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NCATE/CAEP Accreditation


Since its first accreditation decision in 1954, Jacksonville State University's College of Education and Professional Studies has proudly held National Council for the Accreditation of Teacher Education (CAEP) accreditation.  As the national accrediting agency transitions into the Council for the Accreditation of Educator Preparation (CAEP), we intend to continue our work with this accreditor and have prepared the following Continuous Improvement Institutional Report and Exhibit Center as evidence of our efforts to prepare future teachers and other school professionals.  

NCATE/CAEP Preliminary Results of Accreditation Team

The College of Education at Jacksonville State University hosted an accreditation visit by the National Council for Accreditation of Teacher Education (NCATE/CAEP) in November 2013.

CAEP's Continuous Improvement Commission met earlier this week to determine the accreditation status of 66 institutions being reviewed with NCATE/CAEP standards. We are pleased to inform you that accreditation has been continued for the professional education unit at Jacksonville State University. Congratulations!

An official letter and action report, including any areas for improvement, if assigned, will be sent within two weeks, and will include contact information for questions or concerns. The letter will also contain information on publicizing the accreditation decision, as we certainly encourage you to share your unit's excellence and its successful accreditation with policymakers and the media. Again, congratulations!

Sincerely yours,

Hilda R. Tompkins

Vice President for Accreditation, CAEP

CEPS Institutional Report & Exhibits for NCATE Offsite Reviews and Onsite Visits

Downlod Institutional Report

Overview and Conceptual Framework

I.5.a

Links to unit catalogs and other printed documents describing general education, specialty/content studies, and professional studies:

I.5.b

Syllabi for professional education courses:  

CTE, EAD, ECE, ECG, ED, EED, EFD, EIM, EPY, ESE, FCS, HPE, IL, LM, RDG, SPE

I.5.c

Conceptual framework

I.5.d

Findings of other national accreditation associations related to the preparation of education professionals (e.g., ASHA, NASM, APA, CACREP)

CACREP Accreditation Letter

I.5.e

Updated institutional, program, and faculty information under institutional work space in AIMS

Available in AIMS: Institutional Information and Program Information

UPDATED: NCATE Faculty Roster from Digital Measures

Standard 1.  Candidate Knowledge, Skills, and Professional Dispositions

Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.

1.3.a

State program review documents and state findings (Some of these documents may be available in AIMS.)

1.3.b

Title II reports submitted to the state for the previous three years

1.3.c

Key assessments and scoring guides used for assessing candidate learning against professional and state standards as well as proficiencies identified in the unit’s conceptual framework (Some of this information may be accessible for nationally recognized programs in AIMS. Cross reference as appropriate.)

 

1.3.d

UPDATED: Aggregate data on key assessments, including proficiencies identified in the unit’s conceptual framework (Data should be disaggregated by program, and for off-campus, distance learning, and alternative route programs.)

2010-2011 Unit Data

2011-2012 Unit Data

2012-2013 Unit Data

UPDATED: 2012 - 2013 Unit Data with Key Assessments Listed by Program Area

1.3.e

Key assessments and scoring guides used for assessing professional dispositions, including fairness and the belief that all students can learn

1.3.f

UPDATED: Aggregate data on key assessments of candidates’ professional dispositions (Data should be disaggregated by program, and for off-campus, distance learning, and alternative route programs.)

1.3.g

UPDATED: Examples of candidates' assessment and analysis of P-12 student learning with links to aggregate and disaggregated data in LiveText

1.3.h

Samples of candidates’ work (e.g., portfolios at different proficiency levels) from programs across the unit

1.3.i

Aggregate data on follow-up studies of graduates:

1.3.j

Aggregate data on employer feedback on graduates

1.3.k

Data collected by state and/or national agencies on performance of educator preparation programs and the effectiveness of their graduates in classrooms and schools, including student achievement data, when available

 

Standard 2.  Assessment System and Unit Evaluation

The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs.

2.3.a

Description of the unit’s assessment system including the requirements and key assessments used at transition points

2.3.b

UPDATED: Admission criteria and data from key assessments used for entry to programs

2.3.c

Policies, procedures, and practices for ensuring that key assessments of candidate performance and evaluations of program quality and unit operations are fair, accurate, consistent, and free of bias

2.3.d

Policies, procedures, and practices for ensuring that data are regularly collected, compiled, aggregated, summarized, analyzed, and used for continuous improvement 

UPDATED: Sample Advisory Meeting Presentations

2.3.e

Policies, procedures and practices for managing candidate complaints

2.3.f

File of candidate complaints and the unit’s responses and resolutions (This information will be available during the onsite visit)

2.3.g

UPDATED: Examples of significant changes made to courses, programs, and the unit in response to data gathered from the assessment system

Standard 3. Field Experiences and Clinical Practice

 The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn.

