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National Association of Community College Teacher Education Programs

The National Association of Community College Teacher Education Programs (NACCTEP) is committed to supporting community colleges in their efforts to provide quality teacher education programs to the communities they serve. These guiding principles are designed to inform and guide community college teacher preparation programs as they work to develop and improve programs that prepare quality teachers for PreK-12 educational settings.

 

 RECRUITMENT

 

  • Recruit students who represent the diversity of their local community and demonstrate the necessary flexibility to serve an ever changing world.
  • Expand opportunities for high school students to explore teaching as a profession andprepare academically for college entrance.
  • Develop clear educational and career pathway options for the teaching profession.
  • Expand opportunities for multiple populations including para-professionals, career  changers, and other adults to achieve teacher certification.

 

PREPARATION

 

  • Align programs with national and state standards for content and pedagogy to document and ensure quality.
  • Demonstrate collaboration across academic disciplines and between institutions of higher education to ensure adequate preparation in subject matter knowledge. 
  • Partner with PreK-12 schools to design and integrate field experiences and clinical practice at all stages of teacher preparation thus allowing students to experience, demonstrate, and document knowledge and skill acquisition.
  • Design preparation coursework and other learning experiences to ensure modeling of best practices for student engagement and an infusion of technology pedagogy into all content areas.
  • Adopt a culture of evidence in which educator preparation programs systematically collect and track student data for the purpose of evaluating and improving program options.
  • Grow programs in PreK-12 high need areas such as special education, mathematics, science, and ESL/bilingual education.
  • Advocate systems to ensure a seamless transition for students from high school to associate degree to baccalaureate and masters degree programs.
  • Participate in local, state, regional and national policy discussion regarding the community college role in teacher preparation.

 

RETENTION

 

  • Continue to develop and strengthen PreK-12 partnerships to include state agencies, professional organizations, and four-year institutions.
  • Support systemic induction and mentoring programs for candidates during the first years of teaching.
  • Offer support, professional feedback, and a wide array of professional development opportunities for new teachers.

 

RENEWAL

 

  • Demonstrate a commitment to ongoing evaluation and continuous improvement to the overall success of all students.
  • Provide innovative professional development opportunities to PreK-12 partners and instructional staff.
  • In partnership with school districts, reach out to teaching professionals to instill an appreciation of the importance of continued professional development and assist practicing teachers in developing their continuing professional learning goals.

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