Transcript CAEP–State Partnerships

CAEP–State Partnerships:
New Agreements, New Opportunities
2013 AACTE Annual Meeting
Orlando, Florida
Mark Lacelle-Peterson, CAEP Senior Vice President for Engagement,
Research, and Development
Melanie Biermann, TEAC Vice President, Member and State Relations
Shari Francis, NCATE Vice President, State Relations
Goals
• Promote excellence and continuous improvement
in educator preparation
• Fit with the policies and needs of the particular
state in order to provide careful review against
national standards and support for state program
approval processes
• Align the work around state expectations and
ensure thorough reviews
• Save both states and providers time and expense
by eliminating duplication of effort
• Share evidence on candidate and program
performance, as appropriate
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CAEP–State Partnership Elements
Partners
• CAEP (president responsible for accepting agreement)
• State Authority/Authorities for Educator Preparation
Teams
• CAEP Team
• Joint CAEP–State Teams
• Concurrent Teams
Program Standards Reviews
• CAEP Review with National Recognition
• CAEP Review with Feedback
• State Review
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CAEP and State Roles
• States approve all programs offered by
Educator Preparation Providers (EPPs)
• CAEP confers national professional
accreditation status
• CAEP and State decisions are
independent, but can be coordinated
through a Partnership Agreement
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Program Review Options
Program Review with National Recognition
• Educator preparation provider submits
program report forms for each CAEP program
area and level (i.e., Undergraduate Secondary
Biology, Reading Specialist Masters, etc.)
• Review is conducted by the appropriate
Specialized Professional Association (SPA)
• Only program review option leading to national
recognition (program level – not connected to
national accreditation)
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Program Review Options
Program Review with Feedback
• Program report forms will be completed with
links to information found in the Inquiry Brief
or Institutional Report documents for three
clusters of programs:
– secondary content area programs;
– cross-grade programs; and
– other school personnel programs
• State selects program standards
• Providers may voluntarily submit programs
they select for SPA National Recognition
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Program Review Options
State Program Review
• State conducts program reviews for
purposes of CAEP accreditation if
– state’s content standards are the same as or
sufficiently aligned with CAEP content
standards, and
– program review process is the same as or
sufficiently similar to that of CAEP’s national
program review process
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Program Review Options
State Program Review
• CAEP and state staff will work together to
ensure the close alignment of both the
program standards and review process
with the SPA standards and review
process.
• Providers may voluntarily submit programs
for SPA National Recognition.
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Expectations
• EPP standards must be met on the basis of
sufficient and accurate evidence
• Candidate EPPs must:
Satisfy eligibility requirements;
Submit a self-study in CAEP-approved format
Respond to issues identified in an off-site review;
Facilitate the call for public comment and third
party surveys; and
– Host site visit
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• CAEP must be informed of a change in an
EPP’s state status
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Expectations
• The partnerships will be renewed every seven
years and may be modified during that time if
necessary
• The state will receive accreditation and specialized
program approval documents and reports
• Accreditation decisions will be posted on CAEP’s
website; official letters will be sent to the CEO of
the authority for EPP, the state CAEP contact, the
U.S. Department of Education, and the Council for
Higher Education Accreditation
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Training Opportunities
• CAEP and the state will collaborate to
plan, design and implement training
opportunities for reviewers.
• Registration fees will be waived for state
representatives who attend CAEP
webinars, conferences and training.
• CAEP will assume all expenses for one
state representative to attend the annual
CAEP Clinic.
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Training Opportunities
• State training involving CAEP staff will be
negotiated according to CAEP’s policies on
dues and expenses.
• The state will work with associations that
represent P-12 educators, school
administrators and EEP to establish credit
toward continuing education units or
professional development requirements at
the local district level in return or the state’s
P-12 educators professional contributions to
the wok of CAEP.
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Stakeholder Involvement
Providers, practitioners, employers, other
segments of the profession, and the public
all have a stake in the effectiveness of
educator preparation
• Post schedule and timeline for
implementation of agreements
• Create opportunities for discussion and
input during the process
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Resources for States
www.caepnet.org
CAEP Webinars
CAEP Conference Calls
AACTE Annual Meeting
CAEP Institutional Orientations
Become a member of the CAEP onsite
visiting team
• Communicate with other state CAEP contacts
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www.CAEPnet.org
Twitter: @CAEPupdates
EPP Advocacy
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Q&
A