Malone University has been informed that its professional education unit, the School of Education & Human Development, has earned full accreditation for both graduate and undergraduate teacher education programs from the National Council for Accreditation of Teacher Education (NCATE) through Spring 2017. While the teacher education programs at Malone have been approved by the Ohio Department of Education since 1958, this is the first time these programs have achieved recognition through national accreditation.
NCATE-accredited schools must meet rigorous standards set by the profession and members of the public. Institutions must demonstrate that their teacher candidates have in-depth knowledge of the subject matter that they plan to teach, the skills necessary to convey this content so students learn, and have partnerships with P-12 schools that enable candidates to develop the skills necessary to help all students learn. Candidates must also be prepared to understand and work with diverse student populations. University faculty must model effective teaching practices, and the institution must have the resources, including information technology resources, necessary to prepare candidates to meet these rigorous standards.
“While Malone’s teacher education programs have a long history of excellence, the NCATE process prompted a challenging self-study which has produced concrete evidence of the teaching effectiveness of our graduates” said Rhoda C. Sommers, dean of the School of Education & Human Development. Sommers continued, “Our current students and future students can be assured that our teacher education programs meet the highest national and state standards for excellence as a result of our NCATE accreditation.”
NCATE revises its standards every five years to incorporate best practice and research in order to ensure that the standards reflect a consensus about what is important in teacher preparation today. In the past decade, NCATE has moved from an accreditation system that focused on curriculum and what teacher candidates were offered, to a data-driven performance-based system dedicated to determining what candidates know and are able to do. The new system expects teacher preparation institutions to provide compelling evidence of candidate knowledge and skill in the classroom. Multiple types of performance assessment are expected throughout the program of study. Candidate qualifications are assessed upon entry, and candidate competence is assessed throughout the program as well as prior to student teaching/internship work, and before completion of the program.
Meeting NCATE accreditation standards also helps institutions prepare new teachers for new, more rigorous licensing standards in many states. NCATE accreditation standards incorporate the model state licensing principles developed by a task force of the Council of Chief State School Officers.
The U. S. Department of Education recognizes NCATE as a specialized accrediting body for schools, colleges, and departments of education. NCATE is composed of more than 30 professional and policymaker organizations representing millions of Americans committed to quality teaching. It was founded in 1954 by the teaching profession and the states. NCATE continues its mission today: the profession and the states working together for excellence in teacher preparation and development.
In addition to achieving NCATE accreditation, the following individual teacher preparation programs have earned national recognition from their specialized professional associations noted in parenthesis:
This accreditation covers both initial teacher preparation programs and advanced educator preparation programs. However, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, re-licensure, or other purposes.
For more information about Malone University’s teacher education program, visit the website at http://www.malone.edu/academics/school-of-education/ . More information about NCATE is available at www.ncate.org.