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  Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

1a. Content Knowledge for Teacher Candidates

1b. Pedagogical Content Knowledge and Skills for Teacher Candidates

1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates

1d. Student Learning for Teacher Candidates

1e. Knowledge and Skills for Other School Professionals

1f. Student Learning for Other School Professionals

1g. Professional Dispositions for All Candidates

Supplemental Exhibits

Elements

Exhibits
 The Candidate product electronic data management system is TaskStream.
A demonstration of candidate work samples is available.

  1a. Content Knowledge for Teacher Candidates 1a.1. What are the pass rates of teacher candidates in initial teacher preparation programs on state tests of content knowledge for each program and across all programs (i.e., overall pass rate)?

1a.2 (Programs Not Nationally Reviewed) What data from other key assessments indicate that candidates in initial teacher preparation programs demonstrate the content knowledge delineated in professional, state, and institutional standards?

1a.3. (Programs Not Nationally Reviewed) What data from key assessments indicate that advanced teacher candidates demonstrate an in-depth knowledge of the content knowledge delineated in professional, state, and institutional standards?

1a.4. What do follow-up studies of graduates and employers indicate about graduates’ preparation in the content area? If survey data are being reported, what was the response rate?

  1b. Pedagogical Content Knowledge and Skills for Teacher Candidates 1b.1. (Programs Not Nationally Reviewed) What data from key assessments indicate that candidates in initial teacher preparation programs demonstrate the pedagogical content knowledge and skills delineated in professional, state, and institutional standards?
1b.2. (Programs Not Nationally Reviewed) What data from key assessments indicate that advanced teacher candidates know and apply theories related to pedagogy and learning, are able to use a range of instructional strategies and technologies, and can explain the choices they make in their practice.
1b.3. What do follow-up studies of graduates and employers indicate about graduates’ preparation in pedagogical content knowledge and skills? If survey data have not already been reported, what was the response rate?
1b.4 (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to the pedagogical content knowledge of teacher candidates may be attached here. (Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-5) should be uploaded.)

  1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates

1c.1. What data from key assessments indicate that candidates in initial teacher preparation and advanced teacher preparation programs demonstrate the professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning?
1c.2. What data from key assessments indicate that candidates in initial teacher preparation programs consider the school, family, and community contexts and the prior experiences of students; reflect on their own practice; know major schools of thought about schooling, teaching, and learning; and can analyze educational research findings? If a licensure test is required in this area, how are candidates performing on it?

1c.3. What data from key assessments indicate that advanced teacher candidates reflect on their practice; engage in professional activities; have a thorough understanding of the school, family, and community contexts in which they work; collaborate with the professional community; are aware of current research and policies related to schooling, teaching, learning, and best practices; and can analyze educational research and policies and explain the implications for their own practice and the profession?

1c.4. What do follow-up studies of graduates and employers indicate about graduates’ preparation related to professional and pedagogical knowledge and skills? If survey data have not already been reported, what was the response rate?

  1d. Student Learning for Teacher Candidates

1d.1. (Programs Not Nationally Reviewed) What data from key assessments indicate that candidates in initial teacher preparation programs can assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and develop and implement meaningful learning experiences to help all students learn?

1d.2. (Programs Not Nationally Reviewed) What data from key assessments indicate that advanced teacher candidates demonstrate a thorough understanding of the major concepts and theories related to assessing student learning; regularly apply them in their practice; analyze student, classroom, and school performance data; make data-driven decisions about strategies for teaching and learning; and are aware of and utilize school and community resources that support student learning?

1d.3. What do follow-up studies of graduates and employers indicate about graduates’ ability to help all students learn? If survey data have not already been reported, what was the response rate?
  1e. Knowledge and Skills for Other School Professionals 1e.1. What are the pass rates of other school professionals on licensure tests by program and across all programs (i.e., overall pass rate)?
1e.2. (Programs Not Nationally Reviewed) What data from other key assessments indicate that other school professionals demonstrate the knowledge and skills delineated in professional, state, and institutional standards?

1e.3. What do follow-up studies of graduates and employers indicate about the knowledge and skills of other school professionals? If survey data are being reported, what was the response rate?

  1f. Student Learning for Other School Professionals

1f.1. (Programs Not Nationally Reviewed) What data from key assessments indicate that candidates can create positive environments for student learning, including building on the developmental levels of students; the diversity of students, families, and communities; and the policy contexts within which they work?
1f.2. What do follow-up studies of graduates and employers indicate about graduates’ ability to create positive environments for student learning? If survey data have not already been reported, what was the response rate?
  1g. Professional Dispositions for All Candidates 1g.1. What professional dispositions are candidates expected to demonstrate by completion of programs?

1g.2. How do candidates demonstrate that they are developing professional dispositions related to fairness and the belief that all students can learn?

1g.3. What data from key assessments indicate that candidates demonstrate the professional dispositions listed in 1.g.1 as they work with students, families, colleagues, and communities?
1g.4. What do follow-up studies of graduates and employers indicate about graduates’ demonstration of professional dispositions? If survey data have not already been reported, what was the response rate?

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