The unit is required to submit an electronic copy of its institutional report (IR) to NCATE approximately 60 days prior to the on-site visit. Units may use either the Online IR template or write the IR in Word or another word processing program and upload the document into AIMS. Units should email a draft to the team chair prior to the pre-visit for comments.

Responses to each prompt in the Online IR are limited to a maximum number of characters. There are also required tables that must be completed or uploaded for selected standard elements. A limited number of additional tables, figures, and lists of links to key electronic exhibits can be uploaded for each standard element when prompted in the Online IR. If the unit prepares the IR in Word or another word processing program, the overall length should not exceed 85 pages, including tables, figures, and links to key exhibits. NCATE may return an IR to an institution if it exceeds the page length or does not include the information described below. An incomplete IR could prevent a visit from occurring on schedule, which could result in the loss of accreditation.

The IR should include a table of contents and three sections: Overview of the Institution, Conceptual Framework, and Evidence for Meeting Each Standard. Each section is described below. Many institutions that have hosted visits in the past two years have their IRs available on their institutional websites. (Sample Institutional Reports)

BOE members find data presented in tables very helpful in determining whether standards are met. Tables in the IR should be included in the overview, standards 1, 2, 3, 4, and 5. They may also be appropriate in Standard 6. For more information see Guidelines for Completing the Required Tables in the Institutional Report.

Overview of the Institution

This section sets the context of the visit. It should clearly state the mission of the institution and the unit. It should also describe the characteristics of the unit and identify and describe any branch campuses included in the review, off-campus sites, alternate route programs, and distance learning programs. The overview should include any other information to help the BOE team understand the unit (e.g., residential or commuter, religious affiliation, and characteristics of the student body).

This section includes two to three tables. Table 1 lists the professional education faculty. It should include the number of faculty in each of the following categories in tabular form:

• Full-time in Unit
• Full-time in Institution, but Part-time in the Unit
• Part-time in the Institution and Unit (e.g., adjunct faculty)
• Graduate Assistants Teaching or Supervising Clincial Practice
• Total Number of Professional Education Faculty

This information should be presented in tabular form similar to that below:

Table 1: Professional Education Faculty

The Overview should also list all programs offered by the unit that prepare individuals to work in P-12 schools. It should include the following information for each program in tabular form:

• The program name
• Award level (type of degree or licensure)
• Number of candidates currently enrolled
• The state agency and/or NCATE–affiliated specialty organization or other accrediting body reviewing each program
• If the program was submitted for national review (yes/no)
• State approval status
• Status of national recognition of programs by NCATE

This information should be presented in tabular form similar to that below:
 

Table 2: Initial Teacher Preparation Programs and Their Review Status

Table 3: Advanced Preparation Programs and Their Review Status

Conceptual Framework

This section provides an overview of the unit’s conceptual framework(s). It should include a brief description of the framework(s). The discussion of the framework(s) should concisely summarize the five structural elements of the conceptual framework. Units seeking first accreditation should also describe how the conceptual framework(s) was developed and who was involved in its development. For continuing visits, changes in the conceptual framework(s) since the last visit should be described.

Evidence for Meeting Each Standard

In this section the unit should discuss the evidence that demonstrates how it is meeting each of the six standards. The unit should address each element of each standard as delineated in the rubrics for the standards. Significant differences among programs, particularly between initial teacher preparation and advanced programs, should be described as the response is written for each element. Information submitted for national review or similar state review does not have to be repeated in Standard 1. This section of the IR should have the sub-sections listed below:

Standard 1: Candidate Knowledge, Skills, and Dispositions

• Element 1a: Content Knowledge for Teacher Candidates
• Element 1b: Pedagogical Content Knowledge for Teacher Candidates
• Element 1c: Professional and Pedagogical Knowledge and Skills for Teacher Candidates
• Element 1d: Student Learning for Teacher Candidates
• Element 1e: Knowledge and Skills for Other Professional School Professionals
• Element 1f: Student Learning for Other Professional School Professionals
• Element 1g: Dispositions for All Candidates

Standard 2: Program Assessment and Unit Capacity

• Element 2a: Assessment System
• Element 2b: Data Collection, Analysis, and Evaluation
• Element 2c: Use of Data for Program Improvement

Standard 3: Field Experiences and Clinical Practice

• Element 3a: Collaboration between Unit and School Partners
• Element 3b: Design, Implementation, and Evaluation of Field Experiences and Clinical Practice
• Element 3c: Candidates’ Development and Demonstration of Knowledge, Skills, and Dispositions to Help All Students Learn

Standard 4: Diversity

• Element 4a: Design, Implementation, and Evaluation of Curriculum and Experiences
• Element 4b: Experiences Working with Diverse Faculty
• Element 4c: Experiences Working with Diverse Candidates
• Element 4d: Experiences Working with Diverse Students in P–12 Schools

Standard 5: Faculty Qualifications, Performance, and Development

• Element 5a: Qualified Faculty
• Element 5b: Modeling Best Professional Practices in Teaching
• Element 5c: Modeling Best Professional Practices in Scholarship
• Element 5d: Modeling Best Professional Practices in Service
• Element 5e: Unit Evaluation of Professional Education Faculty Performance
• Element 5f: Unit Facilitation of Professional Development

Standard 6: Unit Governance and Resources

• Element 6a: Unit Leadership and Authority
• Element 6b: Unit Budget
• Element 6c: Personnel
• Element 6d: Unit Facilities
• Element 6e: Unit Resources including Technology

Other Information

In addition to the IR, team members find it helpful to have access to other documents that describe the unit and its programs. BOE members will examine the institution and/or unit website prior to the visit. The unit should ensure that all information posted on its website is current and accurate. In addition, if information from handbooks, catalogs, brochures, and other published documents is not available on the website, the BOE team chair and institution’s NCATE coordinator should determine jointly the additional information the unit should send to BOE team members. Other information that teams find helpful to review before the visit are the student teaching handbook and documents on the conceptual framework.