Peru State’s School of Education Meets Profession’s Standards, Receives Continued Professional Accreditation from NCATE
(Peru, Neb.) Peru State College (PSC) administrators were recently notified that the institution’s School of Education has received continued accreditation under the performance-oriented standards of the National Council for Accreditation of Teacher Education (NCATE), the organization responsible for professional accreditation of teacher education.
The School of Education at PSC, which has been accredited by NCATE since the organization was found in 1954, currently offers a wide array of initial programs that lead to teacher certification and a Masters program in curriculum and instruction for practicing teachers.
Dean of Education Dr. Jodi Kupper said, “We are extremely pleased to receive confirmation that the School of Education continues to be fully accredited by NCATE. We strongly believe that our teacher education candidates leave our programs well-qualified with the knowledge and skills they need to meet the challenges and expectations of the teaching profession. Having an external accrediting body like NCATE assess our programs and confirm these beliefs is a welcome validation of what we do. The faculty and staff of the School of Education are very proud of this accomplishment and we wish to thank our educational partners for their meaningful contributions to the success of our programs.”
NCATE-accredited schools must meet rigorous standards set by the profession and members of the public. Teacher candidates must have in-depth knowledge of the subject matter they plan to teach as well as the skills necessary to convey it so that students learn. The college must carefully assess this knowledge and skill to determine that candidates may graduate.
NCATE revises its standards every five years to incorporate best practice and research in order to ensure that the standards reflect a consensus about what is important in teacher preparation today. In the past decade, NCATE has moved from an accreditation system that focused on curriculum and what teacher candidates were offered, to a data-driven performance-based system dedicated to determining what candidates know and are able to do. The new system expects teacher preparation institutions to provide compelling evidence of candidate knowledge and skill in the classroom.
Multiple types of performance assessment are expected throughout the program of study. Candidate qualifications are assessed upon entry, and candidate competence is assessed throughout the program as well as prior to student teaching/internship work, and before completion of the program. Meeting NCATE accreditation standards also helps institutions prepare new teachers for new, more rigorous licensing standards in many states. NCATE accreditation standards incorporate the model state licensing principles developed by a task force of the Council of Chief State School Officers.
For more information about Peru State College’s teacher education programs, visit the School of Education’s Web site at http://www.peru.edu/education/. More information about NCATE is available at www.ncate.org.