The College of Education-Professional Education Unit (COE-PEU) is NCATE accredited.
NCATE is the National Council for the Accreditation of Teacher Education. In Fall 2015, the COE-PEU will be reviewed for re-accreditation by the Council for the Assessment of Educator Preparation (CAEP), the body into which NCATE has evolved.
As part of this accreditation, the COE-PEU developed a Quality Assurance system. This
system is a comprehensive, effective system that collects and analyzes data on teacher
and other school professional candidates’ performance and professional education unit
operations to evaluate and improve the COE-PEU and individual education programs.
See a graphical representation of the system.
For candidates in the programs, it is about describing what we want them to learn,
and how we know whether they learned it. These include measures of performance that
are part of individual programs (what is required of candidates within programs) and
well as measures of performance that are part of the unit (what is required of candidates
within the whole professional education unit). Measures of performance that are part
of individual programs are aligned with that programs Specialty Professional Association
(or SPA) standards, or with National Board for Professional Teaching Standards (NBPTS).
Measures of performance that are part of the unit are aligned with CAEP standards.
In some cases, both the individual program and the unit may use the same measure of
The individual program SPA expects measures of candidates'
- Knowledge of Content as measured by performance on state examinations. For our candidates
this is their performance on the New York State Teacher Certification Exams (NYSTCE).
See official NYS performance data.
- Knowledge of Content as measured by some other instrument (some programs use grade
point average in select courses, others use program specific content assignments .
- Ability to plan for instruction (as measured by the teacher work samples that candidates
provide during field experiences. See the description.).
- Ability to student teach (as measured by a performance evaluation of student teaching)
- Ability to affect student learning (as measured, in part, by the teacher work samples
that candidates provide during field experiences. See the description.).
- Some other assessments of candidates’ abilities to meet specific program SPA standards
CAEP expects the unit to measure candidates' content and pedagogical knowledge and
skills, and professional responsibility through evidence of candidate demonstration
of understanding of the InTASC Standards. Moreover, CAEP looks for evidence of the
impact that program completers have on P-12 student learning
Professional Dispositions, as well as Academic Concerns, are monitored by the Academic
and Dispositions Concerns Review Board (ADCRB). See a description of this body.
In addition, CAEP expects candidates to develop knowledge and skills related to supporting
diverse learners and using and promoting technology in their profession.
The SUNY Fredonia COE-PEU conceptual framework contains measurable expectations that
are also aligned with the NCATE expectations of candidate performance. These include
- Candidates demonstrate a thorough understanding of Instructional Practices embodied by the core processes comprising responsive education - Planning, Instructing,
Reflecting and Responding – and the ability to effectively use assessment to inform practice and engage learners in their own growth adapting instruction in
response to various indicators of student performance.
- Candidates possess a thorough understanding of content, context, and human development
(i.e., Discipline - Specific Content Knowledge, Pedagogical Content Knowledge, General Knowledge, Pedagogical Knowledge,
Common Core State Standards, and Human Learning and Development) and apply these knowledge bases to improve student learning.
- Candidates possess both a theoretical and empirical grounding in pedagogy and are
well versed in a variety of instructional strategies to make learning accessible for all learners (procedural knowledge). Candidates also
know when, where and why to apply these specific strategies (conditional knowledge).
- Candidates demonstrate an understanding of how learners grow and develop (cognitively, linguistically, socially, emotionally, and physically)
and apply this understanding in conjunction with explicit strategies to minimize bias
and advance equity and intercultural understanding in designing developmentally appropriate
and challenging inclusive learning experiences promoting high standards for each learner.
- Candidates demonstrate Professional Responsibility by modeling positive professional characteristics that foster growth and learning
in the classroom. They are ethical practitioners who are life-long learners, child
advocates, collaborators and well - behaved professionals at all times.
- Candidates internalize the P-I-R‐R process and use research and evidence, as well
as technology tools to develop an understanding of teaching and infuse these into
their daily instructional practice to measure P‐12 student progress and adapt their
instruction in response to student performance to improve learning.
As candidates progress through their programs, their progress is monitored through
various transition points (critical points in the program for which quality of performance
is checked for continuation in the program).