ASU NCATE Information

National Council for the Accreditation of Teacher Education (NCATE)
www.ncate.org
NCATE Coordinator - Dr. Doris C. Gary

The Professional Teacher Education Unit at Alcorn State University is accredited by NCATE.

PLEASE NOTE: Although the NCATE Template specifies selected individuals and groups to be interviewed at specific times and to visit classrooms at specific times, team members may visit classes and request to talk with other individuals at anytime (In the elevator, on the yard, in the library, etc.).

Monday, November 6, 2006

TIME	PERSON/LOCATION	PERSON/LOCATION	PERSON/LOCATION
8:00 a.m.	Dr. Josephine Posey, Dean School of Education & Psychology - WWACB, #409
8:30 a.m.	Dr. Malvin Williams, Interim President of Alcorn State University - WWACB, 6^th floor	Ms. Claudine Gee, VP Business Affairs - WWACB, 2^nd floor Business Office	Dr. Jan Duncan, Director of Student Teaching and Field Experiences - WWACB, 4th floor conference room
9:00 a.m.	Dr. Napoleon Moses, VP Academic Affairs WWACB, #401 Mr. Emanuel Barnes, Director of Admissions and Recruiting WWACB, #419	Dr. Donzell Lee, Interim Dean, School of Graduate Studies and Mrs. Lula Russell Representative for the School of Graduate Studies - WWACB, #401	NCATE Executive Team Dr. Doris Gary, Dr. Robert Carr & Dr. Joyce Harris - WWACB, #415
9:30 a.m.	Dr. Reginald Lindsey Dean, School of Arts and Sciences and Specialized Chairs T.E. Component WWACB, #419 Work in Exhibit Documents Room Classroom Visitations
10:00 a.m.	Mrs. Jessie Arnold Director of the Library Services - (J.D. Boyd Library) Dr. Jonathan Turner Director for the Center of Information Technology Services and Dr. Franklin Jackson, VP for Institutional Advancement, Planning & Research - WWACB, #415	Mrs. Callie Johnson Director of Human Resources - WWACB, 1^st floor Human Resources Office Mrs. Dyann Moses Director for Counseling and Testing - WWACB, #401	Director of Student Engagement Service Dr. Valerie Thompson Office - WWACB, #401A Departmental Chairs and Program Coordinators for Teacher Education - WWACB, #419
12 noon	LUNCH
TIME	PERSON/LOCATION	PERSON/LOCATION	PERSON/LOCATION
1:30 p.m.	Professional Teacher Education Faculty: School of Education & Psychology and School of Arts and Sciences - WWACB, #419
2:00 p.m.	Academic Council WWACB, #419	SNEA Officers and Members - WWACB, Curriculum Resource Center Room #4
2:30 p.m.	Teacher Education Committee - WWACB, #419	Current Student Teachers WWACB - Curriculum Resource Center Room #4	Current Graduate Interns (Guidance and MAT) - WWACB, #415
3:00 p.m.	Graduate Completers WWACB, #419	Undergraduate Completers WWACB, Curriculum Resource Center Room #4	Cooperating Teachers/Principals WWACB, #401
3:30 p.m.	Dr. Josephine Posey, Dean, School of Education & Psychology
4:00 p.m.	Travel back to hotel
6:00 p.m.	Dinner at the hotel
8:00 p.m.	Team Meeting Hotel workroom

Tuesday, November 7, 2006

TIME	PERSON/LOCATION	PERSON/LOCATION	PERSON/LOCATION
8:00 a.m.	School Visits Jefferson County Elementary Middle School (6th-7th Grade) Fayette, MS A.W. Watson Elementary School Port Gibson, MS	Vicksburg Junior High School and Vicksburg High School Vicksburg, MS	Dr. Josephine Posey, Dean and Dr. Doris Gary, Associate Dean School of Education and Psychology - WWACB, #409
8:30 a.m.	Open meeting with faculty - WWACB, #419
9:00a.m.	Graduate Council - WWACB, #419
9:30 a.m.	Classroom Visitation(s) Open meeting with Students - WWACB, #419
10:00 a.m.	Work in NCATE Documents Room
11:00 a.m.	Dr. Josephine Posey, Dean, School of Education and Psychology - WWACB, #409 Classroom Visitations
11:30 a.m.	LUNCH
1:00 p.m.	Team returns to the hotel Writing and Team Meetings (Refreshments in hotel workroom)

Wednesday, November 8, 2006

TIME

PERSON/LOCATION

Morning session

Team works at the hotel; finalize reports

10:00 a.m.

