ACEI Supports Quality Teacher Preparation.Two months ago, I attended a meeting with the Executive Directors from 33 constituent CONSTITUENT. He who gives authority to another to act for him. 1 Bouv. Inst. n. 893.
2. The constituent is bound with whatever his attorney does by virtue of his authority. member organizations of teachers, teacher educators, policymakers, and school specialists that make up the National Council for Accreditation of Teacher Education The National Council for Accreditation of Teacher Education (NCATE) was founded in 1954 to accredit teacher certification programs at U.S. colleges and universities. NCATE is a council of educators created to ensure and raise the quality of preparation for their profession. (NCATE NCATE National Council for Accreditation of Teacher Education ). The purpose of the meeting was to discuss changes to the program review process for schools, colleges, and departments of education within higher education higher education
Study beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. institutions seeking professional accreditation accreditation,
n a process of formal recognition of a school or institution attesting to the required ability and performance in an area of education, training, or practice. . We also discussed "NCATE 2000" and the implementation of performance-based accreditation standards.
I want to say more about ACEI's involvement with NCATE and how NCATE 2000 affects ACEI ACEI Angiotensin Converting Enzyme Inhibitor
ACEI Association for Childhood Education International
ACEI Association of Consulting Engineers of Ireland . Before I continue, however, I want to stress the importance of teachers, policymakers, and the general public coming to a better understanding and appreciation of the real significance of the new NCATE accreditation system and standards. NCATE should not be thought of as simply an accrediting agency; rather, it is a platform for the reform of teacher preparation. The standards embody em·bod·y
tr.v. em·bod·ied, em·bod·y·ing, em·bod·ies
1. To give a bodily form to; incarnate.
2. To represent in bodily or material form: reforms and represent a major change in the way that we advance quality teaching. The standards, for example, set expectations for change, establish new norms for teacher preparation, and help ensure that all students have a confident, caring, and well-prepared teacher. As Art Wise, NCATE President, explains, "NCATE creates new norms of behavior around reform concepts in teaching preparation." At a press conference on NCATE 2000 that I attended last May at the National Press Club in Washington, D.C., Bob Chase, President of the National Education Association, said NCATE's adoption of performance-based standards "signifies a bold step in assuring parents and the public that prospective teachers are ready to enter the teaching profession."
Traditionally, accreditation has focused on inputs and processes (i.e., what the curriculum offers), and institutions had to prove that the materials were covered. In NCATE's performance-based system, accreditation is based on results. Teacher candidates must know the subject matter, but they also must demonstrate that they have the necessary skills to teach effectively in a P-12 classroom. How well colleges prepare teacher candidates to help students learn is what the new performance-based standards and the accreditation system are all about.
NCATE requires institutions to follow the professional standards developed by the content area associations and child-centered organizations like ACEI. NCATE accredits institutions on the basis of how successful they are at meeting the demanding accreditation standards. To give you some idea of the success rate, one in four institutions, or 25 percent, that seek initial NCATE accreditation do not get accredited accredited
recognition by an appropriate authority that the performance of a particular institution has satisfied a prestated set of criteria.
cattle herds which have achieved a low level of reactors to, e.g. , 4 percent are accredited with stipulations, and 19 percent are denied accreditation. Of those institutions under continuing accreditation, approximately 12 percent do not pass and are placed on probation probation, method by which the punishment of a convicted offender is conditionally suspended. The offender must remain in the community and under the supervision of a probation officer, who is usually a court-appointed official. . NCATE accredits approximately 575 schools from the over 1,200 schools in the country that offer teacher education. Efforts to build NCATE / state partnerships have resulted in a growing number of institutions each year that are taking initial steps toward NCATE accreditation.
NCATE performance-based standards are of special significance to ACEI because the revised Program Standards for Preparation of Elementary Teachers, which were approved by the NCATE Specialty Area Studies Board in September 1999 and later ratified rat·i·fy
tr.v. rat·i·fied, rat·i·fy·ing, rat·i·fies
To approve and give formal sanction to; confirm. See Synonyms at approve. by the NCATE Executive Board, are the first in the series of NCATE program standards (that cover elementary education elementary education
or primary education
Traditionally, the first stage of formal education, beginning at age 5–7 and ending at age 11–13. as well as the content areas) to be revised or converted to performance-based standards. NCATE revises its accreditation standards every five years, and NCATE-accredited schools are reevaluated using the revised standards. The elementary standards are grouped in five major categories: Development, Learning, and Motivation; Curriculum; Instruction; Assessment; and Professionalism. The standards for elementary education and NCATE 2000 unit standards can be found on NCATE's Web site at www.ncate.org, or you can link to NCATE via www.acei.org.
ACEI was part of the NCATE Elementary Program Standards Drafting Committee that worked hard for nearly four years to develop the new performance-based standards. This experience will aid other professional specialty organizations when they begin the process of changing their content standards to performance-based standards. All of the specialty organizations are expected to have performance-based standards within the next five years.
ACEI is currently represented on the NCATE Transition Team, which has been busy examining program reviews from institutions that have volunteered to assist NCATE and ACEI as "pilot schools" for performance-based standards. Another important aspect of this work is the development of rubrics for assessment. The standards describe what teacher candidates should know and be able to do so that students learn. It is also necessary to have in place some means of measurement, or assessment, of how well the candidate has been prepared. Members of the Transition Team include: Nancy Quisenberry, Catheryn Weitman, Jim Cramer This article is about the television personality and host of Mad Money. For the champion Scrabble player, see Jim Kramer.
James J. "Jim" Cramer (b. , Ron Colbert, Mary Ng, and Elizabeth Partridge partridge, common name applied to various henlike birds of several families. The true partridges of the Old World are members of the pheasant family (Phasianidae); the common European or Hungarian species has been successfully introduced in parts of North America. representing ACEI; Mary McFarland representing NCSS NCSS National Council for the Social Studies
NCSS National Council of Social Service (Singapore)
NCSS National Cooperative Soil Survey
NCSS Non Commenting Source Statements
NCSS National Center for Sports Safety ; and Nancy Edwards representing National Council of Teachers of Mathematics The National Council of Teachers of Mathematics (NCTM) was founded in 1920. It has grown to be the world's largest organization concerned with mathematics education, having close to 100,000 members across the USA and Canada, and internationally. .
In addition, Nancy Quisenberry, Catheryn Weitman, and I have revised the program review process, which includes training Program Reviewers, and we have expanded the pool of Program Reviewers to include non-ACEI member reviewers from content area organizations. This work has been done in collaboration with NCATE.
ACEI's involvement with NCATE has been extensive and spans nearly 12 years. Consistent with ACEI's mission, we will continue to support efforts to improve student achievement and professional development through high-quality teacher preparation.
Jerry Odland Executive Director