NCATE Review

NMU NCATE
Review Home

Northern Michigan
University:
Narrative Overview

Subject Matter/
Program Table

Institutional
Report

Planning and
Analytical Studies

Student Teaching
Totals 1983-2000

Professional
Education Unit:
Definition
Organizational Chart

Conceptual
Frameworks

Contextual
Frames

STANDARDS

Standard 1
Candidate Knowledge,
Skills and Dispositions

Standard 2
Assessment System
and Unit Evaluation

Standard 3
Field Experiences
and Clinical Practice

Standard 4
Diversity

Standard 5
Faculty Qualifications,
Performance, and
Development

Standard 6
Unit Governance
and Resources

NCATE Report
(Word Document)

Past Reports and
Long Range Plans

EXHIBITS LIST
SYLLABI/OUTLINES

NMU-AAUP
Master Agreement

School of
Education Home

NMU Home

NMU State
Accreditation Website

CONTEXTUAL FRAMES

The Professional Education Unit’s programs exist within a context shaped and formed by a number of frames.  The frames serve to describe and to direct the Unit’s work.   Critical among those frames are: 

1. The Unit’s basic and advanced programs be essential and integral to the improving and advancing of teaching and learning for all students in P-12 education; likewise, P-12 education be integral to improving the preparation of teachers and other school personnel.

2. Programs be centered in the world of practice as judged appropriate and supported by research, experience, and practical circumstances.

3. Schools where the teachers and other school personnel practice their art be teaching studios for the preparation of teachers, for the renewal of practice by classroom and university faculty in supportive communities of learning, and for demonstrating the art of a good practice to candidates.

4. The candidates becoming teachers be permitted the maximum opportunity to intern in the schools in order: 1) to come to know in the school setting the lives of the learners they will teach; 2) to care about the differences among learners; and 3) to begin to culture their practice from the start of the professional studies program through and into the induction and mentoring of new teachers.

5. The teacher preparation professional studies courses have the primary purpose of supporting the interning and culturing of the candidate’s professional practice.