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Standards for Professional Practice, Preparation, and Accreditation
AMERICAN BOARD FOR CERTIFICATION OF TEACHER EXCELLENCE: ABCTE is a
program of the Education Leaders Council and National Council on Teacher Quality,
with a particular interest in wider doors for entry into the teaching profession, such as
alternative routes to certification. The internet-based Passport to Teaching Certification
is based on standards for individuals first entering the teaching field or current teachers seeking a high-quality credential. The Master Teacher Certification is for experienced
teachers of high merit, based on classroom effectiveness. ABCTE began its program
with test areas for elementary education, mathematics, and English, along with a test of
professional teaching knowledge. In October 2003, the U.S. Department of Education
awarded ABCTE a five-year $35 million grant to expand the number of areas for which it
will offer certification. These include biology, civics, chemistry, early childhood
education, economics, earth science, general science, geography, government, physics,
reading, special education, U.S. history, and world history.
http://www.abcte.org/
http://www.abcte.org/passport.html Passport to Teaching
AMERICAN OCCUPATIONAL THERAPY ASSOCIATION: STANDARDS - AOTA's Standards of Practice for Occupational Therapy are requirements for the occupational therapy practitioner (registered occupational therapist and certified occupational therapy assistant). This document identifies minimum standards for occupational therapy practice. Essentials and Guidelines of an Accredited Program for the Occupational Therapist and Essentials and Guidelines of an Accredited Educational Program for the Occupational Therapy Assistant describe the minimum educational requirements at both levels.
http://www.aota.org/
AMERICAN PHYSICAL THERAPY ASSOCIATION: STANDARDS - APTA's Standards of Practice for Physical Therapy and the Criteria provide guidance on the practice of physical therapy, point to various core documents that assist in addressing the challenges of daily practice, and organize these documents as tools for the development and assessment of physical therapy practice. The Commission on Accreditation in Physical Therapy Education (CAPTE) grants specialized accreditation status to qualified entry-level education programs for physical therapists and physical therapy assistants, and is recognized as an accrediting agency by the U.S. Department of Education and Council of Higher Education Accreditation.
http://www.apta.org/
AMERICAN SCHOOL COUNSELOR ASSOCIATION: STANDARDS -- ASCA's National
Standards for School Counseling Programs help school systems identify what students
will know and be able to do as a result of participating in a school counseling program;
establish similar goals, expectations, support systems, and experiences for all students;
serve as a national tool to identify and prioritize the elements of an effective school
counseling program; and provide for discussion of the role of counseling programs in
schools. National Standards Trainers are available across the country to assist in
developing standards-based programs. In spring 2003, ASCA announced that the
National Board for Professional Teaching Standards and the National Board for Certified
Counselors were no longer collaborating on a unified certification for school counselors,
and so the prospect is that there will be two national certification sources.
http://www.schoolcounselor.org
AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION: STANDARDS - The Membership and Certification Handbooks contain ASHA's Certification Standards in Audiology and Standards in Speech-Language Pathology. Additional information on expectations for certification applicants and graduate programs related to implementation of these standards is contained in a joint statement from the Council on
Academic Accreditation and Council for Clinical Certification. In 2002, ASHA approved minimum criteria for the approval of individuals to become registered speech-language pathology assistants.
http://www.asha.org
ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL: STANDARDS - ACEI's Program Standards for Elementary Teacher Preparation set forth standards for teacher candidates as they complete an elementary teacher education program in an NCATE accredited school, college, or department of education. The categories are
(a) development, learning, and motivation; (b) curriculum; (c) instruction; (d) assessment;
and (e) professionalism.
http://www.udel.edu/bateman/acei
ASSOCIATION OF TEACHER EDUCATORS: STANDARDS - ATE has developed Standards of Practice for Teacher Educators; indicators for each standard; evidence supporting proficiency; and assessment modes. A list of Standards, indicators for each Standard, evidence supporting proficiency, and assessment modes are shown at the
web site. The final evidence for each Standard provides flexibility so that candidates may adequately portray their expertise as a Master Teacher Educator.
http://www.ate1.org
CENTER FOR RESEARCH ON EDUCATION, DIVERSITY, AND EXCELLENCE: STANDARDS -- CREDE has developed Five Standards that articulate guidelines for effective education for students at risk of educational failure due to cultural, language, racial, geographic, or economic factors: (a) teachers and students producing together; (b) developing language and literacy across the curriculum; (c) making meaning;
(d) teaching complex thinking; (e) teaching through conversation. Research is available on the Standards' effectiveness with majority and minority K-16 students across subject matters, curricula, cultures, and language groups. The web site displays indicators of classroom practices that employ the Standards; a rubric to measure the effectiveness of the Standards in classroom practice; and multimedia tools for professional development of K-12 bilingual/ESL teachers.
http://www.crede.ucsc.edu
COUNCIL FOR EXCEPTIONAL CHILDREN: STANDARDS - The CEC Knowledge and Skills Base delineates standards for (a) beginning teachers in 8 specialization areas, plus general curriculum and independence curriculum, (b) educational diagnosticians,
administrators, technology specialists, and transition specialists; and (c) paraeducators.
