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An Introduction to NCATE and NASPE/NCATE Beginning Teacher Standards

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Title: An Introduction to NCATE and NASPE/NCATE Beginning Teacher Standards
Language: English
Authors: Butler, Joy
Source: Journal of Physical Education, Recreation & Dance (JOPERD). Feb 2006 77(2):15-19.
Availability: American Alliance for Health, Physical Education, Recreation and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193; Fax: 703-476-9527; e-mail: info@aahperd.org; Web site: http://www.aahperd.org.
Peer Reviewed: Y
Page Count: 7
Publication Date: 2006
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Descriptors: Physical Education, Beginning Teachers, National Standards, Accreditation (Institutions), Physical Education Teachers, Teacher Competencies, Teacher Education Programs, Program Evaluation, Professional Associations
ISSN: 0730-3084
Abstract: This article places the NASPE/NCATE accreditation process into historical context and will help anyone facing the daunting task of completing an accreditation report. NCATE's paradigm shift in the 90's and its evolution towards performance-based standards and outcomes have strongly influenced what faculty in all disciplines expect of beginning teachers. NASPE's response as a "specialized professional association" was to redefine standards, using statements about expectations for a beginning physical education teacher regarding dispositions, knowledge, and performance. This article also discusses the NCATE/NASPE report-preparation process.
Abstractor: Author
Number of References: 22
Entry Date: 2006
Access URL: https://www.aahperd.org/aahperd/template.cfm?template=johperd_past_feb_2006.html
Accession Number: EJ741671
Database: ERIC
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  Data: An Introduction to NCATE and NASPE/NCATE Beginning Teacher Standards
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  Data: American Alliance for Health, Physical Education, Recreation and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193; Fax: 703-476-9527; e-mail: info@aahperd.org; Web site: http://www.aahperd.org.
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  Data: This article places the NASPE/NCATE accreditation process into historical context and will help anyone facing the daunting task of completing an accreditation report. NCATE's paradigm shift in the 90's and its evolution towards performance-based standards and outcomes have strongly influenced what faculty in all disciplines expect of beginning teachers. NASPE's response as a "specialized professional association" was to redefine standards, using statements about expectations for a beginning physical education teacher regarding dispositions, knowledge, and performance. This article also discusses the NCATE/NASPE report-preparation process.
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      – SubjectFull: Beginning Teachers
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      – SubjectFull: National Standards
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      – SubjectFull: Accreditation (Institutions)
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      – SubjectFull: Physical Education Teachers
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      – SubjectFull: Program Evaluation
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      – SubjectFull: Professional Associations
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      – TitleFull: An Introduction to NCATE and NASPE/NCATE Beginning Teacher Standards
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