National Accreditation
The Professional Education Unit (PEU) at Eastern Michigan University is accredited by The National Council for Accreditation of Teacher Education (NCATE). This accreditation covers initial teacher preparation programs and advanced educator preparation programs.
Programs were last reviewed in 2010 and the next review is scheduled to occur in Fall 2017.
- 2010 NCATE/State Approval Documentation (Authentication Required)
- 2003 NCATE/State Approval Documentation (Authentication Required)
- 1997 NCATE/State Approval Documentation (Authentication Required)
NCATE is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) to accredit programs for the preparation of teachers and other professional school personnel.
National Recognitions
Eastern Michigan University holds official recognitions from national professional organizations in the following fields that cover professional educators or other programming of the College of Education:
- American Council on the Teaching of Foreign Languages (ACTFL)
- American Speech-Language-Hearing Association (ASHA)
- Council for Exceptional Children (CEC)
- Council on Accreditation of Counseling-Related Educational Programs (CACREP)
- Council on Education of the Deaf (CED)
- Educational Leadership Constituent Council (ELCC)
- International Reading Association (IRA)
- International Society for Technology in Education (ISTE)
- International Technology Education Association (ITEA)
- National Association for the Education of Young Children (NAEYC)
- National Association of Schools of Music (NASM)
- National Council of Teachers of English (NCTE)
- National Council of Teacher of Mathematics (NCTM)
- National Middle School Association (NMSA)
- National Science Teachers Association (NSTA)
- Teaching English to Speakers of Other Languages (TESOL)
Conceptual Frameworks
EMU Conceptual Frameworks
The overriding goal of all of our education programs at Eastern Michigan University is to help candidates become caring, knowledgeable, and reflective professionals who support the twin goals of diversity and democracy in schools and society. Because we expect candidates at the advanced level to exceed the expectations we have for candidates at the initial level, we developed the following theme for our advanced programs: Inquiry, Advocacy, and Leadership for a Diverse and Democratic Society.
We believe these two interconnected themes resonate well with the mission of our education unit, which is to create an exemplary educational environment to develop the intellectual curiosity, creativity, critical and reflective thinking and problem-solving abilities of our students so that they may become ethical, productive and contributing participants and leaders in a democratic and diverse society.
The following documents explain the conceptual frameworks and their underlying knowledge base, define the learning outcomes and dispositions associated with those frameworks, and operationalize the unit’s assessment system.
- Conceptual Frameworks & Knowledge Base
- Candidate Outcomes: Initial-Level Conceptual Framework
- Candidate Outcomes: Advanced-Level Conceptual Framework & Assessment Map
- Evaluation of Professional Behavior (Dispositions): Initial Level
- Evaluation of Professional Behavior (Dispositions): Advanced Level
- EMU's Unit Assessment System
