ERIC Number: ED507916
Record Type: Non-Journal
Publication Date: 2009
Reference Count: 0
The Redesign of Accreditation to Inform the Simultaneous Transformation of Educator Preparation and P-12 Schools. Quality Teaching. Volume 18, Issue 2, Spring 2009
Cibulka, James G.
National Council for Accreditation of Teacher Education (NJ1)
Accountability and improvement within educator preparation have increasingly focused on candidate performance and its impact on P-12 student learning, in recent years through performance-based accreditation. Despite this focus, national and state data show weaknesses in all areas of the teacher quality system, including preparation, entry, and professional development. The National Council for Accreditation of Teacher Education (NCATE) is engaging in a bold redesign of its processes to address these challenges. Educator preparation programs must be transformed alongside the simultaneous transformation of P-12 schools, both with a clear focus on enhancing all facets of P-12 student learning. Strategies that NCATE will employ to achieve this goal include: (1) using the concept of continuous improvement of preparation programs toward higher levels of performance; (2) increased efciency and cost-efectiveness in the process; and (3) reaccreditation processes that engage programs in transformation initiatives which are sharply focused on factors related to increasing P-12 student learning. In this paper, the author shares the values upon which NCATE's redesign has been built.
Descriptors: Teacher Effectiveness, Teacher Certification, Accreditation (Institutions), Elementary Secondary Education, Academic Achievement, Partnerships in Education, Evaluation, Teacher Education
National Council for Accreditation of Teacher Education. 2010 Massachusetts Avenue NW Suite 500, Washington, DC 20036. Tel: 202-466-7496; Fax: 202-296-6620; Web site: http://www.ncate.org
Publication Type: Collected Works - Serial; Opinion Papers
Education Level: N/A
Authoring Institution: National Council for Accreditation of Teacher Education