3.3.a

Examples across programs of collaborative activities between unit and P-12 schools to support the design, implementation, and evaluation of field experiences and clinical practice, including memoranda of understanding

UPDATED: CORE Academy Agenda at a Glance

UPDATED: CORE Academcy Evaluation Information

3.3.b

Aggregate data on candidate placement in field experiences and clinical practice (Data should be disaggregated by program, and for off-campus, distance learning, and alternative route programs.)

3.3.c

Criteria for the selection of clinical faculty, which includes both higher education and P–12 school faculty

3.3.d

Examples of support and evaluation of clinical faculty across programs

Cooperating Teacher Evaluation Instrument UPDATED

Cooperating Teacher Evaluation Data UPDATED

3.3.e

UPDATED: Guidelines/ handbooks on field experiences and clinical practice for candidates, and clinical faculty, including support provided by the unit and opportunities for feedback and reflection

2010-2011 Internship Handbook

2011-2012 Internship Handbook

2012-2013 Internship Handbook

3.3.f

Assessment instruments and scoring guides used for and data collected from field experiences and clinical practice for all programs, including use of technology for teaching and learning (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.)

3.3.g

Aggregate data on candidates entering and exiting from clinical practice for all programs (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.)

Standard 4. Diversity

The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P–12 school faculty, candidates, and students in P–12 schools. 

4.3.a

UPDATED: Aggregate data on proficiencies related to diversity that candidates are expected to demonstrate through  working with students from diverse groups in classrooms and schools, including impact on student learning (Please see Learning Outcome 3 and Learning Outcome III data for programs listed in these charts for diversity data.)

2010-2011

2011-2012

2012-2013

4.3.b

Curriculum components and experiences that address diversity proficiencies (This might be a matrix that shows diversity components in required courses.)

4.3.c

UPDATED: Assessment instruments, scoring guides, and data (2010-2011; 2011-2012; 2012-2013) related to candidates meeting diversity proficiencies (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.)

4.3.d

UPDATED: Data table on faculty demographics 2012-2013 (see Appendix A for an example)

4.3.e

Data table on candidates demographics (see Appendix B for an example)

4.3.f

Data table on demographics of P-12 students in schools used for clinical practice (see Appendix C for an example)

4.3.g

Policies and practices, including good faith efforts, for recruiting and retaining diverse faculty:

4.3.h

Policies and practices, including good faith efforts, for recruiting and retaining diverse candidates:

4.3.i

Policies, procedures, and practices that support candidates working with P-12 students from diverse groups

 

Standard 5. Faculty Qualifications, Performance, and Development

Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.

5.3.a

Data table on qualifications of professional education faculty 2012-2013 UPDATED (This table can be compiled in the online template from data submitted for national program reviews or compiled in Excel, Word, or another format and uploaded as an exhibit. See Appendix D for an example.)

5.3.b

Data table on qualifications of P-12 clinical faculty UPDATED and Data table on qualifications of professional education clinical faculty 2012-2013 UPDATED (i.e., P–12 school professionals and professional education faculty responsible for instruction, supervision, and/or assessment of candidates during field experiences and clinical practice) 

5.3.c

Policies and practices to assure clinical faculty meet unit expectations

5.3.d

Policies and samples of faculty scholarly activities

5.3.e

Summary of faculty service and collaborative activities in schools (e.g., collaborative project with school faculty, teacher professional development, and addressing the needs of low performing schools) and with the professional community (e.g., grants, evaluations, task force participation, provision of professional development, offering courses, etc.)

UPDATED: 2010-2013 Faculty Service and Collaborative Activity Report

5.3.f

Policies, procedures, and practices for faculty evaluation (including promotion and tenure) and summaries of the results in areas of teaching, scholarship and service

5.3.g

Policies, procedures, and practices for professional development and summaries of the results

 

Standard 6. Unit Governance and Resources

The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.

6.3.a

Policies, procedures, and practices for governance and operations of the unit

6.3.b

Organizational chart and/or description of the unit governance structure and its relationship to institutional governance structure

6.3.c

Policies, procedures, and practices for candidate services such as counseling and advising

The links below illustrate services available to all enrolled students at JSU:

6.3.d

Policies, procedures, and practices for candidate recruitment and admission, and accessibility to candidates and the education community

6.3.e

Academic calendars, catalogs (undergraduate and graduate), unit publications, grading policies, and  unit advertising

6.3.f

Unit budget, with provisions for assessment, technology, professional development, and support for off-campus, distance learning , and alternative route programs when applicable

6.3.g

Budgets of comparable units with clinical components on campus or similar units at other campuses

6.3.h

Policies, procedures, and practices for faculty workload (see pages 42-46) and summary of faculty workload 2012-2013 UPDATED

6.3.i

Policies, procedures, and practices to ensure that all candidates have access to physical and/or virtual classrooms, computer labs, curriculum resources, and library resources that support teaching and learning

6.3.j

Policies, procedures, and practices to ensure that all candidates have access to distance learning including support services and resources, if applicable

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