Preparing teachers and school leaders to teach and work with all students to meet society's demands for high performance has created new goals and higher standards for educators. Accreditation is one measure of quality assurance.
The St. John Fisher College Ralph C. Wilson, Jr. School of Education's (SoE) teacher education program is currently accredited by the National Council for Accreditation of Teacher Education (NCATE), a specialized accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. NCATE transitioned to the Council for the Accreditation of Educator Preparation (CAEP) as the new accrediting body for educator preparation.
The SoE, first accredited by NCATE in 2006, has proven its commitment to producing quality teachers for our nation's children by achieving continuing accreditation in May 2012 under NCATE's performance-oriented standards. As part of the NCATE/CAEP accreditation process, each initial or advanced teacher and leader preparation certification program offered within the SoE submits reports to their Specialty Professional Association (SPA) for Program Review with National Recognition using specialized professional association standards.
The SoE's next accreditation site visit will take place in fall 2019 and we will be seeking CAEP accreditation at that time.
Candidate Performance Data
NCATE/CAEP-accredited schools must meet rigorous standards set by the profession and members of the public. CAEP Standards for initial and advanced programs guide the SoE accreditation process. The CAEP standards are summarized as follows:
Teacher candidates must have in-depth knowledge of the subject matter that they plan to teach as well as the pedagogical skills necessary to convey that information so that students learn. School and School District Leader candidates must possess the knowledge and skills necessary to lead stakeholders in developing and implementing a school and district vision of high achievement and college/career readiness for students. The college or university must carefully assess this knowledge and skill to determine that candidates may graduate.
The preparation program must have high-quality clinical partnerships and practice to develop the knowledge, skills and professional dispositions necessary to demonstrate a positive impact on all P-12 students’ learning and development.
The preparation program must develop candidate quality as a goal throughout all phases of the program (at recruitment, admission, through the progression of the program and at completion). Candidate recruitment should support a broad range of backgrounds and diverse populations to meet community needs. Candidates must meet criteria for high academic achievement and expectations of the profession at entry and throughout the program of study.
The preparation program must demonstrate the impact of its completers on P-12 student learning and development, teaching effectiveness, satisfaction of employers and satisfaction of completers.
The institution demonstrates that a quality assurance system to support continuous improvement is sustained and evidence-based and evaluates the effectiveness of its completers. The results of inquiry and data collection is used to establish priorities, enhance program elements and capacity, and test innovations to improve completers’ impact on P-12 student learning and development.