This document summarizes the transition from NCATE to CAEP accreditation standards for teacher preparation programs. It outlines the 5 CAEP standards focusing on content and pedagogy, clinical partnerships, candidate quality, program impact, and continuous improvement. Key aspects include an emphasis on student learning impact, effective clinical partnerships, candidate selectivity and quality, and using data for continuous program improvement. Next steps proposed are forming teams to implement the standards with a focus on content, clinical experiences, candidate standards, and quality assurance.

1. CAEP
Seizing the Opportunity
Dave Kommer
October 4, 2013

2. NCATE to CAEP
 Two Teacher Preparation Accrediting Bodies to
One
 NCATE
 TEAC
 Get to essence of teaching
 Produce highly effective teachers
 Best Practice
 Meet legislated requirements

3. CAEP Focus
Impact
on
Student
Learning
Content
Connections
Pedagogy
Inquiry and
Research
Laboratories
of Learning
Candidates
Clinical
Educators
Research
Quality
Candidates
Selectivity
Recruitment
Diversity

4. Standard One
 Content and Pedagogical
Knowledge
The provider insures that
candidates develop a deep
understanding of the critical
concepts and principles of
their discipline and, by
completion, are able to use
discipline-specific practices
flexibly to advance the
learning of all students toward
attainment of college- and
career-readiness standards.
 Key Terms
 INTASC Standards
 Deeper learning
 Content connections
 Apply and transfer
 Learn to learn
 What students know
 Representations of ideas
 Modifying textbooks
 Analyzing learning
 Parents and communities

5. Standard Two
 Clinical Partnerships and
Practice
The provider ensures that
effective partnerships and
high-quality practice are
central to preparation so that
candidates develop the
knowledge, skills and
professional dispositions
necessary to demonstrate
positive impact on all P-12
students’ learning and
development.
 Key Terms
 Laboratory of learning
 Partnerships
 Impact on student
learning
 Virtual fields
 Clinical-based
preparation
 Clinical educators

6. Standard Three
 Candidate Quality, Recruitment,
and Selectivity
The provider demonstrates that the
quality of candidates is a continuing
and purposeful part of its
responsibility from recruitment, at
admission, through the progression
of courses and clinical experiences,
and to decisions that completers
are prepared to teach effectively
and are recommended for
certification. The provider
demonstrates that development of
candidate quality is the goal of
educator preparation in all phases
of the program. The process is
ultimately determined by a
program’s meeting of Standard 4.
 Key Terms
 Candidate quality
 Recruitment
 Selectivity
 Diversity
 Minimum Criteria
 3.0 GPA
 ACT, SAT, or GRE top 50%
 Scores increase annually to
top 33%
 Alternative criteria
 Candidate dispositions
 Monitor candidate progression
 Any completing candidate
meets high quality standards

7. Standard Four
 Program Impact
The provider demonstrates the
impact of its completers on P-
12 student learning and
development, classroom
instruction, and schools, and
the satisfaction of its
completers with the
relevance and effectiveness
of their preparation.
 Key Terms
 Impact on student
learning
 Teaching effectiveness
 Observation
 Student surveys
 Employer satisfaction
 Completer satisfaction

8. Standard Five
 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 completers’ 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.
 Key Terms
 Quality assurance (aka,
assessment)
 Reliable and valid data
 Transparency
 CAEP Pathways
 Inquiry Brief
 Continuous Improvement
 Transformational Pathway
 Impact of student learning

9. New Vocabulary
 NCATE CAEP
 Unit (EPP) Educator preparation provider Provider
 Assessment Quality Assurance
 Mentors Clinical Educators
 Field Placements Partnerships
 Field Experiences Clinical Experiences
 Cohort
 Group Average
 Continued Terminology:
 Candidate “our” students in the Teacher Prep Programs
 Student P-12 students taught by our candidates

10. Next Steps?
 Create Teams to discuss implementation
 Standard One Team (Content)
 Standard Two Team (Clinical Partnerships)
 Standard Three Team (Candidate Quality)
 Quality Assurance Team (Assessment)
 Review Standards (see CAEP Folder in Angel COE
Community Group>Content)
 Participate in CAEP State Alliance for Clinical
Educator Preparation and Partnerships organization
 Pilot Tripod Student Survey process

11. Questions and Discussion
 What questions do your have as we begin this
transition process?
 When you hear the phrase “Impact on student
learning and development” what issues and insights
come to mind?
 What do Clinical Partnerships look like as you
envision them?
 What ideas do you have to improve our selectivity,
recruiting and diversity of our candidates?
 How do you think we can improve our quality
assurance (assessment) process for the college
program?