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CAEP–State Partnerships:New Agreements, New Opportunities2013 AACTE Annual MeetingOrlando, FloridaMark Lacelle-Peterson, CAEP Senior Vice President for Engagement, Research, and DevelopmentMelanie Biermann, TEAC Vice President, Member and State RelationsShari Francis, NCATE Vice President, State Relations
Goals • Promote excellence and continuous improvement in educator preparation • Fit with the policies and needs of the particular state in order to provide careful review against national standards and support for state program approval processes • Align the work around state expectations and ensure thorough reviews • Save both states and providers time and expense by eliminating duplication of effort • Share evidence on candidate and program performance, as appropriate
CAEP–State Partnership Elements Partners • CAEP (president responsible for accepting agreement) • State Authority/Authorities for Educator Preparation Teams • CAEP Team • Joint CAEP–State Teams • Concurrent Teams Program Standards Reviews • CAEP Review with National Recognition • CAEP Review with Feedback • State Review
CAEP and State Roles • States approve all programs offered by Educator Preparation Providers (EPPs) • CAEP confers national professional accreditation status • CAEP and State decisions are independent, but can be coordinated through a Partnership Agreement
Program Review OptionsProgram Review with National Recognition • Educator preparation provider submits program report forms for each CAEP program area and level (i.e., Undergraduate Secondary Biology, Reading Specialist Masters, etc.) • Review is conducted by the appropriate Specialized Professional Association (SPA) • Only program review option leading to national recognition (program level – not connected to national accreditation)
Program Review OptionsProgram Review with Feedback • Program report forms will be completed with links to information found in the Inquiry Brief or Institutional Report documents for three clusters of programs: – secondary content area programs; – cross-grade programs; and – other school personnel programs • State selects program standards • Providers may voluntarily submit programs they select for SPA National Recognition
Program Review OptionsState Program Review • State conducts program reviews for purposes of CAEP accreditation if – state’s content standards are the same as or sufficiently aligned with CAEP content standards, and – program review process is the same as or sufficiently similar to that of CAEP’s national program review process
Program Review OptionsState Program Review • CAEP and state staff will work together to ensure the close alignment of both the program standards and review process with the SPA standards and review process. • Providers may voluntarily submit programs for SPA National Recognition.
Expectations • EPP standards must be met on the basis of sufficient and accurate evidence • Candidate EPPs must: • Satisfy eligibility requirements; • Submit a self-study in CAEP-approved format • Respond to issues identified in an off-site review; • Facilitate the call for public comment and third party surveys; and • Host site visit • CAEP must be informed of a change in an EPP’s state status
Expectations • The partnerships will be renewed every seven years and may be modified during that time if necessary • The state will receive accreditation and specialized program approval documents and reports • Accreditation decisions will be posted on CAEP’s website; official letters will be sent to the CEO of the authority for EPP, the state CAEP contact, the U.S. Department of Education, and the Council for Higher Education Accreditation
Training Opportunities • CAEP and the state will collaborate to plan, design and implement training opportunities for reviewers. • Registration fees will be waived for state representatives who attend CAEP webinars, conferences and training. • CAEP will assume all expenses for one state representative to attend the annual CAEP Clinic.
Training Opportunities • State training involving CAEP staff will be negotiated according to CAEP’s policies on dues and expenses. • The state will work with associations that represent P-12 educators, school administrators and EEP to establish credit toward continuing education units or professional development requirements at the local district level in return or the state’s P-12 educators professional contributions to the wok of CAEP.
Stakeholder Involvement Providers, practitioners, employers, other segments of the profession, and the public all have a stake in the effectiveness of educator preparation • Post schedule and timeline for implementation of agreements • Create opportunities for discussion and input during the process
Resources for States • www.caepnet.org • CAEP Webinars • CAEP Conference Calls • AACTE Annual Meeting • CAEP Institutional Orientations • Become a member of the CAEP onsite visiting team • Communicate with other state CAEP contacts