuing their professional development, and persons preparing for other professionalroles in schools such as principals, school psychologists, and school library media specialists.

9All students includes students with exceptionalities and of different ethnic, racial, gender, sexual orientation, language, religious, socioeconomic, andregional/geographic origins.

eacher candidates know the con-tent that they plan to teach and canexplain important principles and con-cepts delineated in professional, state,and institutional standards. Eightypercent or more of the units programcompleters pass the content examina-tions in states that require examina-tions for licensure. Candidates inadvanced programs for teachers havean in-depth knowledge of the contentthat they teach.

eacher candidates have in-depthknowledge of the content that theyplan to teach as described in pro-fessional, state, and institutionalstandards. hey demonstrate theirknowledge through inquiry, criticalanalysis, and synthesis of the sub-ject. All program completers pass thecontent examinations in states thatrequire examinations for licensure.Candidates in advanced programs forteachers are recognized experts in thecontent that they teach.

UNACCEPABLE ACCEPABLE ARGE



Standard 1: Candidate8Knowledge, Skills, and ProfessionalDispositions


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1b.P C K S C(Initial and Advanced Preparation of Teachers)

eacher candidates do not under-

stand the relationship of content andcontent-specific pedagogy delineatedin professional, state, and institu-tional standards in a way that helpsthem develop learning experiencesthat integrate technology and buildon students cultural backgroundsand knowledge of content so that stu-dents learn. Candidates in advancedprograms for teachers have a limitedunderstanding of the relationshipbetween content and content-specific

pedagogy; they are unable to explainthe linkages between theory and prac-tice. hey are not able to select or usea broad range of instructional strate-gies that promote student learning.

eacher candidates understand the

relationship of content and con-tent-specific pedagogy delineated inprofessional, state, and institutionalstandards. hey have a broad knowl-edge of instructional strategies thatdraws upon content and pedagogicalknowledge and skills delineated inprofessional, state, and institutionalstandards to help all students learn.hey facilitate student learning ofthe content through presentation ofthe content in clear and meaningful

ways and through the integration oftechnology. Candidates in advancedprograms for teachers demonstratean in-depth understanding of thecontent of their field and of the theo-ries related to pedagogy and learning.hey are able to select and use abroad range of instructional strategiesand technologies that promote stu-dent learning and are able to clearlyexplain the choices they make in theirpractice.

eacher candidates reflect a thor-

ough understanding of the relation-ship of content and content-specificpedagogy delineated in professional,state, and institutional standards.hey have in-depth understandingof the content that they plan to teachand are able to provide multipleexplanations and instructional strate-gies so that all students learn. heypresent the content to students inchallenging, clear, and compellingways, using real-world contexts and

integrating technology appropriately.Candidates in advanced programs forteachers have expertise in pedagogicalcontent knowledge and share theirexpertise through leadership andmentoring roles in their schools andcommunities. hey understand andaddress student preconceptions thathinder learning. hey are able to cri-tique research and theories related topedagogy and learning. hey are ableto select and develop instructional

strategies and technologies, based onresearch and experience, that help allstudents learn.



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1c.P P K S C(Initial and Advanced Preparation of Teachers)

eacher candidates have not mas-

tered professional and pedagogicalknowledge and skills delineated inprofessional, state, and institutionalstandards. hey lack knowledge ofschool, family, and community con-texts, and they are unable to developlearning experiences that draw on stu-dents prior experience. hey do notreflect on their work, nor do they usecurrent research to inform their prac-tice. hey are unable to explain majorschools of thought about schooling,

teaching, and learning. Candidatesin advanced programs for teachersdo not reflect on their practice andcannot recognize their strengths andareas of needed improvement. heydo not engage in professional devel-opment. hey do not keep abreastof current research and policies onschooling, teaching, learning, andbest practices. hey are not engagedwith the professional community todevelop meaningful learning experi-

ences.

eacher candidates can apply the pro-

fessional and pedagogical knowledgeand skills delineated in professional,state, and institutional standards tofacilitate learning. hey considerthe school, family, and communitycontexts in which they work andthe prior experience of students todevelop meaningful learning experi-ences. hey reflect on their prac-tice. hey know major schools ofthought about schooling, teaching,and learning. hey are able to ana-

lyze educational research findingsand incorporate new informationinto their practice as appropriate.Candidates in advanced programs forteachers reflect on their practice andare able to identify their strengthsand areas of needed improvement.hey engage in professional activities.hey have a thorough understandingof the school, family, and communitycontexts in which they work, andthey collaborate with the professional

community to create meaningfullearning experiences for all students.hey are aware of current researchand policies related to schooling,teaching, learning, and best practices.hey are able to analyze educationalresearch and policies and can explainthe implications for their own prac-tice and for the profession.

