Information Systems Accreditation: Preparation, Process, and Standards

The objective of this paper is to provide an overview of the accreditation process for information systems (IS) programs. This tutorial includes: an overview of the general accreditation criteria and IS program-specific criteria; the process of information systems accreditation from ABET\u27s Computing Accreditation Commission (CAC) perspective; a review of the process of planning and preparing for the accreditation team visit; the experience of gathering sample course materials from faculty; and a discussion of the accreditation process from the review team\u27s perspectiv

Are SREB States Making Progress? Tapping, Preparing and Licensing School Leaders Who Can Influence Student Achievement

Looks at the progress SREB states are making in developing systems to identify, prepare, and assess future school leaders

School Leadership: Improving State Systems for Leader Development

Describes research findings about what effective school principals do, how best to train and support them, and the state's role in promoting better school leadership. Includes worksheets to help guide board discussions about shaping state policy

Defining and Measuring Excellence in the Changing World of Higher Education: Case Stories from Five Colleges of Education

This paper presents a collection of case stories from five Educator Preparation Programs (EPPs) within colleges of education, four from institutions in Texas and one from California, to present a micro cross-sectional narrative interpretation of what constitutes excellence in educator preparation. The broad framework utilized in this interpretation focuses on the individual approaches used by each institution for creating and sustaining positive cultures of data-informed decision-making, with the ultimate objective of continuous program improvement, while also meeting the accreditation expectations of each institution

Educating the Next Generation of Massachusetts Teachers: Building Effective Partnerships in Preparation and Support

A centerpiece of Massachusetts' public education reform agenda is to ensure all children benefit from excellent teaching. The state's $250 million Race to the Top plan includes strategies for attracting and retaining a quality workforce, instituting a new statewide framework for teacher evaluation, and ensuring high-quality educators in high-needs districts. Achieving the state's goals begins by preparing all teachers to enter their classrooms with the tools needed to be successful. This requires a strong foundation in both theoretical and applied practice. A pervasive challenge is that many teacher preparation programs operate in isolation, removed from the realities of working in today's schools. A new model for teacher preparation is needed, based on strong partnerships between institutions of higher education and school districts that allow for extensive field experiences where teacher candidates develop their craft in the settings where they will ultimately work

A proposed guide for accreditation of teacher education in developing countries (A descriptive analytical study) (Kajian deskriptif analitikal tentang cadangan panduan akreditasi pendidikan guru di negara membangun)

High quality education can only be delivered by high quality institutions that are well established to meet with today’s quality challenges. Thus, the present study strongly advocates for accreditation of Teacher Education in developing countries. The study aims to introduce a guide for accrediting Teacher Education that is hoped to serve as a common reference authority for Teacher Education institutions in developing countries.This aim also embraces the following objectives: to explore the main concepts, objectives, methods and procedures of accrediting Teacher Education, to explain the rationales of accrediting Teacher Education, to illustrate international evaluation measures of accrediting Teacher Education, to explore some models of various focuses of Teacher Education accreditation and to present standards of Teacher Education accreditation proposed to be applicable in developing countries.The study used the descriptive analytical method that describes the phenomena and participates in its analysis. To achieve the optimum advantage of the proposed guide, each institute of Teacher Education should utilize it according to its own mission, vision, and objectives.This guide is perceived to be a pertinent platform for Teacher Education institutions in developing countries to exchange innovative ideas, issues of common concern and to foster accreditation network among them. Although developing countries have various histories, cultural backgrounds, colonial experiences and political orientations but these notwithstanding they have common basic philosophy, goals, objectives and challenges regarding quality education and its recognition. The guide has been made transparent in order to increase its flexibility, validity and portability

Student Perceptions of Enhancing the Internship Experience for Online Principal Preparation Programs

Principal preparation programs understand the need for relevant internship activities that bridge the gap between theory and practice (Anast-May, Buckner, & Geer, 2011; Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen (2007). Principal preparation programs utilizing distance technology are also charged with meeting this expectation and the electronic learning technologies have changed learning from restrictive to flexible, accessible, and innovative (Tseng & Gardner, 2016). The internship is a widely accepted program component of principal preparation that provides the student with actual administrative experience during the certification process; however, despite the mandates from national accreditation organizations and state certification agencies, the literature is replete with criticisms concerning the effectiveness of the internship experience (Cheney & Davis, 2011; Darling-Hammond et al., 2007; Fry, Bottoms, & O’Neill, 2005; Perez et al., 2011). Limited data in the form of student feedback, especially as it pertains to learner perceptions of the internship experience, have been collected (Gordon, Oliver, & Solis, 2016). According to Thiede (2012), it is important for faculty to seek out and study what students are thinking and saying about online education as most higher education institutions’ future enrollments may be predicated upon quality online courses