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CAEP/NCATE NATIONAL ACCREDITATION

School of Education National Accreditation

The Mercy College School of Education Achieves National Accreditation!

We are pleased to announce a national first! The Mercy College School of Education is the first college in the United States to achieve initial accreditation under the rigorous standards of the National Council for the Accreditation of Teacher Education (NCATE) and the newly formed Council for the Accreditation of Educator Preparation (CAEP).

The School of Education has met all of the rigorous standards set forth by NCATE and its successor organization, CAEP, now the only national organization for the accreditation of educational professionals. In addition our programs in Early Childhood, Childhood, Leadership, Secondary, TESOL and Literacy Education have achieved national recognition by their respective professional organizations, another indication of the excellence of our courses, curriculum and faculty expertise.

The Mercy College School of Education Achieves National Accreditation!

The Mercy College School of Education is proud to announce that it is the first college in the United States to achieve initial accreditation under the rigorous standards of the National Council for the Accreditation of Teacher Education (NCATE) and the newly formed Council for the Accreditation of Educator Preparation (CAEP).

In 2013 NCATE officially transformed its name and policies to CAEP, moving the bar for accreditation even higher. Only 50 per cent of schools and colleges of education in the United States have national accreditation which assures that students and faculty in these institutions are engaged in continuous improvement, and maintain the highest standards of academics, professional knowledge and clinical performance.  

The CAEP/NCATE Board of Examiners visited Mercy College November 17-20 2013 for a full-day poster session and two days of interviews with faculty, adjuncts and candidates. The outstanding results were that the School of Education and its affiliated programs in Communication Disorders, School Counseling and School Psychology met all national standards at the initial and advanced levels.

In May 2014 the CAEP/NCATE Accreditation Council officially announced the award of accreditation to the Mercy College School of Education.  In addition School of Education programs including: Early Childhood; Childhood; Leadership; Secondary (biology, mathematics, English, social studies); TESOL and Literacy Education were awarded national recognition by their professional organizations, a further tribute to the excellence of our programs, curriculum and faculty.  

Conceptual Framework

The shared vision for the education unit's efforts to prepare candidates to work in P-12 schools as teachers, school leaders or other school professionals. The Mercy College CF theme is centered on the Effective Educator, focusing on the six goals and corresponding proficiencies the unit expects of candidates upon completion of their programs. These six goals are the following: Content Knowledge, Pedagogical and Professional Knowledge, Reflection, Dispositions, Diversity and Technology.

Conceptual Framework

The Unit Mission

The unit is dedicated to preparing effective educators, including teachers and other school professionals who are reflective practitioners and have the knowledge base, technological skills, research tools and professional proficiencies and dispositions to empower them to help diverse students succeed in their learning and community environments. The unit supports the values of competency, diversity, collaboration and ethical practice and commits itself to the tenet that all students can learn.

A Coherent Plan for the Preparation of Teachers and other School Professionals

The Mercy College Conceptual Framework represents the group effort of faculty members in all unit programs to establish the philosophy, governing principles and standards to guide the unit and its individual programs. Through a consistent plan for curriculum, instruction, fieldwork, clinical practice and assessment, the Conceptual Framework sets forth the shared vision, mission, professional commitments and explicit proficiencies and dispositions the unit considers to be requisites for the preparation of teachers and other school professionals, enabling them to become Effective Educators.