eacher candidates reflect a thor-

ough understanding of professionaland pedagogical knowledge and skillsdelineated in professional, state, andinstitutional standards. hey developmeaningful learning experiences tofacilitate learning for all students.hey reflect on their practice andmake necessary adjustments toenhance student learning.

hey know how students learn andhow to make ideas accessible to them.

hey consider school, family, andcommunity contexts in connectingconcepts to students prior experienceand applying the ideas to real-worldissues. Candidates in advanced pro-grams for teachers develop exper-tise in certain aspects of professionaland pedagogical knowledge and con-tribute to the dialogue based on theirresearch and experiences. hey takeon leadership roles in the professionalcommunity and collaborate with

colleagues to contribute to schoolimprovement and renewal.



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1d.S L C(Initial and Advanced Preparation of Teachers)

eacher candidates cannot accurately

assess student learning or developlearning experiences based on stu-dents developmental levels or priorexperience. Candidates in advancedprograms for teachers have a lim-ited understanding of the major con-cepts and theories related to assessingstudent learning. hey do not useclassroom performance data to makedecisions about teaching strategies.hey do not use community resourcesto support student learning.

eacher candidates focus on student

learning. eacher candidates assess andanalyze student learning, make appro-priate adjustments to instruction, andmonitor student progress. hey areable to develop and implement mean-ingful learning experiences for stu-dents based on their developmentallevels and prior experience. Candidatesin advanced programs for teachershave a thorough understanding of themajor concepts and theories related toassessing student learning and regu-larly apply these in their practice. heyanalyze student, classroom, and schoolperformance data and make data-driven decisions about strategies forteaching and learning so that all stu-dents learn. hey are aware of and uti-lize school and community resourcesthat support student learning.

eacher candidates focus on student

learning and study the effects of theirwork. hey assess and analyze studentlearning, make appropriate adjust-ments to instruction, monitor studentlearning, and have a positive effect onlearning for all students. Candidates inadvanced programs for teachers have athorough understanding of assessment.hey analyze student, classroom, andschool performance data and makedata-driven decisions about strategiesfor teaching and learning so that allstudents learn. hey collaborate withother professionals to identify anddesign strategies and interventionsthat support student learning.


Candidates for other professionalschool roles have not mastered theknowledge that undergirds their fieldsand is delineated in professional, state,and institutional standards. hey arenot able to use data, research or tech-nology. hey do not understand thecultural contexts of the school(s) inwhich they provide professional ser-vices. Fewer than 80 percent of theunits program completers pass theacademic content examinations instates that require such examinations

for licensure.

Candidates for other professionalschool roles have an adequate under-standing of the knowledge expected intheir fields and delineated in profes-sional, state, and institutional stan-dards. hey know their students,families, and communities; use dataand current research to inform theirpractices; use technology in their prac-tices; and support student learningthrough their professional services.Eighty percent or more of the unitsprogram completers pass the academic

content examinations in states thatrequire such examinations for licen-sure.

Candidates for other professionalschool roles have an in-depth under-standing of knowledge in their fieldsas delineated in professional, state,and institutional standards and dem-onstrated through inquiry, criticalanalysis, and synthesis. hey col-lect and analyze data related to theirwork, reflect on their practice, anduse research and technology to sup-port and improve student learning.All program completers pass the aca-demic content examinations in states

that require such examinations forlicensure.


1e.K S O S P10

10Pedagogical knowledge for other school professionals, such as librarians and reading specialists, who teach on a regular basis can be found in theprofessional standards for those fields.


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1f.S L O S P


Candidates for other professional

school roles cannot facilitate studentlearning as they carry out their special-ized roles in schools. hey are unableto create positive environments forstudent learning appropriate to theirresponsibilities in schools. hey donot have an understanding of thediversity and policy contexts within

which they work.


school roles are able to create positiveenvironments for student learning.hey understand and build upon thedevelopmental levels of students withwhom they work; the diversity ofstudents, families, and communities;and the policy contexts within whichthey work.


school roles critique and are ableto reflect on their work within thecontext of student learning. heyestablish educational environmentsthat support student learning, col-lect and analyze data related to stu-dent learning, and apply strategies forimproving student learning withintheir own jobs and schools.

