NCATE accreditation ensures Columbia College is graduating well-qualified teachers.
Columbia College holds national accreditation through NCATE for its teacher certification programs. NCATE-accredited schools must meet rigorous standards set by the profession and members of the public, including:
NCATE standards are based on the belief that all children can and should learn. In order to attain this goal, accredited schools, colleges, and departments of education should
- Ensure that new teachers attain the necessary content, pedagogical, and professional knowledge and skills to teach both independently and collaboratively;
- Administer multiple assessments in a variety of forms, engage in follow-up studies, and use the results to determine whether candidates meet professional standards, and whether graduates can teach so that students learn;
- Commit to preparing teachers for a diverse community of students;
- Prepare candidates who can integrate technology into instruction to enhance student learning;
- Encourage collegiality, reflective practice, continuous improvement, and collaboration among educators, learners, and families; and
- View teacher preparation and development as a continuum, moving from preservice preparation to supervised beginning practice to continuing professional development.
Likewise, the new professional teacher who graduates from a professionally accredited school, college, or department of education should be able to
- Help all pre-kindergarten through twelfth grade (P–12) students learn;
- Teach to P–12 student standards set by specialized professional associations and the states;
- Explain instructional choices based on research-derived knowledge and best practice;
- Apply effective methods of teaching students who are at different developmental stages, have different learning styles, and come from diverse backgrounds;
- Reflect on practice, and act on feedback; and
- Be able to integrate technology into instruction effectively.
This teacher has gained those abilities through:
- A broad liberal arts education;
- In-depth study of the teaching field;
- A foundation of professional knowledge upon which to base instructional decisions;
- Diverse, well-planned, and sequenced experiences in P–12 schools; and
- Ongoing assessments of competence to practice, through an array of performance measures.
Candidate Performance Data (please click on the date to retrieve the Summary report):
Click here for Grade Point Averages for Initial Teacher Preparation Program Candidates and Completers