These performance-based Standards are NCATE-approved for the preparation and licensure of special educators. The Standards are divided into: (a) field experiences and clinical practice standards; (b) assessment system standards; and (c) special education content standards.
http://www.cec.sped.org
INTERNATIONAL READING ASSOCIATION: STANDARDS - IRA's Standards for Reading Professionals are delineated for ten roles performed by three categories of literacy professionals: (a) classroom professionals (early childhood teacher, elementary school teacher, middle and secondary school teacher, special education teacher, adult education teacher); (b) specialized reading professionals (reading specialist, reading coordinator, teacher educator); and (c) allied professionals (related service personnel, administrators). These Standards are used by NCATE for accreditation review.
http://www.reading.org
INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION: STANDARDS -
The National Educational Technology Standards (NETS) cover (a) NETS for students;
(b) NETS for teachers; and (c) NETS for administrators. NCATE has approved specific
requirements for endorsements and degrees in (a) educational computing and
technology literacy endorsement; (b) secondary computer science endorsement;
(c) secondary computer science education initial degree program; and (d) educational
computing and technology leadership advanced program. 48 of 51 States (and DC)
have adopted, adapted, aligned with, or otherwise referenced at least one set of NETS.
http://cnets.iste.org/
http://cnets.iste.org/docs/States_using_NETS.pdf
INTERSTATE NEW TEACHER ASSESSMENT AND SUPPORT CONSORTIUM,
Council of Chief State School Officers -- INTASC provides a forum for 35 member States and outlying areas to learn about and collaborate in the development of compatible education policy on teaching; new accountability requirements for teacher preparation; new assessment techniques for teacher licensing and evaluation; and new programs to enhance the professional development of teachers. INTASC has
(a) developed model "core" Standards for what all beginning teachers should know,
be like, and be able to do; (b) translated the core Standards into model licensing standards in English/language arts, science, the arts, foreign languages, and special education; (c) begun development of a new licensing examination which will measure a beginning teacher's knowledge of the core Standards; (d) developed and validated model performance assessments in math, English/language arts, and science that are linked to the INTASC Standards; (e) developed principles of quality teacher preparation programs as a guide to incorporating INTASC performance-based Standards; (f) hosted academies to help States develop capacity to implement a performance-based licensing system, and provided technical assistance as States implement the system; and
(g) commissioned papers on the legal implications of a Standards-based education system and assessment instruments for licensing.
http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/
NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN: STANDARDS - NAEYC's National Academy of Early Childhood Programs administers a national, voluntary accreditation system to help raise the quality of all types of preschools, kindergartens, child care centers, and school-age child care programs. Validators, an important part of NAEYC's accreditation process, verify the accuracy of
a child care center's Program Description, which is submitted prior to its consideration for accreditation. The NAEYC Accredited Program Search is an online locator of contact information on all early childhood programs that are currently accredited.
http://www.naeyc.org
NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS: STANDARDS - Standards for the Credentialing of School Psychologists are the foundation for NASP's National School Psychology Certification System. Standards for Training and Field Placement Programs in School Psychology provide criteria for approving specialist and doctoral level preparation programs, and have been approved by NCATE. NASP has also published Standards for the Provision of School Psychological Services.
http://www.nasponline.org/
NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS - NBPTS is an independent, nonprofit organization governed by a 63-member board of directors, a majority of whom are classroom teachers. NBPTS advances the quality of teaching and learning by maintaining high and rigorous Standards for what accomplished teachers should know and be able to do, and providing a national voluntary system for certifying teachers who meet these Standards. NBPTS Standards delineate what constitutes accomplished teaching in every subject and for students at all stages of their development. National Board Certification measures a teacher's practice against these high and rigorous standards.
