WASHINGTON (PRWEB) February 15, 2013
Today, the CAEP Commission on Standards and Performance Reporting released for public comment its draft recommendations for the next generation of accreditation standards for educator preparation. Comments will be accepted at standards.caepnet.org February 22– March 29, 2013.
The Council for the Accreditation of Educator Preparation (CAEP) is the new sole accreditor for educator preparation in the United States.
“CAEP is a new kind of accrediting body that drives innovation and change, and this next generation of standards is a key part of that,” said CAEP President James G. Cibulka. “These new standards are about improving results, particularly for P-12 learners. The nation has raised the bar for our students and for our teachers. Today’s teachers must challenge and engage all learners. Now we must raise the bar for preparation programs to help the nation meet these ambitious goals.”
“CAEP is taking up its new responsibilities at a critical time of sea change in the education policy landscape,” said Terry Holliday, Commission co-chair and Commissioner of Education with the Kentucky Department of Education. “As states are undertaking new initiatives related to the educator workforce, CAEP is positioned to be an important partner as it creates standards for a new organization, and an ambitious new agenda.”
The Commission was charged with developing – for all preparation providers – the next generation of accreditation standards based on evidence, continuous improvement, innovation, and clinical practice. The Commission was also charged with recommending transparent CAEP public accountability reporting with multiple measures, including those directly linked to student achievement.
“CAEP’s leaders have set challenging goals to both enhance the value of accreditation and foster innovation,” said Camilla Benbow, Commission co-chair and Patricia and Rodes Hart Dean of Education and Human Development at Vanderbilt University’s Peabody College. “The potential for CAEP to make a decisive impact on educator preparation is why Commission members are responding to their charge, eagerly searching for appropriate ways to maximize the considerable leverage that the accreditation process can create.”
Representatives of diverse and often divergent views and perspectives were invited to serve on the Commission to help shape the new accreditation standards. The Commission make-up reflects a partnership between educator preparation providers, policy makers, thought leaders, and P-12 educators, signaling the new demands for collaboration that CAEP expects.
Accreditation is a non-governmental activity based on peer review that serves the dual functions of assuring quality and motivating improvement. More than 900 educator preparation providers will initially participate in the CAEP accreditation system, which serves all providers currently accredited by the National Council for the Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC).
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The Council for the Accreditation of Educator Preparation (http://www.CAEPnet.org) promotes excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to advance P-12 student learning.