1g.P D A C

Candidates are not familiar with pro-fessional dispositions delineated inprofessional, state, and institutionalstandards. Candidates do not dem-onstrate classroom behaviors that areconsistent with the ideal of fairnessand the belief that all students canlearn. hey do not model these pro-fessional dispositions in their work

with students, families, colleagues,and communities.

Candidates are familiar with the pro-fessional dispositions delineated inprofessional, state, and institutionalstandards. Candidates demonstrateclassroom behaviors that are consis-tent with the ideal of fairness andthe belief that all students can learn.heir work with students, families,colleagues and communities reflects

these professional dispositions.

Candidates work with students, fami-lies, colleagues, and communities inways that reflect the professional dis-positions expected of professional edu-cators as delineated in professional,state, and institutional standards.Candidates demonstrate classroombehaviors that create caring and sup-portive learning environments and

encourage self-directed learning by allstudents. Candidates recognize whentheir own professional dispositionsmay need to be adjusted and are ableto develop plans to do so.





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S E :

Te knowledge, skills, and professional dispositions outlined in this standard are based on current researchin teaching and learning and on best practices in professional education. Each element reflects an impor-tant component of the knowledge, skills, and professional dispositions that educators need to develop inorder to help all students learn. Te knowledge, skills, and professional dispositions in this standard shouldbe reflected in the units conceptual framework and assessed as part of the units assessment system. Tedata from the assessment system should be used to demonstrate candidate learning of the knowledge,skills, and professional dispositions stated herein.

eachers must have sufficient knowledge of content to help all students meet standards for P12 educa-tion. Te guiding principle of the teaching profession is that student learning is the goal of teaching.NCAEs Standard 1 reinforces the importance of this goal by requiring that teacher candidates knowtheir content or subject matter, can teach effectively, and can help all students learn. All school profession-

als are expected to carry out their work in ways that are supportive of student learning.

Educator licensure standards adopted by most states require that educators demonstrate knowledge, skills,and professional dispositions that enable them to address the needs of all learners. Terefore, candidatespreparing to teach or work as other professional educators in P12 schools are expected to demonstrate thecandidate learning proficiencies identified in the units conceptual framework, in the standards of nationalprofessional organizations which should be aligned with standards for P12 students, and in state licensingstandards.

o help institutions better prepare teacher candidates to meet state licensing requirements, NCAE has

aligned its unit and program standards with the principles of the Interstate New eacher Assessment andSupport Consortium (INASC). First and foremost, NCAE and INASC expect teacher candidates toknow the content of their disciplines, including their central concepts, tools of inquiry, and structures.

eacher candidates are expected to meet professional standards for the subjects that they plan to teach asthese have been defined in standards for students in P12 schools and standards for the preparation ofteachers. Candidates are expected to meet professional standards of other national accrediting organizations(e.g., the National Association of Schools of Music and the National Association of Schools of Art andDesign) or NCAEs professional standards for teachers of early childhood education; elementary educa-tion; middle-level education; special education; gifted education; environmental education; and secondary

education (including English/language arts, mathematics,science, social studies,computer science, tech-nology education,health,physical education, foreign languages, and English as a second language11).

As part of the program review process, institutions must submit candidate assessments, scoring guides,performance data, and other program documents that respond to professional standards for national



11Professional standards for the programs listed and directions for preparing documentation can be downloaded from NCAEs website: www.ncate.org. A listof programs with professional standards can be found on page 47.


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12his list is based on the standards of the Interstate New eacher Assessment and Support Consortium (INASC). he complete INASC documentincludes knowledge, professional dispositions, and performance related to each principle. It is available on the website of the Council of Chief State SchoolOfficers (CCSSO), www.ccsso.org/intasc.html.

13Information about what candidates should understand and be able to apply related to the social, historical, and philosophical foundations of educationmay be obtained from the standards promulgated by the Council for Social Foundations of Education.