http://www.nbpts.org
NATIONAL CONSORTIUM FOR PHYSICAL EDUCATION AND RECREATION FOR
INDIVIDUALS WITH DISABILITIES: STANDARDS - The Consortium has developed and validated Adapted Physical Education National Standards (APENS) and a process for evaluating applicants for Certified Adapted Physical Educator (CAPE) approval. The Standards cover 15 competency areas and are recognized by the Association for Health, Physical Education, Recreation, and Dance (AHPERD). The web site provides the procedures for CAPE assessment and a study guide.
http://www.cortland.edu/APENS
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION: STANDARDS -- A coalition of 33 specialty professional associations of teachers, teacher educators, content specialists, and local and State policymakers, NCATE provides a performance-based system to help establish high quality teacher preparation, through the professional accreditation of schools, colleges, and departments of education. NCATE accreditation is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation. Standards are available for review at the web site: (a) Unit Standards; (b) Program Standards in 17 program areas; and (c) Standards for Professional Development Schools.
http://www.ncate.org
NATIONAL COUNCIL OF TEACHERS OF ENGLISH: STANDARDS - In cooperation with the International Reading Association, NCTE has developed Standards for the English Language Arts. The 12 Standards offer guidance for the opportunities and resources students should have in order to develop the language skills they need.
http://www.ncte.org/
NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS: STANDARDS - NCTM's Principles and Standards for School Mathematics provides guidelines and standards for excellence in math education, and its Navigation Books assist teachers in bringing the message of the standards into the classroom. The Standards describe a comprehensive set of goals for mathematics instruction. The first five Standards present goals in the math content areas. The second five describe goals for the processes of problem-solving, reasoning and proof, connections, communication, and representation. Together these Standards describe the basic skills and understandings that students need to function effectively in the 21st century.
http://www.nctm.org
NATIONAL COUNCIL OF THE SOCIAL STUDIES: STANDARDS - NCSS has developed (a) Expectations of Excellence: Curriculum Standards for Social Studies (Standards for learning); (b) National Standards for Social Studies Teachers (Standards for teaching), and (c) Program Standards for the Initial Preparation of Social Studies Teachers. The Guidebook for Colleges and Universities Preparing Social Studies Teachers was developed by NCSS, NCATE, and the National Council for Social Studies for use in preparing for NCATE accreditation reviews.
http://www.ncss.org/
NATIONAL SCIENCE TEACHERS ASSOCIATION: STANDARDS - In cooperation with the National Association for the Education of Teachers of Science, NSTA has developed Standards for Science Teacher Preparation. These Standards cover: (a) content;
(b) the nature of science; (c) inquiry; (d) context of science; (e) skills of teaching;
(f) curriculum; (g) social context; and (h) assessment. Examples of indicators at the preservice level, induction level, and professional level are available at the NSTA
web site.
http://www.nsta.org
REHABILITATION ENGINEERING AND ASSISTIVE TECHNOLOGY SOCIETY OF NORTH AMERICA: STANDARDS - RESNA has developed Standards of Practice for assistive technology practitioners and suppliers. The RESNA credentials are:
(a) Assistive Technology Practitioner Certificate for service providers primarily involved in analysis of consumers' needs and training in the use of a particular device, and
(b) Assistive Technology Supplier Certificate for providers involved in the sale and service of commercially available devices.
http://www.resna.org/
STATE TEACHER LICENSURE/CERTIFICATION STANDARDS - The web site of the Council of Chief State School Officers provides links to the web sites of all State education agencies in the 50 States, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands.
http://www.ccsso.org
TEACHER EDUCATION ACCREDITATION COUNCIL - TEAC is a new organization
of institutions of higher education and other groups devoted to the improvement of academic degree programs for professional educators. The Council requires institutions both to meet the TEAC Standards of Eligibility and Capacity, and to submit a research monograph which documents three basic principles of quality that require (a) evidence
of student learning; (b) evidence that the assessment of student learning is valid; and
(c) evidence of the program's own continuous improvement and quality control.
http://www.teac.org
TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES: STANDARDS - TESOL's Standards for P-12 Teacher Education Programs are approved by NCATE. The Standards for Intensive English Programs are overseen by the Commission for English Language Program Accreditation. TESOL's ESL Standards for PreK-12 state what students should know and be able to do as a result of ESL instruction, and set goals for social and academic language development and sociocultural competence.
http://www.tesol.org
See also: OVERVIEW OF ACCREDITATION. (2002). U.S. Department of Education - Reviews requirements and process for recognition by the Department as an accrediting agency. Includes links to recognized accrediting agencies and related information.
http://www.ed.gov/admins/finaid/accred/index.html
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