Roseanne L. Flores

Q: Why did you decide to volunteer with CAEP?  

A: I was invited to work with CAEP to contribute to work on the CAEP Standards and Diversity and Cultural Competency. The topic is very important to me and I had hoped that my contributions could help shape the standards that would lead to an increase in the number of high-quality teachers from African-American, Hispanic, Asian, and AIAN groups.


Q: Why did you choose to become a member of the Research Committee?  

A:  I want to be able to contribute to the evidence that is used to support and revise the CAEP standards, particularly as they relate to diversity, equity, and inclusion. I think this is critical, particularly now as the demographics continue to shift in the United States. We need high-quality Education Preparation programs that will prepare a workforce that is reflective of the population of they serve.

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

A: Meeting with colleagues and discussing difficult subjects to improve the CAEP standards that I hope will lead to an increase in the diversity of teachers in the workforce.

Q: What has surprised you about your experience?   

A: How hard it has been to come to some consensus as to what competencies a high-quality workforce will need to meet the demands of the changing demographics of the student population in the United States.


Q: What would you tell someone who was thinking about volunteering at CAEP?  

A: I think it is a wonderful opportunity to work with colleagues to help shape the future of the educational workforce. It might be good to recruit individuals from Tribal Colleges, Hispanic and Historically Black Colleges.


Q: What would you advise someone who was thinking about taking their EPP through the CAEP Accreditation process? 

A: I would encourage them to do so because it would help to ensure that their education program would meet the standards to prepare teachers to educate the next generation of students. That said, minority serving institutions might have some difficulty meeting the standards and might require additional support. Perhaps fee waivers could be provided for schools without resources to attend workshops they might not otherwise be able to attend.