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Accreditation.

A process for assessing and enhancing academic and educational quality through voluntary peer review. A designation of “accredited” informs the public that the EPP has met state, professional, and institutional standards for educational quality.

Accreditation Action Report.

The final report completed by the Accreditation Council and official record of an educator preparation provider (EPP) accreditation status. It informs the EPP of the decision of the Accreditation Council, including the EPP’s accreditation status, standards met or unmet, any cited areas for improvement and/or stipulations, and the Accreditation Council’s rationale for its decisions.

Accreditation Council.

The governance body that grants or withholds accreditation of an educator preparation provider (EPP), based on the review of findings of an initial review panel and a joint review team. The Council also certifies whether or not the accreditation process followed CAEP’s policies and procedures.

Accreditation Information Management System (AIMS 1.0).

CAEP’s retired data collection and management system used by EPPs, CAEP evaluation team members, and specialized professional associations to complete review assignments, publish decisions, and archive information related to accreditation and/or governance.

Accreditation Information Management System (AIMS 2.0).

CAEP’s current data collection and management system used by EPPs, CAEP evaluation team members, and specialized professional associations to complete review assignments, publish decisions, and archive information related to accreditation and/or governance.

Accreditation Plan.

An educator preparation provider’s (EPP’s) identification of sites outside of the main campus or administrative headquarters and the programs for the preparation of educators that are offered at each site. This information is used by CAEP staff and site evaluation team chairs/leads to plan the site review, including the sites that will be visited by team members in-person or via technology.

Accreditation Status.

The public recognition that CAEP grants to an Educator Preparation Provider (EPP) to indicate the outcome of (1) an EPP’s request for evaluation to CAEP, or (2) the accreditation review.  The outcome of an request for evaluation to CAEP can be either accreditation eligible or candidate for accreditation.  The outcome of an accreditation review can be accreditation for five or seven years, probation, denial, or revocation.

Accreditation with Stipulation.

An accreditation decision indicating one or more systemic concerns or serious deficiencies in meeting the CAEP Standards and/or components that must be remedied by an educator preparation provider (EPP) within two years in order to retain status as a CAEP-accredited EPP.

Accredited.

The accreditation status of an educator preparation provider (EPP) that meets all of CAEP’s standards and other requirements.

Actionable.

Sufficiently detailed and relevant to directly indicate or clearly suggest a course of action. Information is actionable if it supplies the who, what, when, where, and why that allows one to determine how to change current practice(s) to achieve the intended goal. 

Actionable Data.

Information and analysis relevant to standards directly indicate or clearly suggest a course of action. Data are actionable if interpretations allow an EPP to determine how to change current practice(s) to achieve an intended goal.

Addendum.

A formal report written by the EPP in response to the site review’s Formative Feedback Report, prior to the site review. The Addendum may contain additional evidence and narrative to address preliminary findings of insufficient evidence based on the site review’s findings in the FFR.

Advanced level licensure.

Licensure, certification, or endorsement that signifies successful completion of preparation at the post-baccalaureate or graduate levels as specialized school professionals for employment in P-12 schools and districts. Advanced-level programs are designed to develop additional specialized professional skills for P-12 teachers who have already completed an initial licensure program, are currently licensed administrators, or are other certified (or similar state language) school professionals.

Advanced-Level Preparation..

Advanced-Level Preparation is provided through programs at the post-baccalaureate or graduate levels leading to licensure, certification, or endorsement. Advanced-level Programs are designed to prepare P-12 teachers who have already completed an initial-licensure program, or to further the professional development of currently licensed administrators, or to prepare other certified (or similar state language) school professionals for employment in P-12 schools/districts. All Advanced-Level Preparation programs within the Scope of Accreditation will be reviewed under CAEP Standards for Advanced-level Preparation.

Advanced-level Programs.

Licensure, certification, or endorsement that signifies successful completion of preparation at the post-baccalaureate or graduate levels as specialized school professionals for employment in P-12 schools and districts. Advanced-level programs are designed to develop additional specialized professional skills for P-12 teachers who have already completed an initial licensure program, are currently licensed administrators, or are other certified (or similar state language) school professionals.

Adverse Action.

The revocation or denial of accreditation when it is confirmed that an educator preparation provider’s (EPP’s): (1) fails to meet two or more CAEP Standards; (2) fails to continue to meet CAEP’s request for evaluation requirements; (3) falsely reports data and/or plagiarizes information submitted for accreditation purposes; (4) fails to submit annual reports, annual dues, or other documents required for accreditation; and/or (5) results from an investigation into valid complaint in which it is determined that the CAEP Standards are no longer being met.

All P-12 Students.

Defined as children or youth attending P-12 schools including, but not limited to, students with disabilities or exceptionalities, students who are gifted, and students who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identification, and/or geographic origin.

Annual Fees.

The payment required each year by an educator preparation provider (EPP) to retain its accreditation status, to have access to AIMS for annual report submission, and to support CAEP activities as outlined in its mission and strategic plan.

Annual Report.

A yearly update submitted through AIMS by an educator preparation provider (EPP) in which, the EPP provides CAEP with a summary of: (1) provider information; (2) progress on removing any areas for improvement/stipulations; (3) substantive changes; (4) links to candidate performance data on its website; (5) eight annual measures of program outcomes and impact; and (6) pathway specific progress, as requested.

Appeal.

CAEP’s process of reconsideration of denial or revocation of accreditation upon request by an educator preparation provider (EPP).

Appeals Council.

A decision-making body from which a panel of qualified volunteers is drawn to review an appeal.

Appeals Panel.

The five-member group appointed from the Appeals Committee by the CAEP President to review an appeal.

Applicant.

The status of an educator preparation provider (EPP) that has completed its Phase I Request for Evaluation while its Phase II Request for Evaluation to CAEP is being completed or is under review.

Apprentice Teacher Candidate.

These are individuals enrolled in an accredited teacher preparation program, that are placed in classroom settings, and work 1:1 with a School-Based Teacher Educator assigned by the school of placement (adapted from Apprenticeship USA Teacher Registered Apprenticeship Common Terms).

Apprenticeship.

Partner with Institutions of Higher Education, states, and districts to establish teacher preparation programs that emphasize classroom-based experience through on-the-job training. A pathway into the profession with an “earn and learn” model that leads to teaching credentials. Robust clinical experiences are provided with an experienced School-Based Teacher Educator (adapted from Apprenticeship USA DOL Industry Factsheet on Education).

Area for Improvement (AFI).

A statement written by a site visit review or the Accreditation Council that identifies a weakness in the evidence for a component or a standard. A single AFI is usually not of sufficient severity that it leads to an unmet standard. Areas for improvement should be remediated by the end of the accreditation term and progress toward improvement is reported annually in the annual report.

Assessment.

An ongoing, iterative process consisting of four basic steps: 1. Defining learning outcomes; 2. Choosing a method or approach and then using it to gather evidence of learning; 3. Analyzing and interpreting the evidence; and 4. Using this information to improve student learning (adapted from the Western Association of Schools and Colleges glossary).