Professional Education Unit Programs

Programs in the School of Education:

  • Early Childhood Education
  • Childhood Education
  • Secondary Education: Science (Biology, Physics, Chemistry), English, Mathematics, Social Studies
  • Literacy
  • TESOL
  • Special Education
  • Educational Leadership

Programs in the School of Social and Behavioral Sciences:

  • School Counseling
  • School Psychology

Unit Goals

Unit values and competencies are supported by the six goals and related proficiencies that define the effective educator in the unit’s Conceptual Framework. The six goals are: Content Knowledge, Pedagogical and Professional Knowledge, Diversity, Technology, Reflection and Dispositions

Overview of the Mercy College Educational Unit Candidate Goals and Proficiencies

Candidate Goals Candidate Proficiencies
1. Content Knowledge

1.1 Demonstrate knowledge of current research, theory, models and practice in the discipline or content area

1.2 Exhibit competency in the discipline or content area

2. Pedagogical and Professional Knowledge

2.1 Plan and deliver instruction and professional services to address students' cognitive, linguistic, academic, cultural, social, emotional and physical strength and needs

2.2 Implement differentiated strategies that align with professional standards

2.3 Use assessment and other data based sources of information describe, inform and document student learning

3. Diversity

3.1 Implement curricula of inclusion and provide intervention services that respect and build on the strengths of students from diverse experiential backgrounds

3.2 Demonstrate fairness and equity in instructional and professional practice

3.3 Exhibit awareness of how students' cultural, linguistic, ethnic and experiential backgrounds contribute to the school and broader communities

4. Technology

4.1 Analyze and evaluate existing and emerging technological tools for advancing education goals and data-based decision making

4.2 Adapt technology effectively for student learning

4.3 Adhere to the ethical, legal and professional standards of technology

5. Reflection

5.1 Apply current, evidence-based research to improve practice

5.2 Use self-evaluation for instructional and professional planning, promote health and well-being and maintain a safe and effective learning environment

6. Dispositions

6.1 Demonstrate commitment to ethical and legal practice through professional behaviors and consistent adherence to ethical standards

6.2 Demonstrate respect for the roles of all stakeholders in the school and broader communities

6.3 Demonstrate the belief that all students can learn through respectful interaction and by providing experiences that encourage all students to be successful learners

 

 

Assessment

The unit has developed an assessment system to support the implementation of these goals and to help stakeholders better evaluate unit effectiveness and determine areas for improvement. It outlines a process for continuous review of the effectiveness of the unit’s programs and operations serving our candidates, and includes a wide array of assessment processes, including course based key assessments to evaluate candidates’ progress, course evaluations to evaluate instructional effectiveness, exit and one-year follow up surveys to examine candidates perceptions of the effectiveness of the unit’s programs, as well as employer surveys to obtain their employers’ perspectives on our graduates’ preparedness for employment in the field of education. 

An Emphasis on Diversity

The Conceptual Framework threads the values of diversity through the content, pedagogical and clinical proficiencies and professional dispositions required of unit candidates for teaching and other school professions. Within its curricula, assignments and standards for clinical practice, the unit stresses inclusion and respect for the ethnic, cultural and linguistic differences among its candidates and faculty and for those of students, parents and staff in P-12 communities. Mercy College is a federally- designated Hispanic-Serving Institution proud to serve a diverse candidate population and was ranked in the top 100 schools awarding master’s degrees to Hispanics (Hispanic Outlook 5/072012). The unit strives to recruit and develop teachers and other school professional candidates from ethnically and culturally diverse backgrounds who demonstrate their potential to provide quality instruction to all learners.

In their progression through their professional education programs, candidates have the opportunity to interact with each other and with college faculty in richly diverse environment. The faculty provides candidates with the academic and pedagogical context to integrate research and standards-based curricula into practice and provides knowledge into how cultural, linguistic, ethnic and experiential backgrounds contribute to solving problems.

Key assessments results indicate that candidates demonstrate the ability to work with students, families and colleagues in ways that reflect the various proficiencies and dispositions expected of them as professional educators. They demonstrate understanding, professional behaviors and values that are consistent with the belief that all students can learn. 

TaskStream

The electronic data system the education unit employs to assess candidate performance through the collection and analysis of data and to better inform faculty about the changes needed to make programs better, to archive candidate work and to communicate progress with candidates.

Mercy College CAEP/NCATE Exhibit Room

The evidence and assessments that document the information set forth in the IR. These are located in the electronic Exhibits Room. Login here.