CAEP Accreditation Process: Latest Developments and Guidelines

1. NYSATE/NYCATE FallCon: CAEP Accreditation Tatiana Rivadeneyra, Ed.D. Accreditation Director, Site Visitor Development and EPP Accreditation Tatiana.Rivadeneyra@caepnet.org 202.753.1653 Direct  

2. Goals and Objectives • Hear about the latest developments at CAEP • Share the steps of the uniform CAEP accreditation process • Discuss preparing for CAEP accreditation and addressing CAEP standards

3. CAEP ACCREDITATION PROCESS • CAEP’s goal is to develop and implement a uniform process for accreditation focused on accountability and continuous improvement. This CAEP Accreditation process is rigorous and high quality, fair, clearly communicated, applied consistently, and managed by a CAEP team of knowledgeable and effective staff.

4. CAEP ACCREDITATION PROCESS • The CAEP Accreditation Process is comprised of three (3) stages: Engagement, Review, Decisions. Within these three stages there are multiple steps and sub-steps that need to function as a system. • The CAEP Accreditation Process includes enhanced relationships with EPPs, states, affiliates and other stakeholder groups (e.g., Deans, CHEA, USED, and the public).

5. CAEP Accreditation Process

6. Latest Developments • New Part 1 and Part 2 Application for EPPs seeking first-time accreditation • Revised Self-Study Report • Formative Feedback Report and Site Visit Report under review and Revision • New Site Visitor Training and related performance feedback for site teams • Revised Accreditation Councilor Training • New CAEP Policy Manual with clear decision rules for accreditation • CAEP Accreditation Handbook under review and revision for Initial and advanced standards • Scope of Advanced standards updated • Standard 3.2 • Enhanced external communications and customer service

7. CAEP APPLICATIONN PROCESS • EPPs with NCATE or TEAC accreditation that are in “good standing” are considered CAEP eligible and do NOT have to apply to CAEP. • EPPs new to accreditation or that have lapsed accreditation must apply to CAEP. The Part 1 and Part 2 Applications are now revised and available as of July 1, 2017.

8. CAEP APPLICATION: PART 1 • Contact and leadership information • Proposed first visit semester • Number of Completers • Indication of Regional Accreditation status/Financial capacity • Agreement to commit to CAEP accreditation • Signatures of institutional and EPP leadership • Receive AIMS access and an invoice • EPPs must complete the application process and schedule a site visit within three years of submitting Part 1 • Results in: Applicant status

9. CAEP Application: PART 2 The Characteristics and Capacity Tables • Provides context • Overview of capacity to operate programs • Select program review option(s) Readiness Self-Assessment Checklist • Aims to allow EPPs to assess their readiness to address the CAEP standards • Results in: • CAEP eligible status; EPP is ready to engage in CAEP accreditation

10. Program Review • All EPPs seeking CAEP Accreditation must complete the program review process. • Program review is part of the overall accreditation process • EPPs use the results of program review as evidence of meeting CAEP standards • States with CAEP agreements determine which program review option can be selected by the EPP: • SPA review with national recognition • State Program Review • CAEP Program Review with Feedback

11. Program Review 1. CAEP Program Review with National Recognition • Specialized Professional Association (SPA) Standards • SPA review teams trained by both the SPAs & CAEP 2. CAEP Program Review with Feedback • State-selected, InTASC, or NBPTS standards • Reviewed by site visitors (currently under revision) 3. State Program Review • State-selected standards and process • State review team

12. CAEP Standards for Initial Level Programs • 2013: CAEP Standards for Initial Licensure Programs released: • Scope: Policy 3.01 Initial Licensure Programs Initial Programs are defined by CAEP as programs at the baccalaureate or post-baccalaureate levels leading to initial licensure, certification, or endorsement that are designed to develop P-12 teachers. All programs offered by the EPP that fall within CAEP’s scope must be submitted in a single self-study report that addresses CAEP Standards for Initial Licensure Programs. First-time licensure areas beyond teaching that are limited to advanced level degrees for other school professionals, such as reading specialists, are addressed [under the advanced level programs].