14A physical, mental, or emotional condition, including gifted/talented abilities, that requires individualized instruction and/or other educational support or services.15Codes of ethics may be helpful in thinking about professional dispositions and are available from a number of professional associations, including the National Education Association (NEA) and the Council for Exceptional Children (CEC).

and/or state review. Te program review process is an important component of NCAE accreditation.Information from the program review process should be used to address the elements in Standard 1 oncontent knowledge, professional and pedagogical knowledge and skills, pedagogical content knowledge,and student learning.

NCAE expects teacher candidates to demonstrate knowledge, skills, and professional dispositions12to provide learning opportunities supporting students intellectual, social, and personal development.eacher candidates are able to create instructional opportunities adapted to diverse learners. Tey encour-age students development of critical thinking, problem solving, and performance skills. Tey are able tocreate learning environments encouraging positive social interaction, active engagement in learning, andself-motivation. eacher candidates foster active inquiry, collaboration, and supportive interaction in theclassroom. Tey plan instruction based upon knowledge of content, students, families, the community,and curriculum goals. eacher candidates evaluate students academic achievement as well as their socialand physical development and use the results to maximize students motivation and learning. Tey areable to reflect on and continually evaluate the effects of choices and actions on others and actively seek

out opportunities to grow professionally. Tey also are able to foster relationships with school colleagues,parents and families, and agencies in the larger community to support students learning and well-being.

Candidates preparing to work in schools as teachers or other school professionals need a sound profes-sional knowledge base to understand learning and the context of schools, families, and communities. Teyunderstand and are able to apply knowledge related to the social, historical, and philosophical foundationsof education,13professional ethics, law, and policy. Tey know the ways children and adolescents learnand develop, including their cognitive and affective development and the relationship of these to learning.Tey understand language acquisition; cultural influences on learning; exceptionalities;14diversity of stu-dent populations, families, and communities; and inclusion and equity in classrooms and schools. Tey

are able to appropriately and effectively integrate technology and information literacy in instruction tosupport student learning. Tey understand the importance of using research in teaching and other profes-sional roles and know the roles and responsibilities of the education profession.

Candidates for all professional education roles develop and model professional dispositions that areexpected of educators. Te unit includes as professional dispositions the ideal of fairness and the beliefthat all students can learn. Based on its mission, the unit may determine additional professional disposi-tions it wants candidates to develop. Te unit articulates professional dispositions as part of its conceptualframework. Te unit systematically assesses the development of appropriate professional dispositions bycandidates.15Professional dispositions are not assessed directly; instead the unit assesses dispositions based

on observable behavior in educational settings.
http://www.ccsso.org/intasc.htmlhttp://www.ccsso.org/intasc.html


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Candidates for all professional education roles are expected to demonstrate the ability to affect studentlearning. eachers and teacher candidates have student learning as the focus of their work. Tey are able todevelop and administer appropriate assessments and to use assessments as formative and summative tools.Tey are able to create meaningful learning experiences by judging prior student knowledge, planning andimplementing lessons, assessing student learning, reflecting on student learning, and making adjustmentsto their teaching to improve learning. Other school professionals are able to create and maintain posi-tive environments, as appropriate to their professional responsibilities, which support student learning ineducational settings.

Troughout the program, teacher candidates develop the knowledge bases for analyzing student learningand practice by collecting data and assessing student learning through their work with students. Studentlearning should be demonstrated directly by all teacher candidates during clinical practice.

Experienced teachers in graduate programs build upon and extend their knowledge and experiences to im-prove their own teaching and student learning in classrooms. Tey further develop their knowledge, skills,

and professional dispositions to meet the propositions of the National Board for Professional eachingStandards (NBPS) for the advanced certification of teachers. Tese candidates demonstrate their com-mitment to students, skills to manage and monitor student learning, capacity to think systematically abouttheir practice, ability to learn from experience, and involvement as members of learning communities.16

Candidates preparing to work in schools in professional roles other than teaching demonstrate the knowl-edge, skills, and professional dispositions necessary to meet professional,17state, and institutional stan-dards reflected in the units conceptual framework. Candidates in programs for other school professionalsshould meet professional standards designed for programs preparing:

educational technology specialists instructional technology specialists reading specialists/literacy coaches school leaders, including principals, curriculum and instruction specialists, and superintendents school library media specialists school psychologists special education administrators, educational diagnosticians, and special education technology specialists technology facilitators technology leaders other school professionals

Candidates in these graduate programs develop the ability to apply research and research methods. Teyalso develop knowledge of learning, the social and cultural context in which learning takes place, andpractices that support learning in their professional roles. Candidates might assess the school environment

16Additional information about the propositions and the National Boards assessments for experienced teachers can be found on NBPS website,www.nbpts.org.

