The Education Specialist Credential Programs and Internship Program, are accredited by the California Commission on Teacher Credentialing. These programs, along with our Graduate Programs, are also accredited by the National Council for on the Accreditation of Teacher Education.
The California Commission on Teacher Credentialing is an agency in the Executive Branch of California State Government. It was created in 1970 by the Ryan Act and is the oldest of the autonomous state standards boards in the nation. The major purpose of the agency is to serve as a state standards board for educator preparation for the public schools of California, the licensing and credentialing of professional educators in the State, the enforcement of professional practices of educators, and the discipline of credential holders in the State of California.
The vision of the California Commission on Teacher Credentialing is to ensure that those who educate the children of this state are academically and professionally prepared. Its mission is to assure the fully prepared and effective educators all students deserve and our communities require. The Commission carries out its statutory mandates by: conducting regulatory and certification activities; developing preparation and performance standards in alignment with state adopted academic content standards; proposing policies in credential related areas; conducting research and assessment; monitoring fitness-related conduct and imposing credential discipline; and communicating its efforts and activities to the public.
The California Commission on Teacher Credentialing awards credentials and certificates on the basis of completion of programs that meet Standards for Educator Preparation and Standards for Educator Competence. These standards are based upon recent research and the expert advice of many professional educators. They specify levels of quality and effectiveness that the Commission requires from programs offering academic and professional preparation in education. The Commission enforces its standards by evaluating approved programs across California through an objective process conducted by carefully selected and trained professional educators to ensure that the standards are applied consistently and rigorously.
NCATE is the profession’s mechanism to help establish high quality teacher preparation. Through the process of professional accreditation of schools, colleges and departments of education, NCATE works to make a difference in the quality of teaching and teacher preparation today, tomorrow, and for the next century. NCATE’s performance-based system of accreditation fosters competent classroom teachers and other educators who work to improve the education of all P-12 students.
NCATE was founded in 1954. Five groups were instrumental in the creation of NCATE: the American Association of Colleges for Teacher Education (AACTE) the National Association of State Directors of Teacher Education and Certification (NASDTEC), the National Education Association (NEA), the Council of Chief State School Officers (CCSSO), and the National School Boards Association (NSBA). The U. S. Department of Education and the Council for Higher Education Accreditation recognize NCATE as a professional accrediting body for teacher preparation.
NCATE currently accredits 602 colleges of education with nearly 100 more seeking NCATE accreditation. NCATE accreditation is a mark of distinction, and provides recognition that the college of education has met national professional standards for the preparation of teachers and other educators. In NCATE’s performance-based accreditation system, institutions must provide evidence of competent teacher candidate performance. Teacher candidates must know the subject matter they plan to teach and how to teach effectively so that all students learn.
The following documents address accreditation requirements:
- College of Education
- All Programs
- Graduate Program
- Matrix of MSE Courses with Standards (NBPTS), Dispositions, and Student Outcomes and Indicators (PDF)
- Advanced Programs and Outcomes Alignment (PDF)
- MSE Common Assessments (PDF)
- MSE Writing Assessment Policy (PDF)
- MSE Writing Assessment Rubric (PDF)
- Sample Letter to Students (PDF)
- MSE Diversity Assignment Policy (PDF)
- Fieldwork in MSE Coursework (PDF)
- Credential Program