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NCATE 2000 Standards
NCATE revises its unit standards every five years to ensure that the standards reflect current research and practice in the teaching profession. NCATE 2000 Standards measure an institution's effectiveness according to the profession's expectations for high quality teacher preparation as America enters the 21st century.The 2000 Standards consist of the unit's conceptual framework and two categories: Candidate Performance (Standards 1 and 2) and Unit Capacity (Standards 3-6).
Conceptual Framework(s)The Conceptual Framework(s) is a significant component in the 2000 Standards.
The Framework(s) developed by the institution represents the underlying structure that sets forth the unit's shared vision for the direction of programs, courses, teaching, candidate performance, faculty, scholarship, service, and unit accountability.Standards 1 and 2 require units to use evidence to demonstrate that teacher candidates are gaining the knowledge, skills, and dispositions necessary to have a positive impact on P-12 student learning. The standards elevate the role of assessment in program improvement and promote increased accountability for teacher candidate learning.In addition to governance and resource expectations, Standards 3-6 emphasize the need for well-qualified faculty and promote increased collaboration between university and school partnerships in curriculum design and clinical experiences.
The conceptual framework(s) establishes the shared vision for a unit's efforts in preparing educators to work effectively in P-12 schools. It provides direction for programs, courses, teaching, candidate performance, faculty, scholarship, service, and unit accountability. The conceptual framework is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated.
Standard 1: Candidate Knowledge, Skills, and Dispositions
Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.
Standard 2: Assessment System and Unit Evaluation
The unit has an assessment system that collects and analyzes data on the applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs.
Standard 3: Field Experiences and Clinical Practice
The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.
Standard 4: Diversity
The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse students in P-12 schools.
Standard 5: Faculty Qualifications, Performance, and Development
Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance. They also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.
Standard 6: Unit Governance and Resources
The unit has leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.
For the latest guidance on NCATE policies and procedures, visit the NCATE Website at http://www.ncate.org
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