17NCAEs professional standards for these fields and the directions for preparing documentation can be downloaded from its website, www.ncate.org. Alist of programs with professional standards can be found on page 47.
http://www.nbpts.org/http://www.ncate.org/http://www.ncate.org/http://www.nbpts.org/


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by collecting and analyzing data on student learning as it relates to their professional roles and developingpositive environments supportive of student learning. Institutions must submit program documentation,including candidate assessments, scoring guides, and performance data that responds to professional stan-dards for national and/or state review prior to and during the on-site visit.

Tis standard includes expectations for the knowledge, skills, and professional dispositions of candidatesin initial teacher preparation and advanced level programs. Initial teacher preparation programs include allprograms that prepare individuals for their first license in teaching. Tese programs can be offered at theundergraduate or graduate levels. Tey include five-year programs, masters programs, and postbaccalaure-ate programs that prepare individuals for their first license in teaching.

Advanced programs include programs for licensed teachers continuing their education as well as programsfor other school professionals. Advanced programs include programs for teachers who are preparing at thegraduate level for a second license in a field different from the field in which they have their first license;programs for teachers who are seeking a masters degree in the field in which they teach; and programs not

tied to licensure, such as programs in curriculum and instruction. In addition, advanced programs includeprograms for other school professionals. Examples of these are programs in school counseling, schoolpsychology, educational administration, and reading specialization. All advanced level programs are taughtat the graduate level. In instances where there is uncertainty about the program level, institutions shouldseek assistance from NCAE's website or contact the NCAE office for clarification.


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he unit has an assessment system that collects and analyzes data on applicant qualifica-tions, candidate and graduate performance, and unit operations to evaluate and improvethe performance of candidates, the unit, and its programs.

he unit has not involved its profes-sional community in the develop-ment of its assessment system. heunits assessment system is limitedin its capacity to monitor candi-date performance, unit operations,and programs. he assessment system

does not reflect professional, state,and institutional standards. Decisionsabout continuation in and comple-tion of programs are based on asingle or few assessments. he unithas not examined bias in its assess-ments, nor made an effort to establishfairness, accuracy, and consistency ofits assessment procedures and unitoperations.

Standard 2: Assessment System and Unit Evaluation

he unit has an assessment systemthat reflects the conceptual frame-work and professional and state stan-dards and is regularly evaluated by itsprofessional community. he unitssystem includes comprehensive andintegrated assessment and evaluation

measures to monitor candidate per-formance and manage and improvethe units operations and programs.Decisions about candidate perfor-mance are based on multiple assess-ments at admission into programs,appropriate transition points, andprogram completion. he unit hastaken effective steps to eliminate biasin assessments and is working toestablish the fairness, accuracy, andconsistency of its assessment proce-

dures and unit operations.

he unit, with the involvement of itsprofessional community, is regularlyevaluating the capacity and effective-ness of its assessment system, whichreflects the conceptual frameworkand incorporates candidate proficien-cies outlined in professional and state

standards. he unit regularly exam-ines the validity and utility of the dataproduced through assessments andmakes modifications to keep abreastof changes in assessment technologyand in professional standards. Deci-sions about candidate performanceare based on multiple assessmentsmade at multiple points before pro-gram completion and in practiceafter completion of programs. Datashow a strong relationship of perfor-

mance assessments to candidate suc-cess throughout their programs andlater in classrooms or schools. heunit conducts thorough studies toestablish fairness, accuracy, and con-sistency of its assessment proceduresand unit operations. It also makeschanges in its practices consistentwith the results of these studies.


