NCATE/CAEP Accreditation

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.

For more information about NCATE, click here.

Candidate Performance Data (please click on the date to retrieve the Summary report):

2015-2016

Click here for Grade Point Averages for Initial Teacher Preparation Program Candidates and Completers