LOOKING FOR THE NEW DRAFT STANDARDS?
Please go to http://caepnet.org/commission/standards/
The Council for the Accreditation of Educator Preparation (CAEP) will ensure that educator preparation providers (EPPs) prepare and graduate future teachers who know the content of the subject(s) they will teach, know how to teach that content effectively to students from diverse groups, and demonstrate their positive impact on P-12 student learning in diverse school settings. CAEP will ensure that other school professionals have the knowledge and skills to support the academic and social development of all students. CAEP will ensure that EPPs collect, analyze and use evidence of candidate learning to improve the preparation program. CAEP will ensure that EPPs have the capacity, resources and practices to support candidate learning. These Standards for Educator Preparation serve as a framework for the standards, processes, and procedures of each Commission in CAEP.
Standard 1: Candidates demonstrate knowledge, skills, and professional dispositions for effective work in schools
Standard 2: Data drive decisions about candidates and programs
Standard 3: Resources and practices support candidate learning
1. Candidates demonstrate knowledge, skills, and professional dispositions for effective work in schools
This standard addresses what teacher candidates and other school professionals should know be able to do to work effectively in today’s schools. The education preparation provider (EPP) must provide evidence of candidate performance on multiple assessments of their knowledge, skills, and professional dispositions related to the indicators below. The evidence must show that candidates and completers have a positive impact on P-12 student learning, which is the ultimate proof of teaching effectiveness.
Teacher candidates and completers:
1.1 know subject matter (including pedagogical content knowledge) and pedagogy
1.2 teach students in schools effectively and demonstrate their impact on P-12 student learning
1.3 nurture the academic and social development of all students through professional dispositios such as caring, fairness and the belief that all students can learn
1.4 use technology to enhance their teaching, classroom management, communications with families and assessment of student learning
1.5 work collaboratively with the community and other school personnel to support student learning
1.6 engage in ongoing learning that improves practice
Other school professionals:
1.1 know the professional knowledge for their field (e.g., educational leadership or school psychology)
1.2 work effectively with P-12 students, their families and their teachers to support learning and demonstrate the impact of that support on student learning
1.3 nurture the academic and social development of all students through professional dispositions such as caring, fairness and the belief that all students can learn
1.4 use technology effectively in their job role to support student learning
1.5 engage in ongoing learning that improves practice
2. Data drive decisions about candidates and programs
This standard addresses CAEP’s expectations regarding data quality and use in program improvement. The education preparation provider (EPP) must provide evidence that it has a functioning quality control system that is effective in supporting program improvement. Its quality control system must draw on valid and reliable evidence from multiple sources.
2.1 Decisions are based on evidence from multiple measures of candidates� learning, completers� performance in the schools, and school and community conditions and needs.
2.2 The educator preparation provider has a system for regular self-assessment based on a coherent logic that connects the program’s aims, content, experiences and assessments.
2.3 The reliability and validity of each assessment measure are known and adequate, and the unit reviews and revises assessments and data sources regularly and systematically.
2.4 The educator preparation provider uses data for program improvement and disaggregates the evidence for discrete program options or certification areas.
3. Resources and practices support candidate learning
This standard addresses the EPP’s capacity for offering high quality programs that prepare the educators needed in the nation’s schools. The education preparation provider (EPP) must provide evidence that it has the capacity to ensure program quality and the preparation of education candidates who can effectively staff today’s schools.
3.1 Curricula and other program components meet state and/or national standards.
3.2 Field experiences and clinical practice, offered in collaboration with P-12 schools, support candidate development as effective educators.
3.3 The educator preparation provider provides opportunities for candidates to work with diverse P-12 students and teachers, faculty and other candidates.
3.4 Full-time and part-time faculty members are qualified individually and in aggregate, for academic and/or clinical teaching.
3.5 Support services for candidates/completers are sufficient and equitable.
3.6 Facilities are appropriate and adequate to support candidate learning.
3.7 Administrative structures and financial resources support candidate learning and show parity at the institution.
3.8 Admissions and mentoring policies encourage the recruitment and retention of high-quality candidates.
3.9 Provision exists for candidates/completers to voice concerns.
3.10 Policies and practices (academic calendar, grading policy, program requirements, outcome data, etc.) are transparent and consistent.