Standards Compliance Reports
The following represent the steps to be an accredited institution. The Commission on Teaching Credentialing (CTC) is responsible to ensure the integrity and high quality in the preparation for the educators who serve all of California’s diverse students. Please see below the response from CTC for the answer to the accredited credentials programs.
The Commission has adopted the new standards and transition plans for the Preliminary General Education (Multiple and Single Subject) and General Education (Multiple and Single Subject) Induction Programs.
Between six and twelve months before the scheduled site visit, institutional officials prepare a Preconditions Report to be submitted to the Commission. This brief report describes the institutional mission and includes information about institutional demographics, special emphasis programs and other unique features of the institution. The Preconditions Report is a required part of the accreditation cycle and is designed to: 1) ensure compliance with certain laws, regulations and Commission policies and 2) help the Commission (in discussion with the dean or director) determine the type, size and complexity of the programs to be reviewed and the structure, size and expertise of the review team to be selected. The Preconditions Report includes the following three components.
- Special Characteristics of the Institution
- Response to Preconditions for all Approved Programs
- Matrix of Approved Programs, Current Enrollment and Completers
Preconditions Response from California Commission on Teacher Credentialing (CTC)
Program Improvement Reports
The accreditation on Credentialing Programs is an ongoing process that required submission of reports that demonstrate to be in compliance with the CTC requirements.
Annual Report Card on California Teacher Preparation Programs for the Academic Year 2008-2016 as required by Title II of the Higher Education.
The Commission adopted a revised accreditation system in 2006 and a revised Accreditation Framework in December 2007. An underlying expectation of the revised accreditation system is that all accredited credential programs are engaged in continuous program improvement that is grounded in the collection and analysis of data about their candidates. This includes on-going data collection about candidate competence and program effectiveness, analyses data and requires that institutions and programs implement programmatic improvements based upon that data. The biennial report is the means by which each accredited institution demonstrates that it engages in such activity and that information about candidate competence in acquiring the knowledge, skills and abilities required of the credential, in fact, informs appropriate programmatic improvements and refinements.
Program Assessment takes place in year four of the accreditation cycle and examines each approved credential program individually. It is the feature of the accreditation system that allows trained BIR members the opportunity to review each approved educator preparation program and determine whether the programs are preliminarily aligned to the relevant standards - (approved California Program Standards, Experimental Program Standards or National or Professional Program Standards). Results from the Program Assessment process inform the Site Visit that will take place in year six of the accreditation cycle.