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LOYOLA COLLEGE IN MARYLAND

Institutional Report
First Accreditation Visit

National Council for Accreditation of Teacher Education

February 25, 2002

Table of Contents

• Institutional Overview
  • History
  • Student Characteristics
  • Programs
  • Faculty Characteristics
  • Governance
  • Facilities
  • Technology
  • Foreign Study
  • Jesuit/Catholic Identity
• Overview of the Education Department
  • History
  • Student Characteristics
  • Programs
  • Faculty Characteristics
  • Governance
  • Facilities
  • Technology
  • Maryland Redesign of Teacher Education
• Conceptual Framework for the Education Department
  • College Mission
  • Education Department Mission
  • Conceptual Framework
    • Jesuit Mission
    • Learning Community
    • Learner-centered Model
    • Competence, Conscience, Compassion
  • Highlights in the Development of the Conceptual Framework
• Standard 1: Candidate Skills, Knowledge and Dispositions
  • Content Knowledge for Teacher Candidates
    • Undergraduate
    • Post-baccalaureate
    • Graduate - Special Education
  • Content Knowledge for Other Professional School Personnel
    • Administration and Supervision
    • School Counseling
    • Reading
    • Educational Technology
    • Montessori Education
  • Pedagogical Knowledge for Teacher Candidates
    • Undergraduate
    • Post-baccalaureate
    • Graduate - Special Education
  • Professional and Pedagogical Knowledge and Skills for Teacher Candidates
    • Undergraduate
    • Post-baccalaureate
    • Graduate - Special Education
  • Professional Knowledge and Skills for Other School Personnel
    • Administration and Supervision
    • School Counseling
    • Reading
    • Montessori Education
  • Dispositions for all Candidates
  • Student Learning for Teacher Candidates
    • Undergraduate
    • Post-baccalaureate
    • Graduate - Special Education
  • Student Learning for Other Professional Personnel
    • Administration and Supervision
    • School Counseling
    • Reading
• Standard 2: Assessment System and Unit Evaluation
  • Assessment System
    • Admission Criteria
    • Interim Assessment
    • Midpoint Review
    • Advancement to Internship
    • Exit Evaluation
    • One-Year Follow-up
    • Three-Year Follow-up
  • Data Collection, Analysis, and Evaluation
  • Use of Data for Program Improvement
  • Timeline for Assessment System Implementation
• Standard 3: Field Experiences and Clinical Practice
  • Collaboration between Unit and School Partners
    • Initial Licensure
      • Undergraduate
      • Post-Baccalaureate
      • Graduate - Special Education
    • Advanced Licensure
      • Administration and Supervision
      • School Counseling
      • Reading
      • Montessori Education
  • Design, Implementation and Evaluation of Field Experiences and Clinical Practices
    • Initial Licensure
      • Undergraduate
      • Post-Baccalaureate
      • Graduate - Special Education
    • Advanced Licensure
      • Administration and Supervision
      • Counseling and Guidance
      • Reading
      • Montessori Education
  • Candidates' Development and Demonstration of Knowledge, Skills and Dispositions to Help all Students Learn
    • Initial Licensure
      • Undergraduate
      • Post-Baccalaureate
      • Graduate - Special Education
    • Advanced Licensure
      • Administration and Supervision
      • School Counseling
      • Reading
      • Montessori Education
• Standard 4: Diversity
  • Design, Implementation, and Evaluation of Curriculum and Experiences
  • Experiences Working with Diverse Faculty
  • Experiences Working with Diverse Candidates
  • Experiences Working with Diverse Students in P-12 Schools
• Standard 5: Faculty Qualifications, Performance, and Development
  • Qualified Faculty
  • Modeling Best Professional Practices in Teaching
  • Modeling Best Professional Practices in Scholarship
  • Modeling Best Professional Practices in Service
  • Collaboration
  • Unit Evaluation of Professional Education Faculty Performance
  • Unit Facilitation of Professional Development
• Standard 6: Unit Governance and Resources
  • Unit Leadership and Authority
  • Unit Budget
  • Personnel
  • Unit Facilities
  • Unit Resources including Technology
• Addendum: Performance Indicators for Compliance with Maryland Redesign of Teacher Education
  • Component I: Strong Academic Background
  • Component II: Extensive Internship
  • Component III: Performance Assessment
  • Component IV: Linkage with K-12 Priorities
  • Program Approval Status
• Exhibits
  • General Exhibits
  • Standard 1
  • Standard 2
  • Standard 3
  • Standard 4
  • Standard 5
  • Standard 6
  • Display Exhibits
  • Additional Exhibits

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Last Modified: March 11, 2002 based on the February 25, 2002 Institutional Report
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