EMU | COE NCATE 2003 Initial Program Background

Feedback from a 1992 NCATE Board of Examiner's visit, coupled with suggestions from constituent groups, highlighted the need for greater integration across all courses, more structured field experiences linked conceptually with courses, a developmental sequence of courses and other experiences, a stronger link between subject-matter knowledge and pedagogy, greater emphasis on multicultural education and technology, and continuous assessment of teacher candidates' progress.

In October 1993, the Basic Elementary and Secondary Committee (BESE) of the Department of Teacher Education created a multi-department, multi-college steering committee to guide the collaborative process of developing a conceptual framework for initial teacher preparation programs. Work groups composed of all campus constituencies interested in teacher education (e.g., faculty members and administrators from the Departments of Teacher Education; Special Education; Health, Physical Education, Recreation and Dance--all in the College of Education--and selected departments from the College of Arts and Sciences and College of Technology; local schools and educational organizations) identified the beliefs and values that form the foundation of our conceptual framework. Work groups also developed themes, outcomes, products, exhibits, etc. In October and November 1994, the steering committee shared a concept paper with EMU faculty groups and teacher forums. February through April 1995 saw the work groups develop their recommendations based on this feedback.

In April 1995, every EMU department involved with the preparation of initial teachers presented a proposal to show how it would align its program (e.g., P-12 art education, secondary English education, elementary education) with the new conceptual framework. Based on this information, design and reaction teams prepared proposals for revised programs.

In September 1995, the Committee on Basic Programs held several meetings to discuss the new conceptual framework. A revised proposal was later presented to the College of Education Council in April 1996, where it was approved. The program theme, adopted for all programs leading to initial teacher licensure, beginning in 1998, was: "Knowledgeable professionals who are caring, reflective decision makers in a diverse and technological society."

In our 1997 NCATE visit, one of our cited weaknesses was "The 'Reconfiguration' model, while still in the planning stages, has become the predominant conceptual theme in the Unit. Students and faculty are unable to articulate the knowledge base of the reconfigured program." As we worked to improve the articulation of the knowledge base across the campus, it became clear that the theme statement was unwieldy and difficult to remember--hence difficult to articulate. The revised theme, "Caring Professional Educators for a Diverse and Democratic Society," along with its associated acronym CPED²S, has become increasingly integrated into our professional discourse. The refinement of the theme statement has helped us to articulate more clearly the role of teachers as caring educators and the responsibility of teachers to celebrate diversity and to prepare students for active participation in democracy.

In addition to refining our program theme, we have updated major standards and benchmarks (outcomes) for our teacher preparation program. Again, the revisions were initiated within the Department of Teacher Education and subsequently adopted at the Unit level. We have also used the INTASC Standards (1993) definition of standards as "a set of principles in terms of desired teacher understandings and practices and their related knowledge, dispositions, and performances" (p. 8) Our standards comprise the knowledge base for teachers prepared through our professional preparation programs, and our benchmarks include specific outcomes (knowledge, skills, and dispositions) required of all candidates. Our twenty-two outcomes are aligned with the Entry Level Standards for Michigan Teachers (click here) and with INTASC Standards (1993).

See the Matrix of Program Outcomes and Standards (Exhibit CF-26) for a representation in graphical form.

For additional information on the accreditation/approval process, please contact Jerry H. Robbins, Dean, at 734.487.1414 or by e-mail at jerry.robbins@emich.edu. If you have any questions, comments or problems with these web pages or this web server, please contact: coe_webmaster@emich.edu.