2a.A S


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2b.D C, A, E

he unit does not regularly andcomprehensively gather, aggregate,

summarize, and analyze assessmentand evaluation information on theunits operations, its programs, orcandidates. he unit cannot disaggre-gate candidate assessment data whencandidates are in alternate route,off-campus, and distance learningprograms. he unit does not main-tain a record of formal candidatecomplaints or document the resolu-tion of complaints. he unit doesnot use appropriate information

technologies to maintain its assess-ment system. he unit does not usemultiple assessments from internaland external sources to collect dataon applicant qualifications, candidateproficiencies, graduates, unit opera-tions, and program quality.

he unit maintains an assessmentsystem that provides regular and com-

prehensive information on applicantqualifications, candidate proficiencies,competence of graduates, unit opera-tions, and program quality. Usingmultiple assessments from internaland external sources, the unit collectsdata from applicants, candidates,recent graduates, faculty, and othermembers of the professional commu-nity. Candidate assessment data areregularly and systematically collected,compiled, aggregated, summarized,

and analyzed to improve candidateperformance, program quality, andunit operations. he unit disaggre-gates candidate assessment data whencandidates are in alternate route, off-campus, and distance learning pro-grams. he unit maintains recordsof formal candidate complaints anddocumentation of their resolution.he unit maintains its assessmentsystem through the use of informa-tion technologies appropriate to the

size of the unit and institution.

he unit's assessment system providesregular and comprehensive data on

program quality, unit operations, andcandidate performance at each stage ofits programs, extending into the firstyears of completers practice. Assess-ment data from candidates, gradu-ates, faculty, and other members ofthe professional community are basedon multiple assessments from bothinternal and external sources thatare systematically collected as can-didates progress through programs.hese data are disaggregated by pro-

gram when candidates are in alter-nate route, off-campus, and distancelearning programs. hese data areregularly and systematically compiled,aggregated, summarized, analyzed,and reported publicly for the purposeof improving candidate performance,program quality, and unit operations.he unit has a system for effectivelymaintaining records of formal candi-date complaints and their resolution.he unit is developing and testing

different information technologies toimprove its assessment system.



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2c.U D P I

he unit makes limited or no useof data collected, including candi-

date and graduate performance infor-mation, to evaluate the efficacy ofits courses, programs, and clinicalexperiences. he unit fails to makechanges in its courses, programs, andclinical experiences when evaluationsindicate that modifications wouldstrengthen candidate preparation tomeet professional, state, and institu-tional standards. Faculty do not haveaccess to candidate assessment dataand/or data systems. Candidates and

faculty are not regularly provided for-mative feedback based on the unitsperformance assessments.

he unit regularly and systematicallyuses data, including candidate and

graduate performance information,to evaluate the efficacy of its courses,programs, and clinical experiences.he unit analyzes program evaluationand performance assessment data toinitiate changes in programs andunit operations. Faculty have accessto candidate assessment data and/ordata systems. Candidate assessmentdata are regularly shared with candi-dates and faculty to help them reflecton and improve their performance

and programs.

he unit has fully developed evalu-ations and continuously searches for

stronger relationships in the evalua-tions, revising both the underlyingdata systems and analytic techniquesas necessary. he unit not only makeschanges based on the data, but alsosystematically studies the effects ofany changes to assure that programsare strengthened without adverseconsequences. Candidates and facultyreview data on their performance reg-ularly and develop plans for improve-ment based on the data.



S E :

he unit has a professional responsibility to ensure that its programs and graduates are of the highestquality. he unit manages the assessment system, which includes both program and unit data. Units con-duct assessments at the unit or program level or in a combination of the two. Meeting this responsibilityrequires the systematic gathering, summarizing, and evaluation of data and using the data to strengthen

candidate performance, the unit, and its programs. Units are expected to use information technologiesto assist in data management. he units assessment system should examine the (1) alignment of instruc-tion and curriculum with professional, state, and institutional standards; (2) efficacy of courses, fieldexperiences, and programs, and (3) candidates attainment of content knowledge and demonstration ofteaching that leads to student learning or other work that supports student learning. It should includethe assessment of candidates content knowledge, pedagogical and/or professional knowledge and skills,professional dispositions, and their effects on student learning as outlined in professional, state, and insti-tutional standards and identified in the units conceptual framework. he assessment system should bebased on the assessments and scoring guides that are the foundation for NCAEs program review process(i.e., licensing exam scores and assessments of content knowledge, planning, clinical practice, and student

learning).

Preparation of professional school personnel is a dynamic and complex enterprise, and one that requiresunits to plan and evaluate on a continuing basis. Program review and refinement are needed, over time, toensure quality. Candidate assessments and unit evaluations must be purposeful, evolving from the unitsconceptual framework and program goals. hey must be comprehensive, including measures related tofaculty, the curriculum, and instruction, as well as what candidates know and can do. he measures them-selves must be of a quality that can actually inform the important aspects of faculty, curriculum, instruc-tion, and candidate performance.


