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Council for the Accreditation of Educator

Preparation

CAEP Update to OCTEOOctober 24, 2012

Mark LaCelle-Peterson—President, Teacher Education Accreditation Council—Senior Vice President for Engagement, Research and Development, Council for the Accreditation of Educator Preparation

http://www.caepsite.org/


Presentation Overview

1. CAEP Goals and Context

2. CAEP Standards Development

3. Capacity Building: Data and Reporting

4. Elements of the CAEP Accreditation System



Part 1: CAEP Goals and Context



CAEP GOALS

Raise the performance of candidates as educators in the nation’s P-12 schools.

Raise the stature of the profession by raising standards for the evidence the field relies on to support its claims of quality.



CAEP’s Context

Launching in choppy seas:• Enrollments and endowments down• Regulation and public scrutiny up (for

all)• Expectations elevated (common

core)• Trust wavering, critics vocal• Delivery modes diversifying

What role can accreditation play?



Barrier or Support to Change?

…a barrier to disruptive innovation [is] created by accreditation… [p 17]

Christensen and Eyring The Innovative University

…the situation has changed.[a]ccreditation has become more focused on learning outcomes…] [p 209]

Christensen and Eyring The Innovative University



Accreditation and Innovation

• Supportive innovations improve existing enterprises, e.g. by increasing quality and/or efficiency

• Disruptive innovationschange the state of play as new players or new undercut the existing enterprises

• Can accreditation play either role?



Tensions

CAEP will need to promote:• High expectations, not business as

usual• Productive innovation, not

compliance• Choice and experimentation, not

regimentation• Cultures of evidence and

improvement, not of accommodation to the accreditor

• Transparency versus candor



Dimensions of the CAEP Launch

• Non-accreditation functions now being consolidated (AIMS, staffing, applications, billing, etc.)

• Joint CAEP/NCATE and CAEP/TEAC accreditation reviews using CAEP standards are in process:• Inquiry Brief; Continuous Improvement; Transformation

Initiative

• Standards Commission: moving ahead! (Draft standards to be released for feedback Feb 2013, final Dec 2013?)

• State partnerships renegotiated

(2012 pilot states KS, MI MO, OH, OR, & UT)

• Seeking recognition by USDE and CHEA



Part 2. CAEP Standards Development



History as Context and Resource

• Design Team problem: how far apart were we?

• Extensive analysis of…– NCATE Standards & expectations & processes– TEAC Principles & practices & processes

• Essential congruence of expectations:– Outcomes have priority over inputs– Continuous improvement (internally &

externally)



Current NCATE Standards

1. Candidate knowledge2. Assessment3. Clinical and Field Experiences4. Diversity5. Faculty6. Governance and Resources



Current TEAC Quality Principles

1. Evidence of Candidate Learning1.1 Subject Matter/Professional Knowledge1.2 Pedagogical/Strategic Knowledge1.3 Effective Teaching/Professional Practice1.4 3 cross-cutting (Diversity, Tech., L2L)1.5 Reliability and Validity Evidence for above

2. Evidence of Faculty/Program Learning

3. Evidence of Capacity & Commitment



Current CAEP Standards

1. Candidates demonstrate knowledge, skills, and dispositions for effective work in schools.

2. Data drive decisions about candidates & programs.

3. Resources and practices support candidate learning.

– Harmonization of Standards and Principles– Adopted as equivalent to predecessors– Basis for CAEP’s accreditation decisions