13. CAEP Standards for Advanced Level Programs • Early 2016: Draft guidelines for standards for advanced level programs released: • 2017 Scope updated: Policy 3.02 Advanced Level Programs Advanced Level Programs are defined by CAEP as educator preparation programs submitted for review 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 Advanced Level Programs. For an EPP with advanced level programs only, or both initial and advanced level programs, a single self-study report is submitted for review

14. Advanced Program Standards – TIMELINE

15. Self-Study report • New additions: • Tool tips • Import Functions • Eliminated • Selected Improvement Plan – Fall 2019 • Transformation Initiative

16. Accreditation – Procedures EPP • 18 months self-study report shell opens in AIMS • 9 months before site visit EPP submits self-study report in AIMS Site Team • 2 +/- months site team review • 2 +/- weeks team’s formative feedback report (FFR), in AIMS

17. Accreditation – Procedures EPP • Submit response and supplemental evidence to formative feedback reportwithin 60 days of receipt • Self study addendum Site Team • Review self study addendum • Prior to site visit

18. Accreditation – Procedures EPP • Works with lead site visitor to prepare for site visit • Pre-visit and/or formative feedback report • Schedule, interviews, and observations Site Team • Formulate tasks for visit • Verifies evidence • Prepares first draft of site visit report • Prepare/submit site visit report 4 weeks after visit

19. Site Visit Report • Site team makes recommendations for AFIs and/or Stipulations • Site team does not make recommendations about or assert that a standard is met or unmet; site team focuses on sufficiency of evidence • Exit Conference with EPP (small team – most often Dean and accreditation coordinator only) • No evidence submitted after site visit exit • Site visit report sent to EPP for any factual corrections

20. Accreditation – Procedures EPP • Provider responds on accuracy of site visit report within 7 days • Factual corrections only Site Team • Lead site visitor receives factual corrections • Affirms site visit report, or changes to incorporate factual corrections • Final Site Visit Report posted in AIMS, within 7 days

21. Accreditation – Procedures • EPP • Writes rejoinder to site teams’ site visit report • Or, quits claim to rejoinder, indicating that the EPP is in agreement with the site visit report • Site Team • Lead site visitor and site team submit lead response to rejoinder

22. Accreditation – Procedures EPP • Accreditation Council, Initial Review • Optional attendance by EPP for clarification purposes only • Provider, lead site visitor and/or state representatives may attend meeting in person or virtually CAEP • Accreditation Council, Initial Review • Panel reviews documentation • Affirm or revise recommendations onAFIs or Stipulations, if any • Makes recommendations regarding standards, met or not met

23. Accreditation – Procedures EPP • Joint Review (Accreditation) • No action CAEP • Joint Review (Accreditation) • Panel reviews documentation • Accepts Initial Review Panel recommendations, or revises recommendations regarding standards met or not met and/or AFIs/stipulations

24. Accreditation – Procedures EPP • Accreditation Council, Decision (Accreditation) • No action CAEP • Accreditation Council, Decision (Accreditation) • Accreditation decision for EPP • Accreditation Action Letters and Reports sent to EPP and State reps.

25. Decision Rules for Initial Accreditation Visits

26. Decision Rules for Continuing Accreditation Visits

27. Accreditation – Procedures EPP • Public Announcement • In cases of denial or revocation of accreditation, the provider accepts or appeals CAEP’s action, within 30 days • The decision to appeal triggers a different process and set of policies CAEP • Public Announcement • Announces accreditation • Send certification of accreditation or • Schedule probationary visit if applicable

28. Accreditation – Procedures EPP • Appeals Process • Submit an Appeals Petition • Initiates appeals process CAEP • Appeals Process • Decision, if to deny or revoke accreditation, provider appeals decision

29. Accreditation – Procedures EPP • Annual Report • Provider, faculty, submit annual reports in AIMS and fees to CAEP CAEP • Annual Report • Reports reviewed • Feedback

31. NYSATE/NYCATE FallCon: CAEP Accreditation Tatiana Rivadeneyra, Ed.D. Accreditation Director, Site Visitor Development and EPP Accreditation Tatiana.Rivadeneyra@caepnet.org 202.753.1653 Direct  

32. Overview • This session will focus on the key language and intent of CAEP Initial/Advanced Level Standards and components. • Key concepts in standard and components are addressed • Content will reference the evidence sufficiency criteria, see handouts.

33. Preparing the Selected ImprovementSelf-Study Report - STEPS Demonstrate to Standards • Review • Inventory of available evidence • Gather information, categorize and prepare evidence to upload, and draft table to be completed • Take stock • Analyze and discuss the evidence and draft of the Selected Improvement Plan • Formulate summary/narrative statements • Draft and submit Self-Study Report

34. Step 1. Review (Initial) CAEP Handbook for the most up-to-date guidance on the evidence for the self-study. • Assessment Sufficiency Criteria • CAEP Evaluation Framework for EPP-Created Assessments • Evidence Sufficiency Criteria • Evaluation Criteria for Self-Study Evidence – ALL Standards • CAEP Guidelines for Plans for phase-in plan content • 2016-2017 SSRs can present plan with progress data • Site visits in F18 and beyond are not eligible for phase-in

