CAEP Standards for Accreditation at the Advanced-Level

Advanced-Level Programs
Advanced-level programs are defined by CAEP as educator preparation programs at the post-baccalaureate or graduate levels leading to licensure, certification, or endorsement. Advanced-level programs are designed to develop P-12 teachers who have already completed an initial preparation program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts. These programs are submitted to CAEP using the CAEP Standards for Accreditation at the Advanced-Level. For an educator preparation provider (EPP) with advanced-level programs only, or both initial- and advanced-level programs, a single self-study report is submitted for review.
The CAEP Standards for Accreditation at the Advanced-Level and their components flow from two principles:

  1. Solid evidence that the provider’s graduates are competent and caring educators.
  2. There must be solid evidence that the provider has the capacity to create a culture of evidence and use it to maintain and enhance the quality of the professional programs they offer.

These standards define quality in terms of organizational performance and serve as the basis for accreditation reviews and judgments. While the CAEP Standards for Advanced-Level Preparation Programs parallel the CAEP Standards for Initial Programs, there are distinct differences in the evidence required.

  • Standard RA.1: Content and Pedagogical Knowledge The provider ensures that candidates for professional specialties develop an understanding of the critical concepts and principles of their discipline and facilitates candidates’ reflection of their personal biases to increase their understanding and practice of equity, diversity, and inclusion. The provider is intentional in the development of their curriculum for candidates to demonstrate their ability to effectively work with diverse P-12 students and their families..
  • Standard RA.2: Clinical Partnerships and Practice The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions appropriate for their professional specialty field.
  • Standard RA.3: Candidate Quality and Selectivity The provider demonstrates that the quality of advanced program candidates is an ongoing and intentional focus so that completers are prepared to perform effectively and can be recommended for certification where applicable.
  • Standard RA.4: Satisfaction with Preparation The provider documents the satisfaction of its completers and their employers with the relevance and effectiveness of their preparation.
  • Standard RA.5: Quality Assurance System and Continuous Improvement The provider maintains a quality assurance system that consists of valid data from multiple measures and supports continuous improvement that is sustained and evidence-based. The system is developed and maintained with input from internal and external stakeholders. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements, and highlight innovations.
  • Standard 6: Fiscal and Administrative Capacity The EPP has the fiscal and administrative capacity, faculty, infrastructure (facilities, equipment, and supplies) and other resources as appropriate to the scale of its operations and as necessary for the preparation of candidates to meet professional, state, and institutional standards. For EPPs whose institution is accredited by an accreditor recognized by the U.S. Secretary of Education (e.g., SACSCOC, HLC), such accreditation will be considered sufficient evidence of compliance with Standard.6. If an EPP’s institution is not accredited by an accreditor recognized by the U.S. Secretary of Education, the EPP must address each component of ST 6 in narrative supported by evidence.
  • Standard 7: Record of Compliance with Title IV of the Higher Education Act **Only For EPPs seeking access to Title IV funds** Freestanding EPPs relying on CAEP accreditation to access Title IV of the Higher Education Act must demonstrate 100% compliance with their responsibilities under Title IV of the Act, including but not limited to on the basis of student loan default rate data provided by the Secretary, financial and compliance audits, and program reviews conducted by the U.S. Department of Education. Freestanding EPPs will need to provide narrative and evidence for all components of ST 7.
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