1. Accreditation as a Voice for Education Measurement and Reform
James G. Cibulka
President, National Council for
Accreditation of Teacher Education, USA
Broumana, Lebanon
Saturday, March 26, 2011 1

2. The context for accreditation and measurement
Accreditation in the U. S.
NCATE and “Performance-based” accreditation
Data limitations have been an impediment 2

3. Education Measurement to Advance Teacher Preparation and Practice
A new era
More accessible and higher quality data
Research
Assessments
Teacher evaluation

4. NCATE’s Dual Roles as an Accreditor
Redesign of accreditation processes to focus on excellence, continuous improvement and research
Transformation Initiative Option
Leading the “state of practice” in teacher preparation toward higher levels
Child and adolescent development
Clinically-based practice

5. Our new context
Accreditation and quality assurance are becoming more valued among critics and policymakers
The evidence base is becoming qualitatively stronger and more accessible
NCATE has more ways to influence the field of preparation practice

6. The global challenge
Shared international ideas on the teaching profession
Differing national contexts
How can we use the information revolution to improve what we do and how we do it?
How can we create high performing education systems that help all students learn effectively?