NCATE UNIT STANDARDS
A summary of the NCATE Unit Standards rubric at the acceptable level.
Standard 1: Candidate Knowledge, Skills, and Dispositions
1. Content knowledge for teacher candidates
Candidates know subject matter
Candidates can explain concepts in prof. state, and inst. standards
Candidates pass state licensing exams at a rate of 80 percent or more
2. Content knowledge for other prof. school personnel
Other school personnel know their fields
They can explain concepts in prof, state, and inst. standards
Candidates pass state licensing exams at a rate of 80 percent or more
3. Pedagogical content knowledge for teacher candidates
Candidate know instructional strategies,
Candidates can present in clear and meaningful ways
Candidates integrate technology
4. Professional and pedagogical knowledge and skills for teacher candidates
Candidates apply professional and pedagogical knowledge
They consider school, family, and community context
They consider prior experiences of students
5. Professional knowledge and skills for other school personnel
Other school personnel have adequate understanding of professional knowledge
They know students, families, and communities
They use research to improve practice
They use technology to improve practice
They support student learning
6. Dispositions for all candidates
Candidates are familiar with expected dispositions
Dispositions are reflected in their work with students, families, and communities
7.
Student learning for teacher candidates
Candidates focus on student learning as shown in:
Assessments of student learning
Use of assessment in instruction
Development of meaningful learning experiences
8. Student learning for other professional school personnel
Other school personnel create positive learning environments
They understand:
Developmental levels
Student, family, and community diversity
Policy context in which they work
Standard 2: Assessment System and Unit Evaluation
1. Assessment System
Unit developed system with professional community
System is based on professional, state and inst. Standards
Includes comprehensive and integrated set of evaluation measures
Evaluation measures assess candidate performance and unit operations
Includes transition points at admission, mid-way and at completion
Decisions about candidate performance are based on multiple assessments
Assessments are predictors of candidate success
Unit eliminates bias, tests for fairness, accuracy and consistency
2. Data collection, analysis, and evaluation
System is maintained and provides regular information
Data is collected from applicants, candidates, graduates, faculty and others
Records of formal complaints are maintained, resolutions are documented
All data is regularly compiled, summarized, and analyzed
System is maintained using information technology
3. Use of data for program improvement
Unit regularly and systematically uses data to evaluate courses, programs & CE.
Unit initiates change based on data
Data are shared with faculty and candidates to help them reflect/improve
Transition Plan - Expectations for Institutions Visited in
Fall 2003/Spring 2004
A. Units are expected to have the following performance data available at the
time of the visit:
1. state licensing exams (where applicable)
2. program review reports (where applicable)
3. graduate/employer surveys
4. assessments of clinical practice.
B. Units are expected to have a plan of their assessment system in place.
Units should be in second year of implementation. The plan should address:
1. transition points
2. major assessments
3. timeline for the development and implementation of assessments
4. the design for data collection, analysis, summary and use
5. aspects of the system that address unit operations.
6. description of the use of information technology to maintain system
C. Units should have developed internal performance assessments
1. the assessments should be based on prof./state/institutional standards
2. instruments and criteria/rubrics for scoring should be developed
3. instruments and criteria/rubrics should be in use
4. testing for accuracy, consistency and fairness should be in place
5. data collection should be initiated; some analysis should have begun
Standard 3 – Field Experiences and Clinical Practice
1. Collaboration between unit and school partners
Units, school partners, and others design, deliver, and evaluate FE and CP
Units and school partners jointly determine placement of student teachers/interns
2. Design, implementation, & evaluation of field experiences and clinical practice
Candidates have FE (i.e.,observations, tutoring, assisting, meetings etc.) before CP
FE & CP reflect the conceptual framework
FE & CP help candidates develop KSD’s delineated in standards
CP allows candidates to use information technology
CP is sufficiently extensive and intensive
Criteria for clinical faculty are clear and known
Clinical faculty are accomplished school professionals
Clinical faculty give regular support (i.e.,observing,conferencing,discussion,email)
3. Candidates development/demonstration of KSD to help all students learn
Entry and exit criteria exists for clinical practice
Assessment in clinical practice are linked to proficiencies in cf and standards
Multiple assessments used to evaluate candidate performance and student learning
Assessments completed by candidates, school and unit faculty
FE & CP include time for reflection/ feedback from peers and faculty
FE and CP include opportunity for development of KSD to help all students learn
FE or CP include opportunity to work with diverse students, incl. exceptionalities
Standard 4: Diversity
1. Design, implementation, & evaluation of curriculum and experiences
Unit articulates candidate expected proficiencies related to diversity
Curriculum and FE help candidates understand the import of diversity
Candidates develop/teach lessons that incorporate diversity
Candidates develop classroom/school climate that values diversity
Candidate learn different teaching and learning styles; can adapt instruct.