35. Step 1. Review (Advanced) CAEP Handbook for the most up-to-date guidance on the evidence for the self-study. • Assessment Sufficiency Criteria • CAEP Evaluation Framework for EPP-Created Assessments • Evidence Sufficiency Criteria • Evaluation Criteria for Self-Study Evidence – ALL Standards • CAEP Guidelines for Plans for phase-in plan content • SSR submitted through academic year 2018/2019 can include plans for components, if applicable • 2019-2020 SSRs can present plan with progress data for components, if applicable • Site visits in F22 and beyond are not eligible for phase-in

36. Step 2. Inventory • Evidence toward… • Candidate performance • Completer performance • Other CAEP requirements

37. Step 3. Information, Categorize, and Prepare • Gather evidence toward... • EPP overview • Key concepts in Standard and Components • Cross-Cutting Themes • Areas For Improvement (legacy)

38. Step 4. Take Stock • With Stakeholders…Faculty; Clinical Faculty, P-12 Districts and/or Schools, Candidates • Evidence for Standards • Evidence Criteria • Evidence Quality • Review and seek feedback on what was learned from steps 1–3

39. CAEP Standard 1/A.1Content Knowledge and Pedagogical Knowledge

40. CAEP Standard 1/A.1Content Knowledge and Pedagogical Knowledge

41. CAEP Standard 1/A.1Content Knowledge and Pedagogical Knowledge • The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline [components 1.1, 1.3] and, by completion, can use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards [component 1.4]. • The provider ensures that candidates for professional specialties develop a deep understanding of the critical concepts and principles of their field of preparation [component A.1.1] and, by completion, can use professional specialty practices flexibly to advance the learning of all P-12 students toward attainment of college- and career-readiness standards [component A.1.2].

42. Standard 1/A.1’s Holistic Case The development of content knowledge and pedagogical knowledge (initial) comes togetherin candidates’ understanding of content, discipline specific practices, and the ability to address all students, the college-and-career readiness standards. The development of critical concepts and principles (advanced) comes together in candidates’ when applying professional specialty practices, and have the ability to address and advance the learning of all students. • CAEP standards for Initial/Advanced Programs, Evidence Sufficiency Criteria, handout TR

43. EPP-Created Assessments Standard 1 Component 1.1-Clinic Experience/Observation Instruments-Lesson/Unit Plans -Portfolios -Teacher Work Samples -GPA, Courses Specific P-12 Learner -Dispositional Data -Comparisons of Education and other IHE attendees on provider end-of- major projects -End of Course/Program assessments -Pre-Service Measures of Candidate Impact -Capstone/Thesis Initial Level Standards Resource:CAEP Evaluation Framework for EPP-Created Assessments  TR

44. EPP Created- Assessments Standard A.1, component A 1.1 • Action Research • Capstones/Portfolios/Thesis • Dispositional/Professional Responsibility Data • Problem-based projects with coursework/group projects • Problem-based projects with school/district • Pre- and post-data and reflections on interpretations and use of data • End of key-course tests • Grades, by program field • Survey Data from Completers/Employers Advanced Level Standards Resource:CAEP Evaluation Framework for EPP-Created Assessments 

45. CAEP Standard 2/A.2Clinical Partnerships and Practice

46. CAEP Standard 2/A.2Clinical Partnerships and Practice

47. CAEP Standard 2/A.2Clinical Partnerships and Practice • The provider ensures that effective partnerships [components 2.1 and 2.2] and high-quality clinical practice [component 2.3] are central to preparation so that candidates develop the knowledge, skills, and professional dispositionsnecessary to demonstrate positive impact on all P-12 students’ learning and development.learning and development. • The provider ensures that effective partnerships [component A.2.1] and high-quality clinical practice [component A.2.2] are central to preparation so that candidates develop the knowledge, skills, and professional dispositions appropriate for their professional specialty field.

48. Standard 2’s Holistic Case That a strong collaborative clinical preparation is only as strong as the P-12 partnerships, clinical educators (initial), and the clinical experiences. • CAEP Standards for Initial/Advanced Programs, Evidence Sufficiency Criteria, Handout TR

49. SUGGESTED for CLINICAL EXPERIENCES • Charts illustrating the breadth, depth, duration, and coherence of the opportunities to practice applying content knowledge and skills to practical challenges in their specialty area • Evidence mapping the developmental trajectory of specific practical knowledge and skills as candidates’ progress through courses and the clinical experiences embedded within or external to the courses • Candidate evaluations of connection between coursework and fieldwork

50. CAEP Standard 3/A.3Candidate Quality, Recruitment, and Selectivity