August 31st, 2010
The Fall 2010 TEAC Inquiry Brief workshop will be held October 28-29, 2010, in Baltimore, Maryland. It will begin with a brief orientation session, “What is TEAC all about?” to review TEAC’s accreditation process, quality principles, and standards of capacity. The workshop is designed to improve participants’ understanding of the TEAC process, helping faculty concentrate on key concepts and tasks central to framing the Inquiry Brief or Inquiry Brief Proposal.
Inquiry Brief workshops are organized so that participants can return to campus with a good start on a draft Brief as well as a solid understanding of the TEAC process and the role of the Brief in that process. During the workshop, participants will contruct clear, concise, accurate, and defensible claims about their program’s outcomes and learn how to select, evaluate, and use evidence to support those claims.
Register online for the October workshop.
August 16th, 2010
The TEAC – NCATE Design Team has issued a draft report on its plans to consolidate accreditation in teacher education while offering programs the options of the TEAC and NCATE processes. Please review the attached draft report and let us know your reactions.
Click here for a Survey Monkey opportunity to respond to the report.
The Design Team will take comments it receives by September 15 from the field into consideration before developing the final report that will be presented to the NCATE Board and the TEAC Board in mid-October.
July 9th, 2010
The Value of Accreditation, a document developed by regional, national, and programmatic accrediting organizations and the Council for Higher Education Accreditation (CHEA), briefly addresses accreditation: how it works and how it benefits students and the public. Included in the booklet are answers to “Frequently Asked Questions” on accreditation-related topics. A copy of the booklet is available on the CHEA website.
June 25th, 2010
At the June 14, 2010, meeting of the TEAC Accreditation Committee in Scottsdale, Arizona, the following programs at the following institutions were accredited:
Lourdes College (Teacher Education Initial Licensure Program), Manhattan College (Teacher Education Program), Montana State University (Northern Plains Transition to Teaching Program), and University of Virginia’s College at Wise (Teacher Education Program).
June 25th, 2010
Frank Murray, president of TEAC, proposes “A Role for NBPTS Standards in Teacher Education Accreditation” in his chapter contribution to a new book, Accomplished Teachers, Institutional Perspectives (NBPTS 2010), that considers ways to expand links between the NBPTS standards and assessment process and teacher preparation, program accreditation, and state licensure.
Murray points out that TEAC accreditation is focused on a program’s quality control system and the quality of the evidence the system yields that graduates have acquired the knowledge, disposition, and skill their academic degrees indicate and that the state license requires for a beginning teacher. He proposes ways the TEAC audit approach to accreditation could enhance the National Board’s examination of evidence of a teacher’s effect on student learning.
Other contributors to the book include C. Kent McGuire, dean, College of Education, Temple University; James Cibulka, president, NCATE; Marty Hopkins, professor of education, University of Central Florida; and Richard Navarro, professor of education, California State Polytechnic University. For more information and to view excerpts of the book, visit http://www.nbpts.org/products_and_services/books/accomplished_teachers