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C H A P E R 2 | N C A E S A N D A R D SC H A P E R 2 | N C A E S A N D A R D S

Fairness, consistency, accuracy, and avoidance of bias in the assessment system must be considered, espe-cially when the assessments are used to determine whether candidates continue in or complete programs.Attention must be paid to the potential adverse impact of the assessments on a diverse pool of teachercandidates. In addition, the unit assessments and evaluations must consider how to provide and useinformation constructively from various sourcesthe unit, field experiences, clinical sites, general educa-tion courses, content courses, faculty, candidates, graduates, and employers. echnology should play anincreasingly important role in data gathering and analysis, as well as more broadly in unit planning andevaluation.

Assessment systems include plans and timelines for data collection and analysis related to candidates andunit operations. Assessment systems usually have the following features:

Unit faculty collaborate with members of the professional community to implement and evaluate thesystem.Professional, state, and institutional standards are key reference points for candidate assessments.

he unit embeds assessments in programs, conducts them on a continuing basis for both formativeand summative purposes, and provides candidates with ongoing feedback.he unit uses multiple indicators (e.g., 3.0 GPA, mastery of basic skills, general education knowledge,content mastery, and life and work experiences) to identify candidates with potential to become suc-cessful teachers or assume other professional roles in schools at the point of entry into programs (as afreshman, junior, or postbaccalaureate candidate).he unit has multiple decision points, (e.g., at entry, prior to clinical practice, and at program com-pletion).he unit administers multiple assessments in a variety of forms and aligns them with candidateproficiencies. hese may come from end-of-course evaluations, written essays, or topical papers, as

well as from tasks used for instructional purposes (such as projects, journals, observations by faculty,comments by cooperating teachers, or videotapes) and from activities associated with teaching (suchas lesson planning, identifying student readiness for instruction, creating appropriate assessments,reflecting on results of instruction with students, or communicating with parents, families, and schoolcommunities).he unit uses information available from external sources such as state licensing exams, evaluationsduring an induction or mentoring year, employer reports, follow-up studies, and state programreviews.he unit has procedures to ensure credibility of assessments: fairness, consistency, accuracy, andavoidance of bias.

he unit establishes scoring guides, which may be rubrics, for determining levels of candidate accom-plishment and completion of their programs.he unit uses results from candidate assessments to evaluate and make improvements in the unit, andits programs, courses, teaching, and field and clinical experiences.In the evaluation of unit operations and programs, the unit collects, analyzes, and uses a broad arrayof information and data from course evaluations and evaluations of clinical practice, faculty, admis-sions process, advising system, school partnerships, program quality, unit governance, etc.


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3a. C U S P

he unit makes decisions about thenature and assignment of field expe-riences and clinical practice inde-pendently of the schools or otheragencies hosting them. he units

school partners do not participate inthe design, delivery, or evaluation offield experiences or clinical practice.Decisions about the specific place-ment of candidates in field experi-ences and clinical practices are solelythe responsibility of the schools.

he unit and its school partners design, implement, and evaluate field experiences andclinical practice so that teacher candidates and other school professionals develop and

demonstrate the knowledge, skills, and professional dispositions necessary to help all stu-dents learn.

he unit, its school partners, andother members of the professionalcommunity design, deliver, and eval-uate field experiences and clinicalpractice to help candidates develop

their knowledge, skills, and profes-sional dispositions. he unit and itsschool partners jointly determinethe specific placement of studentteachers and interns for other profes-sional roles to provide appropriatelearning experiences. he school andunit share expertise to support can-didates learning in field experiencesand clinical practice.

Both unit and school-based faculty areinvolved in designing, implementing,and evaluating the units conceptualframework and the school program;they each participate in the units and

the school partners professional devel-opment activities and instructionalprograms for candidates and for chil-dren. he unit and its school partnersshare expertise and integrate resourcesto support candidate learning. heyjointly determine the specific place-ments of student teachers and internsfor other professional roles to maxi-mize the learning experience for can-didates and P12 students.


