Etta R. Hollins

Q: Why did you decide to volunteer with CAEP?

A: It has been my pleasure to serve two terms on the Accreditation Council and as chair of the Equity and Diversity Committee for CAEP. Working with colleagues through CAEP has been important to me because of the influence of P-12 education on the quality of life in the society and the need for improving learning outcomes for students. Improving learning outcomes for P-12 students depends on our ability to improve teaching practices and teacher preparation. The CAEP standards and accreditation practices promote continuous progress towards the development of trustworthy teaching practices and teacher preparation that prepare teachers to consistently support students in accomplishing the expected learning outcomes for their grade level and subject area. Further, the attention given to diversity and equity through the CAEP accreditation is focused on addressing the existing disparities in student learning and developmental outcomes based on differences in cultural and experiential backgrounds.


Q: Why did you choose to become a member of the Equity and Diversity Committee?

A: Equity and diversity have been essential aspects of my scholarship and teaching in university-based teacher preparation programs for over 35 years. My work as a teacher educator has focused on preparing teachers to ameliorate disparities in learning outcomes based on differences in cultural and experiential backgrounds. Working with colleagues on the Equity and Diversity Committee provided opportunities for promoting the institutionalizing of efforts to improve schooling for traditionally underserved students.


Q: What has been the best part of your CAEP experience?

A: The best part of my CAEP experience has been working with CAEP leadership, CAEP staff, and colleagues on the shared goals of improving teaching practices, teacher preparation, and P-12 learning outcomes.


Q: What has surprised you about your experience?


The one thing that surprised me the most was learning that not all educator preparation providers share an ethical, legal, or moral commitment to maintaining high standards for teaching practices and teacher preparation, accept responsibility for the performance of teachers who complete their programs or the learning and developmental outcomes of the students they teach.