Candidates demonstrate dispositions that value fairness and learning by all
Assessments provide data on candidate ability to help all students learn
Assessment data is used as feedback to candidates to improve KDS
2.
Experience working with diverse faculty
Candidates interact with diverse unit, A&S,and school faculty (ethnic/racial/gender)
Faculty have know/exp.help candidates to work with diverse students (incl. except.)
Unit makes good faith effort to increase or maintain faculty diversity
3.
Experiences working with diverse candidates
Candidates interact and work with diverse candidates (ethnic/racial/gender/ses)
Candidates work in diverse groups on committees and ed. Projects
Unit makes good faith effort to increase or maintain candidate diversity
4. Experiences working with diverse students in P-12 schools
FE or CP in diverse settings (ethnic/racial/gender/ses/except) help develop KSD’s
Feedback from peers/supervisors helps candidates reflect on abilities to help all
Standard 5: Faculty Qualifications, Performance, and Development
1. Qualified faculty
Professional ed. faculty have earned doctorates or expertise in assigned areas
School faculty are licensed in fields that they supervise/teach
Clinical faculty (higher ed.) have contemporary prof. experiences in their areas
2. Modeling best professional practices in teaching
Faculty understand content
Teaching by prof. ed. faculty reflects conceptual framework & current dev. in field
Faculty value candidate learning and assess candidate performance
Teaching supports candidate reflection/critical thinking/problem solving/ disposit.
Faculty use variety of instructional methods
Faculty integrate diversity and technology
Faculty assess their effectiveness as teachers, including effects on cand.learning
3. Model best professional practices in scholarship
Professional ed faculty do scholarly work in their fields
The scholarly work is based on the mission of the unit
4. Modeling best professional practices in service
Prof. ed. faculty provide service to university, school, and community
They are actively involved with prof. practice in K-12 schools
They are actively involved in professional associations
They provide education related services at local/state/national/international levels
5. Collaboration
Prof. ed. faculty collaborate with A&S, school faculty and others
Aim of collaboration is to improve teaching, and learning for candidates & others
6. Unit evaluation of professional education faculty performance
Unit does systematic & comprehensive evaluation of faculty teaching performance
Evaluations are used to improve teaching, scholarship and service
7. Unit facilitation of professional development
Unit provides professional development based on evaluations
Prof. dev. supports CF, performance assessment, diversity, tech, emerging practice
Standard 6: Unit Governance and Resources
1. Unit leadership and authority
Unit has leadership and authority to plan, deliver, and operate coherent programs.
Unit manages/coordinates all programs
Unit recruiting and admissions policies are clear/consistent in publ. and catalogues
Academic calendars/cats./publs/grading policies/advertisements are accurate/current
Unit ensures candidate access to counseling and advising
Faculty participate in program design, implementation, and evaluation
Unit provides mechanism for collaboration between unit fac.and other fac.members
2. Unit budget
Unit receives sufficient budgetary allocations proportional to other units on campus.
Budget adequately supports on campus and clinical work essential for preparation
3. Personnel
Workload policies allow faculty to be effectively engaged in teach/schol/adv. etc.
Faculty loads generally don’t exceed 12 hrs. undergrad.; 9 hrs. grad (incld. on-line)
Supervision of clinical practice – 18 candidates for each full time equiv.faculty
Unit makes appropriate use of full, part-time, clinical faculty, and GA’s – coherence
Unit provides adequate number of support personnel
Unit provides adequate resources and opportunities for prof. devpt, (esp tech)
4. Unit facilities
Unit has adequate campus and school facilities
Facilities support faculty and candidate use of information technology in instruction
5. Unit resources including technology
Unit allocates resources across programs
Unit provides adequate resources to develop/implement assessment system
Unit has adequate information technology resources to support faculty & candidates
Faculty & candidates have access to:
Library resources
Curricular resources
Electronic information.