National Council for Accreditation of Teacher Education
|National Council for Accreditation of Teacher Education|
|Motto||The Standard of Excellence in Teacher Preparation|
|Type||Professional accreditation, National accreditation|
|President||James G. Cibulka|
|Location||Washington, DC, USA|
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 is recognized by the U.S. Department of Education as an accrediting institution. NCATE accreditation is specific to teacher education and is different from regional accreditation.
Five national education groups were instrumental in the creation of NCATE:
- The American Association of Colleges for Teacher Education (AACTE, which formerly accredited teachers colleges),
- The National Education Association (NEA),
- The National School Boards Association (NSBA),
- The National Association of State Directors of Teacher Education and Certification (NASDTEC)
- The Council of Chief State School Officers (CCSSO).
Coalition of Organizations
Today NCATE is a coalition of 33 member organizations of teachers, teacher educators, content specialists, and local and state policy makers. All are committed to quality teaching, and together, the coalition represents over 3 million individuals. The professional associations that comprise NCATE also provide financial support and participate in the development of NCATE standards, policies, and procedures.
Criticisms of National Teacher Education Accreditation
Critics of NCATE point to a lack of evidence connecting national accreditation with teacher quality or effectiveness. They challenge the notion that any college or university teacher education program accredited by nationally recognized teacher program accrediting organizations is any better or worse than a program that is not accredited. Critics also question NCATE's exorbitant costs accrued by universities seeking accreditation. Further, NCATE lacks transparency in terms of the professional backgrounds of its examiners, reviewers, board members, and staff. Teacher educators are required to devote time to mindless, trivial tasks rather than focusing on students and research.
- Johnson, Dale D., Bonnie Johnson, Stephen J. Farenga, & Daniel Ness. (2005). Trivializing Teacher Education: The Accreditation Squeeze. Lanham, MD: Rowman & Littlefield.
- Taubman, P. M. (2009). Teaching By Numbers: Deconstructing the Discourse of Standards and Accountability in Education. New York: Routledge.
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