What is the purpose of NCATE?
Established in 1954, the National Council Accreditation of Teacher Education (NCATE) is a body that certifies teachers in the United States. This accrediting agency is non-profit and non-governmental. The U.S. Department of Education did, however, give its approval to NCATE. The Council of Chief State School Officers was one of 33 national member organizations that supported NCATE. Others included professional organizations for teachers, as well as educational experts who represent millions of teachers.
Schools must meet a certain educational standard in order to be accredited. Programs like teacher preparation have their own specialized accrediting bodies at the state and regional levels, as well as nationally.
NCATE’s performance-based accreditation system has produced competent teachers and other educators who are committed to improving the education of all students in grades K-12. The Council’s accreditation signified that the educational facility had been subjected to a thorough external evaluation by experts. An on-site visit is required every five years by the Board of Examiners in order to maintain accreditation.
Performance-based standards were developed in the late 1990s to early 2000s, according to the system. The new system, which went into effect in 2001, required schools to demonstrate that their students are capable of learning the subjects they plan to teach.
What is TEAC, and how can I find out more about it?
Also known as the Teacher Education Accreditation Council (TEAC), the organization has been around since 1997 and was founded by teachers, administrators, and professional educators in an effort to improve the quality of educational programs. Pre-Kindergarten through 12th grade are included. TEAC, like NCATE, aimed to develop competent and qualified educators by establishing academic standards at higher education institutions.
\Candidates for full TEAC membership had to make an on-campus visit as part of the application process. Undergraduate and graduate programs are both eligible for accreditation. Credible proof that their graduates are qualified to teach is required from schools. NCATE sounds like this. NCATE, on the other hand, evaluates schools based on the percentage of their graduates who pass the state teaching license exam. This requirement was not approved by TEAC.
In June 2008, NCATE and TEAC announced that they had come to an agreement to create multiple pathways for accreditation as a result of the organization’s change in presidency. TEAC informed its members that it would not be merging with NCATE, despite the fact that the two organizations share a common goal of improving teacher education. Teachers and students would be able to choose between the two. An accreditation scheme that is based on a single institution’s quality was therefore promoted by the American Association for Collegiate Teacher Education (AACTE).
NCATE and TEAC design teams reported on their practices and standards in 2010. A new group, the Council for Accreditation of Educator Preparation, was formed as a result of the report (CAEP). New standards were published by the designers with the intention of being more concise while still being comprehensive and higher. Debates raged over whether or not the new measures were easier to understand and acceptable to all parties involved. However, despite the completion of the merger in 2013, accreditation by either NCATE or TEAC was still required until the spring of 2016.
The Council was formed before the merger was completed. Following the official recognition of the NCATE and TEAC Design Teams in 2010, the first meeting of the CAEP Board of Directors took place. As the first state to join the new educator preparation accrediting agency, CAEP, Ohio was an early adopter.
CAEP’s standards are based on scientific evidence, and they’re used to improve educational preparation while also ensuring equity. It’s based on the idea that better teachers lead to better academic outcomes for students. Accreditation is based on a set of five criteria. To name a few:
- Content and pedagogical knowledge: Encourage future teachers to be prepared for their chosen profession by using practices that are specific to their field.
- The adoption of clinical practices by colleges enables students to have a positive impact on grades K–12 classrooms.
- Candidates’ quality, recruitment, and selectivity are facilitated by providers’ (learning institutions) admission requirements.
- Numerous measures are used to demonstrate that graduates are well-prepared to succeed as teachers, and this program is no exception.
- School performance is evaluated against its goals and relevant standards on a regular basis, and results are tracked over time. Innovations are tested and the effects of selection criteria are evaluated.
In order to be accredited, educational preparation providers (EPPs) must go through a two-step process. The EPP must submit Part 2 of the application within one year and schedule a site visit within three years after the CAEP accepts the application. The NCATE or TEAC does not require a college or university to reapply for accreditation. Both agencies require that the school maintain its good standing. The provider must meet the CAEP Standards when the NCATE or TEAC accreditation expires.
A list of all accredited providers and recognized programs in the United States can be found via an interactive map.