NCATE: Summary of UAB Actions















NCATE works to make a difference in the quality of teaching and teacher preparation today, tomorrow, and for the next century.

Summary Of UAB Actions

March 2002

Accreditation Decisions

Five institutions were reviewed for initial accreditation. Eighty percent were accredited.

Thirty-eight institutions were reviewed for continuing accreditation. Eighty-six percent were accredited. Four percent were accredited with conditions and ten percent were accredited with probation.

Limiting the Number of Times ARPA Reviews a Conceptual Framework

The Board adopted a policy revision regarding institutions seeking their first accreditation who have difficulty meeting the conceptual framework piece of the preconditions. The new policy language reads:

“Institutions may be invited to resubmit their conceptual framework twice, for a total of three submissions. If the third attempt does not meet the requirements, NCATE will not accept an institution’s conceptual framework for a year.

Changing the Regional Status Trigger from “Warning” to “Probation”

NCATE policy currently indicates that a special review of annual reports will occur if there is “a change in regional accreditation status, specifically if an institution is placed on ‘warning’ or the equivalent.”

The revised language, which is effectively immediately, reads:

“A special review of annual reports will occur if there is a change in institutional accreditation status by an agency recognized by USDE, specifically if an institution is placed on probation or the equivalent.”

Requesting Additional Information from AACTE

The Board approved a recommendation requesting that the AACTE/NCATE Research & Information (R&I) committee collect additional data in the annual reports pertaining to the diversity of program completers (as distinct from the diversity of the candidate population).

Institutions Encouraged to write to the Structural Elements of the Conceptual Framework

In describing the conceptual framework in their IR, institutions are encouraged to provide an overview of the framework by addressing the Structural Elements of the Conceptual Framework, as outlined on page 12 of the NCATE standards manual (2002):

The vision and mission of the institution and unit’
The unit’s philosophy, purposes, and goals;
Knowledge bases, including theories, research, the wisdom of practice, and education policies;
Candidate proficiencies aligned with the expectations in professional, state and institutional standards
The system by which candidate performance is regularly assessed

In addition, the IR description of the conceptual framework should address the Evidence for the conceptual framework on page 13 of the standards manual:

Shared vision
Coherence
Professional commitments and dispositions
Commitment to diversity
Commitment to technology
Candidate proficiencies aligned with professional and state standards

BOE teams will describe these evidence areas in an early section of the BOE report. Teams will also refer to the conceptual framework as appropriate in their findings for each standard.

REPORT OF NCATE ACCREDITATION ACTION—SPRING 2002

First Accreditation Decisions

Accreditation Granted:

Anderson College (SC)

Bank Street College of Education (NY)

Frostburg State University (MD)

Mississippi Valley State University—advanced preparation level

Shawnee State University (OH)

Accreditation Denied:

Tri-State University (IN)

Continuing Accreditation Decisions

Accreditation Continued:

Alcorn State University (MS)

Anderson University (IN)—removal of condition

Bethel College (IN)

Bowling Green State University (OH)

California State University, Stanislaus

The College of New Jersey

Concordia University (IL)

Delta State University (MS)

Eastern Illinois University

Florida International University

Idaho State University

Kent State University (OH)

Maryville University of Saint Louis (MO)

Meredith College (NC)

Mississippi Valley State University—initial teacher preparation

Missouri Southern State College

Montana State University-Bozeman

Northern Illinois University

Oklahoma Baptist University

Purdue University Calumet (IN)—removal of probation

Saint Mary-of-the-Woods College (IN)

Southern Illinois University at Carbondale— initial teacher preparation

University of Science and Arts of Oklahoma

University of Evansville (IN)

The University of Minnesota at Morris

University of Nebraska at Omaha

University of North Carolina at Greensboro

University of North Dakota

University of Southern Indiana

Utah State University

Valdosta State University

Valley City State University

Wright State University

Accreditation Continued with Conditions (documentation required):

In response to an unmet standard, the institution must submit documentation by October 1, 2002. At its next meeting, the Unit Accreditation Board will decide either to (1) continue accreditation of the institution or (2) require a focused visit within one year (by spring 2003).

Portland State University (OR)

Accreditation Continued with Conditions (focused visit required):

In response to an unmet standard at the advanced preparation level, the institution must host a focused visit within two years (no later than Spring 2004) to continue accreditation of the advanced preparation level beyond this two-year period.

Southern Illinois University at Carbondale—advanced preparation

Accreditation Continued with Probation:

An accreditation visit must take place within two years to continue accreditation beyond this two-year period.

College of St. Catherine (MN)
Southern University and A&M College (LA)
University of Wisconsin at Whitewater

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NCATE works to make a difference in the quality of teaching and teacher preparation today, tomorrow, and for the next century.