To ensure that teachers are adequately prepared to meet the needs of students.

To provide a framework for teacher education programs.

To promote collaboration between teacher education programs and schools.

To hold teacher education programs accountable for the quality of their graduates.

National Council for Accreditation of Teacher Education (NCATE)

Council for the Accreditation of Educator Preparation (CAEP)

American Association of Colleges for Teacher Education (AACTE)

National Board for Professional Teaching Standards (NBPTS)

Content Knowledge, Pedagogical Knowledge, Professional Dispositions, and Clinical Practice

Content Knowledge, Pedagogical Knowledge, Assessment, and Clinical Practice

Content Knowledge, Pedagogical Knowledge, Professional Dispositions, and Research

Content Knowledge, Pedagogical Knowledge, Assessment, and Research

To ensure that teachers have a deep understanding of the subject matter they teach.

To ensure that teachers are able to effectively teach students.

To ensure that teachers are able to assess student learning.

To ensure that teachers are able to develop and implement effective lesson plans.

To ensure that teachers have a deep understanding of the subject matter they teach.

To ensure that teachers are able to effectively teach students.

To ensure that teachers are able to assess student learning.

To ensure that teachers are able to develop and implement effective lesson plans.

To ensure that teachers have a deep understanding of the subject matter they teach.

To ensure that teachers are able to effectively teach students.

To ensure that teachers are able to assess student learning.

To ensure that teachers have the values and beliefs necessary to be effective educators.

To ensure that teachers have a deep understanding of the subject matter they teach.

To ensure that teachers are able to effectively teach students.

To ensure that teachers are able to assess student learning.

To ensure that teachers have the opportunity to apply their knowledge and skills in a real-world setting.

To ensure that teacher education programs meet certain quality standards.

To provide financial support to teacher education programs.

To promote collaboration between teacher education programs and schools.

To hold teacher education programs accountable for the quality of their graduates.

Institutional accreditation and program accreditation

National accreditation and regional accreditation

Public accreditation and private accreditation

Mandatory accreditation and voluntary accreditation

Institutional accreditation is granted to institutions, while program accreditation is granted to specific programs within an institution.

Institutional accreditation is more rigorous than program accreditation.

Institutional accreditation is less expensive than program accreditation.

Institutional accreditation is required for all teacher education programs, while program accreditation is voluntary.

Increased visibility and credibility

Improved student recruitment and retention

Access to federal and state funding

All of the above

The cost of accreditation

The time and effort required to prepare for accreditation

The potential for bias in the accreditation process

All of the above

Reduce the cost of accreditation

Streamline the accreditation process

Increase transparency in the accreditation process

All of the above

Accreditation will become more rigorous.

Accreditation will become more flexible.

Accreditation will become more focused on outcomes.

All of the above

The increasing use of technology in teacher education

The growing diversity of the teaching force

The changing needs of students

All of the above