Travel to campus for NCATE Exit Conference

President’’s Conference Room, WWACB 6^th floor

Dr. Malvin Williams

Interim President of Alcorn

Dr. Napoleon Moses, VP

for Academic Affairs

Dr. Josephine Posey

Dean, School of Education & Psychology

Dr. Doris Gary, NCATE Coordinator/Associate Dean, School of Education & Psychology

Dr. Robert Carr

NCATE Co-Director

Dr. Joyce Harris

NCATE Co-Director/Consultant

Dr. Doris McGowan

Chairperson, Department of Education and Psychology

Dr. Darlene Dungee, Interim Chairperson

Department of Health, Physical Education and Recreation

Dr. Reginald Lindsey, Dean

School of Arts & Sciences

The conceptual framework of the Professional Education Unit at Alcorn State University is articulated, in part, through departmental objectives and course syllabi. It is coherent and consistent with the mission of the university as it is designed to foster the development of the scholar, facilitator, manager, and proactive teacher. Further it is based on a constructivist orientation of active learning, inquiry, and reflection. The conceptual framework affirms the view that teacher preparation programs must pursue the “idea of knowledge building and truth finding by creating a genuine praxis between ideas and experiences, by honoring practice in conjunction with reflection and research, and by helping teachers reach beyond their personal boundaries to appreciate the perspectives of those whom they would teach” (Darling-Hammond, 2000, p. 171).

The current conceptual framework has developed gradually and has undergone a series of revisions. Alcorn State University was initially accredited by NCATE in the spring of 1979. During the late seventies and early eighties, in preparation for site visits by the Southern Association of Colleges and Schools (SACS) and the National Council for Accreditation of Teacher Education (NCATE), the education faculty executed an extensive self-study. The shared vision is evidenced through the collaborative input of the Professional Education Unit, P-12 area school personnel, and community leaders.

Standard 1: Candidate Knowledge, Skills and Dispositions - expects that candidates preparing to be teachers or other school professionals know and can demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Candidates should know the subject matter they plan to teach and have knowledge of instructional strategies to help all students learn.

Standard 2: Assessment System and Unit Evaluation - expects that the professional education unit has an assessment system that collects and analyzes data on applicant qualifications, and candidate and graduate performance. It is expected that the teacher preparation institution assesses a candidate’s competence before admission to a program, during the course of the preparation program, including assessment of field-based and clinical experiences, and before the completion of the program and/or recommendation for licensure.

Standard 3: Field Experiences and Clinical Practice - expects the professional education unit and school partners to design and implement field and clinical experiences so that candidates develop and demonstrate the knowledge, skills and dispositions so that all students learn. Rubrics for this standard expect that “Clinical practice is sufficiently extensive and intensive for candidates to demonstrate competence in the professional roles for which they are preparing.” It is also expected that “All candidates participate in field experiences or clinical practice that include students with exceptionalities and students from diverse ethnic, racial, gender, and socioeconomic groups.”

Standard 4: Diversity - expects that the unit designs, implements and evaluates curriculum and experiences for candidates to acquire and apply knowledge, skills and dispositions necessary to help all students learn. It includes the expectation that candidates have the opportunity to interact with candidates, faculty, and P–12 students from diverse groups.

Standard 5: Faculty Qualifications, Performance and Development - expects that “faculty are qualified and model best professional practices in scholarship, service and teaching…” Professional education faculty should have earned doctorates or exceptional expertise in their area of assignment. Faculty who supervise clinical experiences are expected to have contemporary professional experiences in school settings in the areas they supervise. School-based faculty are expected to be licensed in the field they teach or supervise. Professional education faculty are expected to be engaged in scholarship and service. This standard also expects teacher education faculty collaborate with other institutional faculty and P–12 school faculty and other members of the professional community to improve teaching, learning and the preparation of educators. It is expected that the professional education unit systematically evaluates faculty performance, and provides professional development opportunities for faculty.

Standard 6: Unit Governance and Resources - expects the unit to have the budget, personnel and facilities, including information technology resources to prepare candidates to meet professional, state and institutional standards.