National Council for Accreditation of Teacher Education

Third-Year Review of Annual Report Data (Fall 2000 Visit)

Institution: University of Georgia
Annual Reports Reviewed: 1996, 1997, 1998




WEAKNESSES

It appears that this weakness has been adequately addressed

It appears that progress has been made in addressing this weakness.

It appears that the weakness has NOT been adequately addressed

Annual reports did not provide any, or enough, information to respond.


CATEGORY I WEAKNESSES:

1. (Initial teacher preparation) It is not clear that all programs have a model for curriculum design.

X

      

#1 Comment: All programs in the College of Education have reviewed their conceptual frameworks as part of the university's conversion to a semester system.

2. (Initial teacher preparation) There are no policies to assure that student teachers have opportunities to work with culturally diverse populations.

    

X

  

#2 Comment: Beginning in fall 1998, all degree candidates must show they have met the university's mandated "cultural diversity requirement." However, meeting the requirement does not necessarily ensure candidates have field experiences with culturally diverse populations.(See "General Comments and Concerns.")

CATEGORY II WEAKNESSES: NOTE

CATEGORY III WEAKNESSES: NOTE

CATEGORY IV WEAKNESSES: NOTE

3. There is a lack of training in supervision for field supervisors.

X

      

#3 Comments: The 1997 reports states that the unit's departments assume responsibility for identifying and assigning field supervisors, and are required to provide appropriate preparation, if necessary, for selected individuals.

General comments and concerns: In reference to weakness #2, the committee is concerned with the wording of the NCATE weakness. Since student teaching takes place in a limited number of settings, it does not seem appropriate that experience with diverse populations should be required at this juncture. In the comment for this weakness, the committee is conveying the expectation that candidates should be ensured field experiences in diverse classrooms at some point in the program, but not necessarily as part of their student teaching placement(s).