But stay tuned…



CAEP Standards Commission

Themes for the commission:• Higher expectations for candidates,

completers• Clearer standards for better evidence• Need to build the field’s knowledge base• Emphasis on clinical

partnerships/practice• Support for variety of models of

preparation• Feedback from field will be critical to

success



Commission Working Groups

• Content and Pedagogical Knowledge

• Clinical Practice and Partnerships

• Quality/Selectivity of Candidates

• Capacity, Quality, Continuous

Improvement

• Public Accountability and Transparency



Comment and Input

• Nov 2012 Internal discussion of initial

draft

• Feb 2013 Public Comment Period

• April 2013 Finalization of Standards

• Summer 2013 Adoption by CAEP

Board

• 2013-14 Publication and Voluntary

Use

• Post-2014 Full Implementation



Part 3. Capacity Building: Data and Reporting



CAEP’s Intent

• Building EPP capacity to meet new challenges to the field

• (Fewer), clearer, higher expectations that are:– Rigorous– Transparent– Accountable– Outcomes-based– Inclusive (the same for all providers)



CAEP is Committed to Capacity Building

Data environment is dynamic:• Increasing use of data for

accountability and improvement• Changing Title 2 data for reporting to

states & USDE• New sources of data for monitoring

quality of educator preparation



New Data Sources…

• “A little data can go a long way…”

• There are no silver bullets – all data sources have limitations that can be known

• Multiple data sources complement each other

• Linking data sources can yield explanations



Focus: Evidence about the evidence…

Evidence of candidate learning will need to include evidence of the data’s quality: How does the faculty know its interpretations are of data are valid and reliable? (or consistent and trustworthy)?



Standards of Evidence

Evidence must be:

1. Representative: sample must be appropriate

2. Accurate: as verified in the accreditation visit

3. Reliable: Robust, stable, repeatable

4. Valid: validity (and reliability) of evidence for uses is known and adequate

5. Sufficient: results meet established criteria

6. Actionable: measure what matters—and use it!


kaaryn

word choice?


In other words…

Evidence must be:

1. Fair: a representative sample is required

2. Trustworthy: verified as accurate in the audit

3. Reliable: consistent w psychometric expectations

4. True: the validity of the evidence must be shown

5. Sufficient: must meet established criteria

6. Useful: should clearly inform improvement efforts

24



A Challenge for CAEP and the Field

• How can accreditation support program improvement?

• How can evidence produced as part of accreditation studies document quality?

• How can policy be smarter about data?



Part 4. Elements of the

CAEP Accreditation System



The CAEP Accreditation Process

Steps in the CAEP Accreditation Process:– Eligibility of Educator Preparation Provider

(EPP)• No longer the NCATE “unit” or TEAC “program”

– Self-study of EPP completed & evaluated through

• Formative Feedback and Off-site Review• Public Input (call-for-comment & 3rd party

survey)• Onsite Visit with subsequent Report (and

response)

– Decision by CAEP Accreditation Council– Annual Reports submitted and monitored



CAEP Process Features:

• Formative (TEAC)/Off-site (NCATE) Phase• Clearer expectations and better initial drafts• Earlier feedback to institution on possible issues• Accreditation Review visits focused, better

informed

• Corroboration through Third Party surveys

• Constituent input to corroborate EPP claims



CAEP Process Features:

• Decision by CAEP Accreditation Council• Double review of decisions (NCATE’s UAB model) • Larger/smaller issues differentiated with

decision rules (TEAC model)

• Annual Reports consistent and useful



Pathways to Meeting Standards

• Self-study must show CAEP Standards met

• Self-study format selected to emphasize:– Research on candidate learning:

Inquiry Brief (IB)– Research on program improvement:

Continuous improvement (CI)– Research on key program features:

Transformation Initiative (TI)



Inquiry Brief (IB)

• Focus: Faculty investigate: a) candidate performance, b) quality of evidence, c) use of evidence for program improvement

• Emphasis: Meeting ‘research-level standard’ in the quality of evidence & candidate performance

• Accreditation Decision: Based on meeting all CAEP standards with recognition of research-level quality of the evidence presented



Continuous Improvement (CI)

• Focus: Continuous improvement of programs and practices of an educator preparation provider (EPP)

• Emphasis: Moving to ‘target’ level performance on standard(s) selected by the EPP.

