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• W1000069 abstract "The National Council for Accreditation of Education (NCATE) has moved from a set of standards in teacher preparation that is process-based to one which focuses not only on the performance of an accredited institution's students but also on the outcomes of P-12 students taught by graduates of these accredited institutions. Standard I summarizes this premise as follows: Teacher candidates and candidates Preparing for roles other than teaching in schools know the content of their fields, demonstrate and professional and pedagogical knowledge and skills at levels expected by the profession; and have a positive effect on student learning. Under the new NCATE guidelines, accredited institutions must be with such national professional organizations as the Interstate New Assessment and Support Consortium (INTASC) and the National Board for Professional Standards (NRPTS) as well as complying with all the licensure standards of the appropriate state departments of education. For each major in an academic discipline, accredited institutions also must conform to the standards of the nationally recognized specialty organizations. Under the new NCATE standards, which have been adopted by the Tennessee State Department of Education, graduates of accredited/approved institutions must demonstrate the dispositions, knowledge, and performance expectations of the INTASC standards at a level appropriate for novice teachers. In the past, it was sufficient to validate that graduates had completed coursework which covered content stipulated under the various standards; but under the new NCATE/state guidelines, program completers also must demonstrate mastery of essential precepts in a P-12 educational setting. Graduates also must demonstrate and knowledge related to diversity in their work with student populations and communities ..., and they must effectively integrate technology into instruction in support of student learning ... Again, simply presenting evidence of having taken the appropriate courses will not suffice for future NCATE accreditations and state approvals. Graduates will be expected to validate their dispositions in a variety of ways. Effective Fall Semester 2001, highlighting process as evidence of excellence in its teacher preparation programs will no longer be enough for an institution. Instead, the performance of an institution's program completers and graduates and the performance of its students' students will be expected to meat acceptable standards in the national accreditation and state approval process. The University of Tennessee at Martin (UT Martin) has for many years recognized that, as a teacher preparation institution, it will be evaluated by its constituents not by how its students are taught but rather by what its graduates accomplish. In this sense, UT Martin has already aligned itself with the new NCATE/state standards. To document this alignment, the number of field experiences required in teacher education has increased for all disciplines, and the accountability of students assigned to these experiences has been better defined. In conjunction with their regular on-campus classes, students now are required to work and learn in their assigned P-12 classrooms under the mentorship of experienced teachers; and they must document their performance in portfolios which respond to accreditation/approval guidelines and UT Martin's conceptual framework. …" @default.
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• W1000069 title "Teacher Education as It Relates to National Accreditation and State Approval" @default.
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