2020 CTC Accreditation Site Visit News
ACCREDITATION (WITH NO STIPULATIONS)
We in the School of Education at Sonoma State are proud to announce that we have completed our Accreditation process and have our preliminary results.
The 7 member expert review panel assigned the status of Accreditation to Sonoma State University and its credential programs.
We have met all of the California Commission on Teacher Credentialing (CTC) Preconditions and Common Standards, as well all programs standards for our credential programs and authorizations (as listed below):
Preliminary Multiple Subject
Preliminary Single Subject, with Intern
Preliminary Mild/Moderate Disabilities, with Intern
Preliminary Moderate/Severe Disabilities, with Intern
Early Childhood Special Education Added Authorization
Bilingual Authorization (Spanish)
Reading and Literacy Added Authorization
Preliminary Administrative Services, with Intern
Pupil Personnel Services: School Counseling
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.
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 by the CTC 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 are 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.