Accreditation Standards

CAEP STANDARDS FOR INITIAL PROGRAMS

The CAEP Standards and their components flow from two principles: (1) Solid evidence that the provider’s graduates are competent and caring educators, and (2) There must be solid evidence that the provider’s educator staff have the capacity to create a culture of evidence and use it to maintain and enhance the quality of the professional programs they offer.  The five CAEP Standards flow from these principles and the standards of evidence that define them are the backbone of the accreditation process. They define quality in terms of organizational performance and serve as the basis for accreditation reviews and judgments. To review the final version of the CAEP Standards for Initial Programs, please click on the following links.

Standard 1: Content and Pedagogical Knowledge

  • Candidate Knowledge, Skills, and Professional Dispositions
  • Provider Responsibilities

Standard 2: Clinical Partnerships and Practice

  • Partnerships for Clinical Preparation
  • Clinical Educators
  • Clinical Experiences

Standard 3: Candidate Quality, Recruitment, and Selectivity

  • Plan for Recruitment of Diverse Candidates who Meet Employment Needs
  • Admission Standards Indicate that Candidates Have High Academic Achievement and Ability
  • Additional Selectivity Factors
  • Selectivity During Preparation
  • Selection At Completion

Standard 4: Program Impact

  • Impact on P-12 Student Learning and Development
  • Indicators of Teaching Effectiveness
  • Satisfaction of Employers
  • Satisfaction of Completers

Standard 5: Provider Quality Assurance and Continuous Improvement

  • Quality and Strategic Evaluation
  • Continuous Improvement


CAEP STANDARDS FOR ADVANCED PROGRAMS

The CAEP Standards for Accreditation at the Advanced-Level and their components flow from two principles: (1) Solid evidence that the provider’s graduates are competent and caring educators, and (2) there must be solid evidence that the provider has the capacity to create a culture of evidence and use it to maintain and enhance the quality of the professional programs they offer. These standards define quality in terms of organizational performance and serve as the basis for accreditation reviews and judgments. While the CAEP Standards for Advanced-Level Preparation Programs parallel the CAEP Standards for Initial Programs, there are distinct differences in the evidence required. To review the final version of the CAEP Standards for Advanced Programs, please click on the following link  CAEP Standards for Advanced Programs .

Standard A.1 – Content Knowledge and Pedagogical Knowledge:    The provider ensures that candidates for professional specialties develop a deep understanding of the critical concepts and principles of their field of preparation and, by completion, are able to use professional specialty practices flexibly to advance the learning of all P-12 students toward attainment of college- and career-readiness standards.

  • A.1.1 - Candidate Knowledge, Skills, and Professional Dispositions
  • A.1.2 - Provider Responsibilities

Standard A.2 –  Clinical Partnerships and Practice:  The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions appropriate for their professional specialty field.

  • A.2.1 - Partnerships for Clinical Preparation
  • A.2.2 - Clinical Experiences

Standard A.3 –  Candidate Quality and Selectivity:   The provider demonstrates that the quality of advanced program candidates is a continuing and purposeful part of its responsibility so that completers are prepared to perform effectively and can be recommended for certification where applicable.

  • A.3.1 - Admission of Diverse Candidates who Meet Employment Needs
  • A.3.2 - Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully
  • A.3.3 - Selectivity during Preparation
  • A.3.4 - Selection at Completion

Standard A.4 –  Program Impact:  The provider documents that satisfaction of its completers from advanced preparation programs and their employers with the relevance and effectiveness of their preparation.

  • A.4.1 - Satisfaction of Employers
  • A.4.2 - Satisfaction of Completers

Standard A.5 –  Provider Quality Assurance and Continuous Improvement:  The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates' and completer positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers' impact on P-12 student learning and development.

  • A.5.1 / A.5.2 - Quality and Strategic Evaluation,
  • A.5.3 / A.5.4 / A.5.5 - Continuous Improvement

 

INTERSTATE TEACHER ASSESSMENT AND SUPPORT CONSORTIUM (InTASC) STANDARDS

The Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards outline what teachers should know and be able to do to ensure every PK-12 student reaches the goal of being ready to enter college or the workforce in today’s world. This “common core” outlines the principles and foundations of teaching practice that cut across all subject areas and grade levels and that all teachers share. To review the final version of the InTASC Standards for Initial and Advanced Programs, please click on the following link  Click here.

Learner and Learning

  • Standard 1: Learner Development
  • Standard 2: Learning Differences
  • Standard 3: Learning Environments

Content Knowledge

  • Standard 4: Content Knowledge
  • Standard 5: Application of Content

Instructional Practice

  • Standard 6: Assessment
  • Standard 7: Planning for Instruction
  • Standard 8: Instructional Strategies

Professional Responsibility

  • Standard 9: Professional Learning and Ethical Practice
  • Standard 10: Leadership an Collaboration