SPA Standards and Report Forms

American Library Association (ALA) / American Association of School Librarians (AASL)

Association for Middle Level Education (AMLE)

The 2022 Revised AMLE MLTP Standards are centered around initial teacher licensure at both the baccalaureate and post-baccalaureate levels. The AMLE standards provide guidance for teacher candidates graduating from middle level education preparation programs concerning the knowledge base and professional practice required of those who rise to the rich and rewarding challenges of educating today’s young adolescent learner.

The timeline for the adoption of the 2022 Revised AMLE MLTP Standards will be as follows:

For questions on the standards, please contact Ellis Hurd at ehurd@ilstu.edu (Email); 309-438-5115 (Phone).

Resources:

Option 1 Sample Program Report Forms (Coming soon)

Tips for Preparing SPA Reports

Frequently Asked Questions

American School Counselor Association (ASCA)

Council for Exceptional Children (CEC)

Council for Exceptional Children (NAGC/CEC)/Gifted Education Professionals

Instructions

Option A Instructions for 2013 Standards
Option A Instructions for 2024 Standards

Report Forms

Option A Program Report Form (2013 Standards)
Option A Program Report Form (2024 Standards) 

Resources:

2013 CEC/NAGC Initial Standards for Gifted Educators

2024 CEC Initial Practice-Based Professional Preparation Standards for Gifted Educators

As of March 2018, the National Association for Gifted Children (NAGC) discontinued SPA Program Review with National Recognition. The Council for Exceptional Children (CEC) absorbed the role and responsibilities associated with reviewing Gifted and Talented programs seeking SPA National Recognition. CEC will continue to serve as the SPA for Special Education Program Review as well as Gifted & Talented Preparation Programs.

Standards: CEC has released the revised 2024 Initial Practice-Based Professional Preparation Standards for Gifted Educators. During the transition to the new standards there will be a phase-in period where programs may choose either set of standards for their initial report. Response to conditions reports will use the same set of standards as the initial report that received conditions.

National Policy Board for Educational Administration (NPBEA)

National Association of School Psychologists (NASP)

The 2020 Professional Standards of the National Association of School Psychologists (NASP) may be adopted by programs preparing school psychologists.

On May 2, 2022, the Council for Higher Education Accreditation (CHEA) officially recognized NASP as an accrediting organization for specialist level and doctoral level degree programs in school psychology. Over the coming years, NASP will transition away from serving as a Specialty Professional Association (SPA) under CAEP. NASP’s own accreditation reviews will be conducted independent of CAEP and will result in programmatic accreditation, which is different from NASP SPA National Recognition of programs pursing CAEP.

The transition plan will be as follows:

• NASP will follow through the complete SPA review cycle for National Recognition already initiated by programs pursuing CAEP accreditation.
• Spring 2024: Last cycle when NASP will conduct SPA review for National Recognition.
• Fall 2024: NASP will discontinue receiving shell requests for SPA Initial Review Program Reports for National Recognition. Shell requests from programs that are scheduled to submit Revised and Response to Conditions Reports to address any pending conditions for National Recognition will be processed individually.

Programs in CAEP partner states should inquire with their institutional CAEP liaison and/or state contact to assure that they are following correct review processes.

For questions on NASP’s SPA program review process and decisions, please contact Dr. Natalie Politikos at nasppab@naspweb.org.

EPPs are advised to reach out directly to CAEP (CAEPPrograms@caepnet.org) regarding its policies for the review of programs that are accredited by CHEA-recognized entities, like NASP.

National Council for the Social Studies (NCSS)

National Council of Teachers of English (NCTE)

The 2012 NCTE Standards for Initial Preparation of Teachers of Secondary English Language Arts, Grades 7-12 are applicable to program reports submitted through Fall 2023. The new NCTE Standards for the Initial Preparation of Teachers of English Language Arts 7–12 (Initial Licensure) were approved in July 2021. Beginning in fall 2023 programs submitting initial reports must use the new 2021 NCTE Standards for the Initial Preparation of Teachers of English Language Arts 7–12 (Initial Licensure).

For additional assistance please contact NCTE at accreditation@ncte.org

SHAPE America – Health Education

SHAPE America – Physical Education

Society for Public Health Education (SOPHE)

International Literacy Association (ILA)
(formerly IRA)

The International Literacy Association (ILA) will discontinue SPA Program Review with National Recognition as part of the CAEP accreditation process effective August 1, 2019. Moving forward, EPPs participating in the CAEP process that offer licensure, certification, or endorsement programs preparing Reading Specialists for P-12 education will be reviewed using either the CAEP Evidence Review of Standard One (formerly known as CAEP Program Review with Feedback) or the State Program Review option.

