The following agencies are responsible for accrediting the UTC Counseling Programs, and ensuring a quality education for the students in that program. You can find the current status of the UTC Counseling Program by clicking on the name of each agency and following the links.
CACREP was created in 1981 to be the independent accrediting arm for the American Counseling Association. From its inception, CACREP has provided an effective measure of quality assurance for counselor preparation programs. CACREP also provides leadership to programs interested in furthering their own capacity for self-evaluation.
As an independently incorporated organization, CACREP sets its own charge. That charge is clearly articulated in the Articles of Incorporation as follows: . . . to promote the advancement of education by establishing and administering a program for the accreditation of graduate programs at colleges and universities in the fields of counseling and related educational programs, and of programs in counselor education and supervision, and to engage in such other and further means as may be necessary and proper to accomplish the foregoing purposes.
CACREP has granted accreditation to the following programs
through March 31, 2020
Clinical Mental Health Counseling (M.Ed.), and
School Counseling (M.Ed.)
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 was founded in 1954. When NCATE was founded as an independent accrediting body, it replaced the American Association of Colleges for Teacher Education (AACTE) as the agency responsible for accreditation in teacher education. These groups represented the field at large at that time. They recognized the need for a strong, independent, quality assurance mechanism composed of all key stakeholders in education.