The School of Education at Jones International University is a candidate for accreditation by the National Council for Accreditation of Teacher Education (NCATE), www.ncate.org. Candidacy status means that the School of Education has met preconditions for accreditation but is not accredited. This candidacy covers initial teacher preparation programs and/or advanced educator preparation programs at Jones International University. However, the candidacy does not include individual education courses that Jones International University offers to P-12 educators for professional development, relicensure, or other purposes.
At JIU, we are constantly working to maximize the value of your degree. The National Council for Accreditation of Teacher Education (NCATE) is the profession’s mechanism to help establish high quality teacher preparation. Through the process of professional accreditation of schools, colleges and departments of education, NCATE works to make a difference in the quality of teaching and teacher preparation today, tomorrow, and for the next century. NCATE’s performance-based system of accreditation fosters competent classroom teachers and other educators who work to improve the education of all P-12 students. NCATE believes every student deserves a caring, competent, and highly qualified teacher.
NCATE provides specialized accreditation for specific programs in the School of Education. JIU is regionally accredited at the university level; for more information, click here.
School of Education Conceptual Framework
Glenn R. Jones is the founder of Jones International University (JIU). Mr. Jones has devoted much of his life to a passionately held belief that education is an avenue to transform individual lives. In the nascence of the Internet, Jones foresaw the potential of using technology for educational purposes. In 1993, he started JIU—the first university to exist completely online. By 1999, JIU became the first fully online university to be accredited by one of the six regional accrediting bodies in the United States: the Higher Learning Commission, which is a commission of the North Central Association of Colleges and Schools.
In 2005, the Colorado State Board of Education (CSBE) determined that JIU’s graduate programs for K-12 teacher licensure, principal and administrator degrees were “approved programs of preparation.” In 2007, the School of Education (SoE) introduced its first doctorate program, the EdD in K-12 Education Leadership. In 2008, the Colorado Department of Education and the Colorado Department of Higher Education reauthorized JIU’s initial teacher preparation program.
Currently, the SoE offers twenty-five degree specializations and certificates, and serves over 1,000 students. There is a great deal of diversity among our students. For the SoE initial and advanced teacher preparation programs over 50% of the candidates, who reported their ethnicity, are members of racial/ethnic minority groups, and over 80% of candidates receive financial aid. The maximum distribution of our candidates in any individual state is less than 10%, which shows the SoE’s candidates are drawn from across the nation and around the world. The SoE employs over 80 part-time faculty, three full-time faculty, and two academic chairs.
Overview of the Conceptual Framework
When founded in 1993, the faculty in the School of Education crafted a vision and mission. In the fall of 2007, an accreditation committee was formed to lead the process of creating a formal Conceptual Framework for the School. With members of SoE faculty, candidates, administrators, representatives from regional school districts, and other community members, the committee worked to clearly define the SoE purpose, philosophy, and guiding principles. The charge of this committee and administration was and continues to be to revisit and redefine expectations for candidates, faculty, unit operations, and the comprehensive assessment system.
The SoE has established a shared vision to prepare K-12 educators. The SoE’s conceptual framework provides direction for programs, courses, teaching, candidate performance, scholarship, service, and accountability. The conceptual framework is knowledge-based, articulated, shared, coherent, and consistent with the SoE’s and the University’s vision and mission. It signifies that continuous learning and leadership go hand-in-hand. It also communicates high expectations for candidates, faculty, and other members of the SoE. The characteristics necessary for achieving this vision are depicted in the seven SoE goals and are supported by the seventeen unit proficiencies that form the SoE knowledge, skills and dispositions. This framework provides coherence among curriculum, instruction, field experiences, clinical practice, assessment, and evaluation. It reflects the SoE’s commitment to diversity and the integration of technology to enhance candidate and student learning. This conceptual framework aligns the professional and state standards along with the candidate proficiencies expected by the SoE for the preparation of educators.
In order to provide a process for continuous review and assessment of candidates, faculty, programs, and unit operations, the School of Education assessment system was developed. In 2010, JIU established an assessment committee made up of faculty, staff, candidates, and administration. This committee meets regularly on a scheduled monthly basis to perform a needs assessment, do improvement planning, collect and review formative data, assess annual objectives, and conduct a formal aggregation and disaggregation of data to drive improvement. Candidate and faculty assessment data are collected and reviewed regularly to ensure appropriate progress is made in meeting college proficiencies, state competencies, and national standards. This review includes examination of data from entrance requirements, course-based assessments, professional dispositions of field experience, transition point assessments, exit requirements, and alumni and employer follow-up reports. This data is used by faculty and administration to assess the effectiveness of programs, instruction, and unit operations in preparing candidates. In addition, full-time faculty, staff and administrative personnel prepare individual yearly goals based upon this data.