2012 NCATE/CTC Accreditation Site Visit News

Four gold starsWe in the School of Education at Sonoma State are proud to announce that we have completed our Accreditation process and have our preliminary results. We have met all of the California Commission on Teacher Credentialing (CTC) Program Standards for all of our programs and we have met all six National Council for Accreditation of Teacher Education (NCATE) Standards.

The thirteen member expert review panel did not find any Areas of Concern nor did they find any Areas for Improvement. In fact they gave us four commendations:

  • our candidates develop highly creative learning activities and effectively assess student learning
  • our candidates exhibit professional dispositions
  • our candidates employ pedagogy aligned with state standards
  • they commended our programs because social justice permeates every aspect of every program as evidenced by the eloquent and inspiring testimonials that our candidates recent grads provided

We are grateful to be a part of a collaborative community of educators here in Northern California, and we are thankful for all the people who contributed to this important endeavor. These preliminary results are validation of the important work we all endeavor to do in our school and community.


Accreditation Overview

The School of Education at Sonoma State University views accreditation as a process for assessing and enhancing academic and educational quality through candidate assessment and peer review.  Like all CSU programs, we engage in ongoing evaluation, review, and improvement efforts every academic year.  We are proud of our stellar record and solid program evaluations. 

Accreditation informs the public that the accredited college or university operates at a high level of educational quality and integrity. Our process includes a mandated review conducted by the California Commission on Teacher Credentialing (CTC). The School of Education credential programs achieved the first joint accreditation by NCATE and CCTC in 2005, again in 2012, then most recently reaccredited in 2020.

We routinely gather data including culminating teacher performance assessment, candidate survey of program effectiveness, and post graduate and employer survey of beginning teacher effectiveness.   Key assessment data is collected at admission, mid-point, conclusion and post graduate points.  These data are used to evaluate, validate, improve all programs; as well as prepare institutional reports that address program and accrediting agencies standards. These reports are validated by a team of examiners that review institutional data and evidence and interview all major SSU School of Education constituencies – current candidates (students), faculty, staff, administrators and P-12 colleagues (mentor teachers, administrators and others with knowledge about the School and its programs.  We are committed to continually engage our stakeholders in meaningful processes of review, evaluation, response, and improvement.

The California Commission on Teacher Credentialing (CTC)

Professional accreditation is the process of ascertaining and verifying that, at each college and university that prepares individuals for state certification, sufficient quality characterizes that preparation. State certification is the process of ascertaining and verifying the qualifications of each future member of a profession like education. These two processes -- professional accreditation and state certification -- have distinct objectives but they serve a common set of overarching purposes. It is critical, therefore, that accreditation and certification function as an integrated system.


For More Information



Dr. Edward Lyon, Director of Assessment and Accreditation, Schulz 2050, 664-3002

Kristen Boland, Accreditation Specialist, Schulz 3065, 664-4189

Title II Reporting