Transition plan:

• Programs that received National Recognition from ILA by spring 2019 will be listed on the CAEP website as nationally recognized until the expiration of that status or contingent on the provider’s CAEP accreditation status. CAEP will play no role in making National Recognition determinations in conjunction with ILA moving forward.
• Programs that had started the SPA Initial Review process for their upcoming CAEP site review and are in the process of submitting Revised or Response to Conditions Reports will have the following options:
  • They may use the ILA SPA decision report from Initial Review as evidence of program review on the self-study report (due nine months before CAEP site review) and provide evidence of programmatic improvements that have been made based on the SPA feedback.
  • If the state allows, the program may select the State Review option and change the status of the program from “SPA Review” to “State Review” for accreditation purposes.
  • If the state allows, the program may select the CAEP Evidence Review of Standard One option and change the status of the program from “SPA Review” to “Feedback” for accreditation purposes

For further information from the International Literacy Association, EPPs may contact ILA at ilanationalrecognition@reading.org. For questions on program review requirements as part of the CAEP accreditation process, contact CAEPPrograms@caepnet.org.

International Society for Technology in Education (ISTE)

ISTE Discontinuing SPA Program Review with National Recognition

As of August 2018, the International Society for Technology in Education (ISTE) will be discontinuing SPA Program Review with National Recognition. Moving forward, EPPs offering licensure programs for technology coaches, technology directors, and computer science educators will be reviewed using either the CAEP Program Review with Feedback or the State Program Review options. Programs that receive national recognition from ISTE by spring 2018 will be listed on the CAEP website as nationally recognized until the expiration of that status or contingent on the provider’s CAEP accreditation status. Contact CAEP at CAEPPrograms@caepnet.org with any questions.

The National Association for the Education of Young Children (NAEYC) discontinued SPA Program Review with National Recognition as part of the CAEP accreditation process on February 1, 2020 and now offer their own CHEA-recognized accreditation. Information on the NAEYC process an can be found at: Higher Education Quality Assurance Systems | NAEYC<https://www.naeyc.org/accreditation/higher-ed/quality-assurance-systems>
NAEYC higher education accreditation standards can be found at: NAEYC Higher Education Accreditation Standards | NAEYC<https://www.naeyc.org/accreditation/higher-ed/standards>

NAEYC standards may be found at: 

The 10 NAEYC Program Standards | NAEYC

Moving forward, EPPs participating in the CAEP process that offer licensure, certification, or endorsement programs preparing early childhood educators for P-12 settings, will be reviewed using either the CAEP Evidence Review of Standard One (formerly known as CAEP Program Review with Feedback) or the State Program Review option.

National Science Teachers Association (NSTA)

The National Science Teachers Association (NSTA) will discontinue SPA Program Review with National Recognition as part of the CAEP accreditation process effective August 1, 2019.

Moving forward, EPPs participating in the CAEP process that offer licensure, certification, or endorsement programs preparing secondary science educators for P-12 settings, will be reviewed using either the CAEP Evidence Review of Standard One (formerly known as CAEP Program Review with Feedback) or the State Program Review option.

Transition plan:

• Programs that received full National Recognition from NSTA by spring 2019 will be listed on the CAEP website as nationally recognized until the expiration of that status or contingent on the provider’s CAEP accreditation status. CAEP will play no role in making National Recognition determinations in conjunction with NSTA moving forward.
• Programs that had started the SPA Initial Review process for their upcoming CAEP site review and are in the process of submitting Revised or Response to Conditions Reports will have the following options:
  • They may use the NSTA SPA decision report from Initial Review as evidence of program review on the self-study report (due nine months before CAEP site review) and provide evidence of programmatic improvements that have been made based on the SPA feedback.
  • If the state allows, the program may select the State Review option and change the status of the program from “SPA Review” to “State Review” for accreditation purposes.
  • If the state allows, the program may select the CAEP Evidence Review of Standard One option and change the status of the program from “SPA Review” to “Feedback” for accreditation purposes.

For further information from National Science Teachers Association, EPPs may contact Dr. Paul Adams at padams@fhsu.edu. For questions on program review requirements as part of the CAEP accreditation process, contact CAEPPrograms@caepnet.org.

Teachers of English to Speakers of Other Languages (TESOL)