Heidelberg University’s School of Education has received full national accreditation without qualifications from the National Council for Accreditation of Teacher Education (NCATE), the organization responsible for professional accreditation of teacher education. This accreditation is evidence that the university’s initial and advanced programs have proven its commitment to preparing quality teachers.
This accreditation is based on a rigorous review of data supporting program quality and continuous improvement. NCATE requires institutions to provide evidence that prospective educators possess the requisite knowledge, skills, and dispositions to positively affect the learning and development of diverse students. Teachers, for example, must know and understand the subject matter they plan to teach and be able to teach effectively so that all students learn.
The accreditation process also requires the institution to have an assessment system in place in order to ensure continuous improvement, as well as evidence of appropriate field experiences, diversity, quality faculty and resources. The institution must have partnerships with P-12 schools that enable candidates to develop the skills necessary to help students learn. The faculty must model effective teaching practices, and the department must have the resources (including information technology) necessary to prepare candidates to meet the rigorous standards set forth by the professional education community.
As part of the accreditation process, the individual licensure programs were reviewed according to the standards developed by the appropriate professional education associations, providing evidence that candidates are prepared to teach in the fields in which they are licensed. The following programs at Heidelberg have fully met the professional standards and are nationally recognized: Early Childhood Education (by the National Association for the Education of Young Children), Middle Childhood Education (National Middle School Association), AYA Social Studies (National Council for the Social Studies), Multi-Age Health (American Association of Health Education).
Vital Connections
The teacher licensure programs at Heidelberg University are based on a constructivist philosophy. This means that the pre-service and in-service teachers in our programs build or construct their knowledge as a result of a student-centered, hands-on approach to learning. From the beginning of their experience at Heidelberg, our students are actively involved in their coursework and clinical/field experiences.
Specifically, students build or construct their knowledge about teaching and learning with several tools - theory, practice and reflection. These are the building tools that connect the constructivist core of the conceptual framework to each of the teacher education licensure programs:
- Theory - principles of teaching and learning
- Practice - clinical and field experience
- Reflection - thinking about, evaluating and revising one's teaching and learning
For more information
Contact:
Dr. Robert Swanson
Chair, Department of Education
(419) 448-2264
rswanso1@heidelberg.edu