Welcome to the Union College’s online site for our National Council for Accreditation of Teacher Education (NCATE) review.

If you have technical difficulties launching documents or navigating the website, please contact Dr. Joseph R. Allison  (402) 486-2522 or or his assistant, Sherri Gregory .

NCATE Standards

NCATE standards require that the institution offer a coherent program of studies that will prepare effective teachers.

Overview & Conceptual Framework

A.1. What are the institution’s historical context and unique characteristics (e.g., HBCU or religious)? In the late nineteenth century, Seventh-day Adventist (SDA) leaders from the Great Plains and Rocky Mountain regions sought to educate church members from the large Scandinavian and German immigrant populations as well as the more culturally integrated youth of their congregations. To reach these goals, in 1891 they established a college in …

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Standard 1 – Knowledge, Skills and Disposition

B. Standard 1. Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards. B.1. What do candidate assessment data tell the unit about candidates’ meeting professional, state, and …

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Standard 2 – Assessment

C. Standard 2. The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs. C.1.How does the unit use its assessment system to improve the performance of candidates and the unit and its programs? The assessment system ensures that candidates in Union …

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Standard 3 – Field Experiences and Clinical Practice

D. Standard 3. The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. D.1. How does the unit work with the school partners to deliver field experiences and clinical practice to …

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Standard 4 – Diversity

E. Standard 4. The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P–12 school faculty, candidates, and students in P–12 schools. E.1. …

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Standard 5 – Faculty Qualifications, Performance and Development

F. Standard 5. Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development. F.1. How does the unit ensure that its professional education faculty contributes to the preparation of effective …

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Standard 6 – Governance and Resources

G. Standard 6. The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards. G.1. How does the unit’s governance system and resources contribute to adequately preparing candidates to meet professional, state, and institutional standards? The Union College (UC) and Education Department organizational charts illustrate the relationships and relative ranks …

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