Standard 3: Field Experiences and Clinical Practice

3b.D, I, E F E C P

UNACCEPABLE

Candidates do not meet entry andexit criteria for clinical practice. Fieldexperiences are not linked to the devel-opment of proficiencies delineated inprofessional, state, and institutionalstandards. Field experiences and clin-ical practice do not reflect the unitsconceptual framework and do not helpcandidates develop the competenciesdelineated in standards. Clinical prac-tice does not provide opportunities touse information technology to sup-port teaching and learning. Candidatecoursework is not fully integrated intothe clinical setting. Clinical practice is

AC CEPA BLE A RG E

Candidates meet entry and exit criteriafor clinical practice. Field experiencesfacilitate candidates development asprofessional educators by providingopportunities for candidates to observein schools and other agencies, tutor stu-dents, participate in education-relatedcommunity events, interact with fami-lies of students, attend school boardmeetings, and assist teachers or otherschool professionals prior to clinicalpractice. Both field experiences andclinical practice reflect the units con-ceptual framework and help candidatescontinue to develop the content, pro-

Field experiences allow candidates toapply and reflect on their content,professional, and pedagogical knowl-edge, skills, and professional disposi-tions in a variety of settings withstudents and adults. Both field expe-riences and clinical practice extendthe units conceptual framework intopractice through modeling by clinicalfaculty and well designed opportuni-ties to learn through doing. Duringclinical practice, candidate learning isintegrated into the school programand into teaching practice. Candidatesobserve and are observed by others.


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not long or intensive enough for can-didates to develop or demonstrate theirability to take full responsibility for theroles for which they are preparing.

Criteria for school faculty are not

known. School faculty do not demon-strate the knowledge and skills expectedof accomplished school professionals.Clinical faculty do not provide regularand continuing support for studentteachers and other interns.

Candidates in advanced programs forteachers do not participate in fieldexperiences that require them to applycourse work in classroom settings, ana-lyze P12 student learning, or reflect

on their practice. Candidates in pro-grams for other school professionals donot participate in field experiences andclinical practice that require them toengage in structured activities relatedto the roles for which they are pre-paring. he field experiences and clin-ical practice for these programs do notinvolve the analysis of data, the use oftechnology and current research, orthe application of knowledge related tostudents, families, and communities.

fessional, and pedagogical knowledge,skills, and professional dispositionsdelineated in standards. hey allowcandidates to participate as teachers orother professional educators, as well aslearners in the school setting.

Clinical practice allows candidates touse information technology to supportteaching and learning. Clinical practiceis sufficiently extensive and intensivefor candidates to develop and demon-strate proficiencies in the professionalroles for which they are preparing.

Criteria for school faculty are clear andknown to all of the involved parties.School faculty are accomplished pro-

fessionals who are prepared for theirroles as mentors and supervisors.

Clinical faculty, which includes bothhigher education and P12 school fac-ulty, use multiple measures and mul-tiple assessments to evaluate candidateskills, knowledge, and professional dis-positions in relation to professional,state, and institutional standards. Clin-ical faculty provide regular and con-tinuing support for student teachersand interns in conventional and dis-

tance learning programs through suchprocesses as observation, conferencing,group discussion, email, and the use ofother technology.

Candidates in advanced programs forteachers participate in field experiencesthat require them to apply course workin classroom settings, analyze P12student learning, and reflect on theirpractice in the context of theories onteaching and learning. Candidates in

programs for other school professionalsparticipate in field experiences andclinical practice that require them toengage in structured activities relatedto the roles for which they are pre-paring. hese activities involve theanalysis of data, the use of technologyand current research, and the applica-tion of knowledge related to students,families, and communities.

hey interact with teachers, familiesof students, administrators, collegeor university supervisors, and otherinterns about their practice regularlyand continually. hey reflect on andcan justify their own practice. Can-didates are members of instructionalteams in the school and are activeparticipants in professional decisions.hey are involved in a variety ofschool-based activities directed at theimprovement of teaching and learning,such as collaborative projects withpeers, using information technology,and engaging in service learning.

Candidates in advanced programs forteachers participate in field experi-

ences that require them to critique andsynthesize educational theory relatedto classroom practice based on theirown applied research. Candidates inprograms for other school professionalsparticipate in field experiences andclinical practice that require them todesign, implement, and evaluate proj-ects related to the roles for whichthey are preparing. hese projects aretheoretically based, involve the use ofresearch and technology, and have real-

world application in the candidatesfield placement setting.


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3c.C D D K, S, P D H A S L

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