The College of Education-Professional Education Unit (COE-PEU) is NCATE accredited. NCATE is the National Council for the Accreditation of Teacher Education. NCATE's web site describes NCATE as, "the profession’s mechanism to help establish high quality teacher preparation. Through the process of professional accreditation of schools, colleges and departments of education, NCATE works to make a difference in the quality of teaching and teacher preparation today, tomorrow, and for the next century. NCATE’s performance-based system of accreditation fosters competent classroom teachers and other educators who work to improve the education of all P-12 students. NCATE believes every student deserves a caring, competent, and highly qualified teacher" (http://www.ncate.org/public/aboutNCATE.asp ∥ 2).
As part of this accreditation, the COE-PEU developed an assessment system. This assessment 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.
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 NCATE standards. In some cases, both the individual program and the unit may use the same measure of performance.
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 Sample that candidates conduct during field experiences. See the description and the rubrics.)
Ability to student teach (as measured by a performance evaluation of student teaching)
Ability to affect student learning (as measured by the Teacher Work Sample that candidates conduct during field experiences. See the description and the rubrics.)
Some other assessments of candidates’ abilities to meet specific program SPA standards
NCATE expects the unit to measure teacher candidates' knowledge, skills, and professional dispositions through evidence of
Content Knowledge for Teacher Candidates
Pedagogical Content Knowledge and Skills for Teacher Candidates
Professional and Pedagogical Knowledge and Skills for Teacher Candidates
These 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, NCATE expects measures of candidates’ abilities to support diverse learners and use technology in their profession.
You have probably noticed the "overlap" of the NCATE expectations and the SPA expectations. The SPA measures of Knowledge of Content, ability to plan and ability to affect student learning are used at the unit level along with other measures. For further detail, see the Professional Education Measures chart
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 the core processes comprising responsive education- Planning, Instructing, Reflecting and Responding – and the ability to effectively adapt instruction in response to various indicators of student performance.
Candidates possess a thorough understanding of content, context, and human development (i.e., General Knowledge, Human Learning and Development, and Pedagogical Knowledge) and apply these knowledge bases to improve student learning.
Candidates possess a theoretical and empirical grounding in pedagogy and are well versed in all types of instructional delivery (i.e., teacher-directed; peer-assisted; student-regulated; and technology-assisted) (procedural knowledge). Candidates also know when, where and why to apply these specific methodologies (conditional knowledge).
Candidates demonstrate an understanding and responsiveness to diverse learning groups and use explicit strategies for combating prejudice while advancing equity, inclusion, and intercultural understanding.
Candidates model positive professional characteristics that foster growth and learning in the classroom. They are life-long learners, child advocates, team players and well-behaved professionals at all times.
Candidates internalize the P-I-R-R process and infuse the Four Pillars of Knowledge into their daily instructional practice, routinely adapting their instruction in response to student performance.
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). These program transition points may be explored below.