NCATE
The National Council for Accrediation of Teacher Education (NCATE) is recognized by the U. S. Department of Education as the accrediting body for colleges and universities that prepare teachers and other professional personnel for work in elementary and secondary schools. Founded in 1954, NCATE is a non-profit, non-governmental organization representing a coalition of more than 30 national associations representing the education profession at large.
Through its voluntary, peer review process, NCATE ensures that accredited institutions produce competent, caring, and qualified teachers and other school personnel who can help all students learn.
Accountability and improvement in teacher preparation are central to NCATE's mission. The NCATE accreditation process determines whether schools, colleges, and departments of education meet demandingstandards for the preparation of teachers and other professional school personnel. Through this process, NCATE provides assurance to the public that the graduates of accredited institutions have acquired the knowledge, skills, and dispositions necessary to help all students learn.
Reference: National Council for Accreditation of Teacher Education (2001). Professional Standards for the Accreditation of Schools, Colleges, and Departments of Education, Washington DC: Author.
View NCATE at Wright State >>
|
CACREP
The vision of CACREP is to provide leadership and to promote excellence in professional preparation though the accreditation of counseling and related educational programs. As an accrediting body, CACREP is committed to the development of standards and procedures that reflect the needs of a dynamic, diverse and complex society. CACREP is dedicated to (1) encouraging and promoting the continuing development and improvement of preparation programs, and (2) preparing counseling and related professionals to provide service consistent with the ideal of optimal human development.
The mission of CACREP is to promote the professional competence of counseling and related practitioners through the
- development of preparation standards
- encouragement of excellence in program development
- accreditation of professional preparation programs
CACREP’s Core Values
We believe in advancing the counseling profession through quality and excellence in counselor education; ensuring a fair, consistent, and ethical decision-making process; serving as a responsible leader in protecting the public; promoting practices that reflect openness to growth, change and collaboration; and creating and strengthening standards that reflect the needs of society, respect the diversity of instructional approaches and strategies, and encourage program improvement and best practice
more>>
CORE
The Council on Rehabilitation Education (CORE) is accredited by the Council on Higher Education Accreditation (CHEA) and a member of the Association of Specialized and Professional Accreditors (ASPA). CORE accredits graduate programs in Rehabilitation Counselor Education (RCE).
The accreditation process promotes...
- the effective delivery of rehabilitation services to individuals with disabilities
- continuing review and improvement of master's degree level RCE Programs
- program self-improvement rather than outside censure
- meeting the personnel needs of both public and private rehabilitation agencies
- providing graduates who have the skills, knowledge, and attitudes necessary to provide rehabilitation counseling services to individuals with physical, mental, and/or emotional disabilities.
more >>
|
CAAHEP
The Commission on Accreditation of Allied Health Education Programs (CAAHEP) – it’s as complicated as its name is long! So what exactly is CAAHEP?
CAAHEP is the largest programmatic/specialized accreditor in the health sciences field. In collaboration with its Committees on Accreditation, CAAHEP reviews and accredits more than 2000 educational programs in twenty-one (21) health science occupations across the United States and Canada. Prior to 1994, accreditation in most of these disciplines was a function of a Committee within the American Medical Association (AMA). When the AMA decided to turn over accreditation of these programs to another entity, CAAHEP was born.
How is CAAHEP Structured?
CAAHEP is a broad-based membership organization. It has five categories of membership.
Categories 1, 2 and 5 are organizational memberships – this is where our collaborating Committees on Accreditation (Category 2) and our Sponsoring (Category 1) and Associate (Category 5) Member Organizations belong. Each of these organizational members is entitled to appoint one Commissioner to represent the interests and concerns of that organization.
Category 3 members are the educational program sponsors—the schools, colleges and universities that maintain accredited programs. This category is entitled to a total of 18 Commissioners. Ten of those are appointed by the two organizations representing deans at these sponsoring institutions (the National Network of Health Career Programs in Two-Year Colleges, NN2 and the Association of Schools of Allied Health Professions, ASAHP). The other eight represent programs in other settings: hospitals, military bases, proprietary institutions and 2 year and 4 year schools not affiliated with NN2 or ASAHP.
Category 4 represents recent allied health graduates and the general public. Representation of the public in the CAAHEP system is an acknowledgement that the society to be served by the graduates of our accredited programs has an important role to play in the decisions about accreditation.
more>>
|