• Accreditation Decision: Based on meeting all CAEP standards at the adequate level with recognition of target performance



Transformation Initiative (TI)

• Focus: A broad-based initiative to transform an educator preparation provider’s teacher education programs and practices to serve as a model.

• Emphasis: Research-centered to inform the profession about best practices and what works.

• Accreditation Decision: Based on meeting all CAEP standards with recognition of TI research and innovations



Choice of options for presenting evidence in various certificate

programs

1. CAEP/NCATE Program Review with National Recognition (SPA review)

2. CAEP Program Review with Feedback

3. State Program Review

Each state will negotiate a new agreement with CAEP to define the options for Program Review available to the institutions within each state. Ohio was the first!



CAEP program reviewwith feedback

• Program Reports submitted at the same time as the main self-study document

• Includes specialty program areas reviewed in clusters (elem, sec, other) in relation to state-selected standards and CAEP standards

• Reviewers trained by CAEP evaluate the Program Reports based on state-selected standards and CAEP standards

• Result: Feedback to the programs as to whether standards are “supported” or “not supported” by the information in the report



CAEP Program Review with Feedback

Timeline for implementation:Winter/Spring 2012 Pilot state partnership agreements are created for five states (KS, MI, MO, OH, OR, & UT)

including the selection of the Program Review options acceptable for institutions in each stateSpring/Summer 2012 Institutions are identified for invitation to a pilot of the Program Review with Feedback option to

occur in Spring 2013. Eligible institutions will be those with Fall 2014 onsite visits in states offer Program Review with Feedback as an option.

Summer/Fall 2012 A small group of reviewers for the Spring 2013 Pilot will participate in reviewer training. Invitations will be made to institutions in the pilot states with Spring 2015 onsite visits for inclusion in the second cycle of pilot reviews for Program Review with Feedback.

Spring 2013 First pilot cycle of the Program Review with Feedback option will occur with reports due to CAEP on March 15, 2013 and responses delivered to institutions and states by August 1, 2013. (This is the same review timing as Program Review for National Recognition.)

Spring/Summer 2013 All parties will be surveyed to collect input for revisions and clarifications needed. Additional states will establish state partnership agreements with CAEP and begin to be identified for Program Review with Feedback. CAEP will begin offering additional training to institutions (beyond the institutions participating in the two pilot cycles) preparing for Program Review with Feedback.

Summer/Fall 2013 Reviewer training will be conducted following a broad call for reviewers to begin building a pool of trained reviewers for Program Review with Feedback.

Spring 2014 Program Review with Feedback operates as a regular option along with Program Review for National Recognition (SPA Review).



State Partnership Options

• Member Partners– CAEP and Authority/Authorities for Educator Preparation

(State DoE, State Standards Board, Board of Regents and/or Higher Education Commission)

• Teams– CAEP, Joint CAEP and State, Concurrent CAEP and State

• Program review– CAEP Review (leads to national recognition)– CAEP Review with feedback– State Review

• One Institutional Report– Optional minimal state addendum



CAEP State Partnerships

• Development of initial agreements in 2012 Kansas, Michigan, Missouri, Ohio, Oregon, and Utah

• Benefits:– Eliminates duplication of effort– Saves time and money– Access to the Accreditation Information Management

System (AIMS): AIMS password and access to state institutions

– Information for use in program approval/renewal– Participation in professional development (PD), including

Spring CAEP Clinic, web training, and expense-only PD

• Priority on stakeholder input and buy-in– Professional development credit for participating teachers– Input from AACTE State Chapters



Back to the Top…

• How can your accreditor help the field develop supportive innovations?

• Could development of strong evidence systems help us to develop the disruptive innovations that transform the field?



Questions? Comments?



CAEP Information

www.caepsite.org

Information on NCATE, TEAC, and CAEP websites



connect with caep twitter: @caepupdates council for the accreditation of educator preparation caep...

Documents

caepupdates caep goals

caepupdates accreditation

caepupdates tensions

context slide

caepupdates council

accreditation play

caepupdates barrier

caepupdates history