Studies show that teacher quality is the most important factor in P-12 student achievement. But how do we know that our children’s teachers enter the classroom ready to help them learn? Professional accreditation is one way to ensure the public that schools of education are graduating well-qualified teachers ready for today’s classrooms.
B-CU’s School of Education has proven its commitment to producing quality teachers for our nation’s children by achieving continued accreditation this month through 2018 under the performance-oriented standards of the National Council for Accreditation of Teacher Education (NCATE), the organization responsible for professional accreditation of teacher education.
According to the action letter from Dr. James G. Cibulka, President of the National Council for Accreditation of Teacher Education (NCATE), the NCATE Board of Examiners have been most impressed with the cooperation received from B-CU faculty, staff, and administration. This accreditation decision indicates that the unit and its programs meet rigorous standards set forth by the professional education community.
Dr. Carol B. Johnson, dean of the school of education shares her praise with the School of Education team.
“All faculty and staff are especially proud that special congratulations were conveyed by the Unit Accreditation Board because no areas for improvement relative to any of the standards were cited.”
In addition, Dr. Johnson commends faculty and staff in the School of Education for modeling caring, competent, and committed educators who, she says, always strive for what is most beneficial for all students.
NCATE-accredited schools must meet rigorous standards set by the profession and members of the public. Teacher candidates must have in-depth knowledge of the subject matter that they plan to teach as well as the skills necessary to convey it so that students learn. The college or university must carefully assess this knowledge and skill to determine that candidates may graduate. The institution must have partnerships with P-12 schools that enable candidates to develop the skills necessary to help students learn. Candidates must be prepared to understand and work with diverse student populations. College and university faculty must model effective teaching practices. And the school, college, or department of education must have the resources, including information technology resources, necessary to prepare candidates to meet new standards.
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