Seeks Public Comments: Medgar Evers Education Dept. Accreditation Review

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Medgar Evers College Education Department to Undergo NCATE Re- Accreditation Review.

The Education Department at Medgar Evers College, CUNY is scheduled for a Spring 2012 re-accreditation review by the National Council for Accreditation of Teacher Education (NCATE).

[Education: Public Announcement]

Call for Comments: Medgar Evers College Education Department to Undergo NCATE Re- Accreditation Review.

The Education Department at Medgar Evers College, CUNY is scheduled for a Spring 2012 re-accreditation review by the National Council for Accreditation of Teacher Education (NCATE).

Both NCATE and the College recognize that graduates, parents, schools, and community organizations have valuable perspectives on the quality of the programs that prepare teachers. The Education Department invites interested parties to submit written testimony on Medgar Evers College Education Department to: ncatetestimony@mec.cuny.edu

Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent’s relationship, if any, to the institution (i.e., alumnus/ae, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the College for comment prior to the review. No anonymous testimony will be considered. Letters of Comment should be received no later than March 15, 2012.

The College’s Education Department was granted full accreditation status by NCATE in October 2006 with the next on-site visit scheduled for April 22 – 24, 2012. The Education Department initiated planning for the visit in Fall 2010 and will be one of the Education programs that will pilot NCATE’s Redesign Pilot: Continuous Improvement Option.

NCATE’s performance-based system of accreditation requires college and university teacher education units to provide evidence in meeting six (6) standards of performance in the area of curriculum, assessment, field experiences, diversity, faculty qualifications, and governance. Accreditation by NCATE affirms that 1) teacher candidates can effectively teach subject matter resulting in student learning and 2) teacher candidates can connect theory and practice in order to be effective in the classroom.

A professional education unit accredited by NCATE is expected to be committed to the continuous processes of assessment, planning, implementation, and evaluation that characterize discovery, problem-solving, curriculum development, program development, inquiry, and research.


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