Walden University’s Richard W. Riley College of Education and Leadership is accredited by the National Council for Accreditation of Teacher Education (NCATE) for a period of 7 years, from April 24, 2012, to June 30, 2019. This accreditation covers initial teacher preparation programs and advanced educator preparation programs. However, the accreditation does not include individual education courses offered to P–12 educators for professional development, relicensure, or other purposes.
In 2013, NCATE merged with the Teacher Education Accreditation Council to form the Council for the Accreditation of Educator Preparation (CAEP). CAEP is the single specialized accreditor for educator preparation and administers NCATE accreditation. Walden University is eligible for and will seek accreditation based on CAEP standards beginning in fall 2018.
What Is NCATE?
NCATE is the teaching profession’s mechanism to help establish high-quality teacher, specialist, and administrator preparation. Through the process of professional accreditation of schools, colleges, and departments of education, NCATE works to make a difference in the quality of teaching, teachers, school specialists, and administrators.
What Does Accreditation Mean to Educators?
NCATE is recognized by the Council for Higher Education Accreditation as an accrediting body for schools, colleges, and departments of education. NCATE accreditation is a nationally recognized standard of excellence in the education profession and indicates that a university has met the following rigorous standards set by the profession and members of the public.
- Candidate Knowledge, Skills, and Professional Dispositions
- Assessment System and Unit Evaluation
- Field Experiences and Clinical Practice
- Faculty Qualifications, Performance, and Development
- Unit Governance and Resources
NCATE accreditation affirms the quality of Walden’s P–12 education programs, graduates, faculty, and staff and our commitment to improving educator effectiveness.
NCATE’s rigorous performance-based accreditation process provides useful information about Walden’s philosophy and the quality of our programs, faculty, and graduates. As part of the NCATE accreditation process, Walden developed a conceptual framework that outlines our philosophy and shared vision for preparing educators to work in P–12 schools.
Assessment and Accountability
To enhance the quality of our programs, Walden developed an assessment system designed to ensure that all students graduating from the Riley College of Education and Leadership demonstrate the knowledge and skills to be successful.
Call for Comments
The Richard W. Riley College of Education at Walden University is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on October 14-16, 2018. The focus of the visit is limited to those programs that lead to teacher or principal licensure including:
- Master of Arts in Teaching (MAT) – Special Education
- Bachelor of Science (BS) – Elementary Education
- Education Specialist (Ed.S) – Educational Leadership and Administration – Principal Licensure
- Master of Science in Education (MSED) – Educational Leadership and Administration – Principal Licensure
- Reading K-12 Endorsement
Interested parties are invited to submit third-party comments to the site team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (i.e., current student, program graduate, present or former program faculty member, employer of program graduates). We invite you to submit written comments to:
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: firstname.lastname@example.org
Such comments must be submitted by September 1, 2018 and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:
- In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, the education providers must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
- A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
- Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., current student, program graduate, present or former program faculty member, employer of program graduates).
Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.