NCATE’s Redesign in Line with TEAC’s Founding Principles

June 25th, 2009

One of the benefits of the increased collaboration between TEAC and NCATE is what each has learned from the other. The changes NCATE is proposing are very much in line with TEAC’s principles and so we think the two pilot projects NCATE is undertaking for reaccreditation will be of great benefit to NCATE’s members and to the field at large. We are eager to see how the field responds to NCATE’s ambitious plans because they fit so well with TEAC’s approach. We have nothing but applause for this effort.

Those who are familiar with TEAC’s system will appreciate how the proposed NCATE “transformative initiative” resembles the requirements in TEAC’s quality principles that programs undertake inquiry into the factors that influence and enhance student success in the teacher education program. They will also see that the proposed NCATE “continuous improvement” reaccreditation option in which NCATE schools will be required to reach “target level,” a level beyond the “acceptable” level now required for initial accreditation, is also in line with TEAC’s quality principles. Many of the NCATE targets, for example, are claims TEAC’s accredited programs have made and supported with evidence.

Jim Cibulka, NCATE’s president, met with the TEAC Board at its June 21-23 meeting in Phoenix, Arizona, and explained the NCATE proposed redesign of reaccreditation options. The Board members were pleased to note how well NCATE’s initiative both aligned with TEAC’s principles and also preserved some key founding differences between our two approaches to teacher education accreditation.