Accreditation Standards

Council for the Accreditation of Educator Preparation (CAEP) Standards

The Commission adopted a structure for the standards that begins with three areas of teacher preparation identified by the National Academy of Sciences 2010 report, Preparing Teachers: Building Evidence for Sound Policy. The Academy panel found that existing research provides some guidance regarding factors "likely to have the strongest effects: on outcomes for students: content knowledge; field experience, and the quality of teacher candidates. (CAEP Accreditation Standards, 2015) To review the entire report by the CAEP Commission please click on the following link CAEP Accreditation Standards. For a quick one page reference sheet please click on the following link caep-standards-one-pager.

CAEP Standards

Standard 1: Content and Pedagogical Knowledge

  • Candidate Knowledge, Skills, and Professional Dispositions
  • Provider Responsibilities

Standard 2: Clinical Partnerships and Practice

  • Partnerships for Clinical Preparation
  • Clinical Educators
  • Clinical Experiences

Standard 3: Candidate Quality, Recruitment, and Selectivity

  • Plan for Recruitment of Diverse Candidates who Meet Employment Needs
  • Admission Standards Indicate that Candidates Have High Academic Achievement and Ability
  • Additional Selectivity Factors
  • Selectivity During Preparation
  • Selection At Completion

Standard 4: Program Impact

  • Impact on P-12 Student Learning and Development
  • Indicators of Teaching Effectiveness
  • Satisfaction of Employers
  • Satisfaction of Completers

Standard 5: Provider Quality Assurance and Continuous Improvement

  • Quality and Strategic Evaluation
  • Continuous Improvement

 

CAEP Standards for Advanced Programs

The CAEP Board of Directors adopted revised Standards for Advanced Programs effective July 1, 2016. The Standards for Advanced Programs exist to support educator preparation programs at the graduate level and beyond, whereas the CAEP Standards focus on initial teacher licensure. The CAEP Standards for Advanced Programs mirror the same principles of the rigor, evidence, and outcomes focus of the CAEP Standards. To review the final version of the CAEP Standards for Advanced Programs please click on the following link CAEP Standards for Advanced Programs.

Standards for Advanced Programs

Standard A.1 - The provider ensures that candidates for professional specialties develop a deep understanding of the critical concepts and principles of their field of preparation and, by completion, are able to use professional specialty practices flexibly to advance the learning of all P-12 students toward attainment of college- and career-readiness standards.

  • A.1.1 - Candidate Knowledge, Skills, and Professional Dispositions
  • A.1.2 - Professional Responsibilities

Standard A.2 - 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.

  • A.2.1 - Partnerships for Clinical Preparation
  • A.2.2 - Clinical Experiences

Standard A.3 - The provider demonstrates that the quality of advanced program candidates is a continuing and purposeful part of its responsibility so that completers are prepared to perform effectively and can be recommended for certification where applicable.

  • A.3.1 - Admission of Diverse Candidates who Meet Employment Needs
  • A.3.2 - Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully
  • A.3.3 - Selectivity during Preparation
  • A.3.4 - Selection at Completion

Standard A.4 - The provider documents that satisfaction of its completers from advanced preparation programs and their employers with the relevance and effectiveness of their preparation.

  • A.4.1 - Satisfaction of Employers
  • A.4.2 - Satisfaction of Completers

Standard A.5 - The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates' and completer positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers' impact on P-12 student learning and development.

  • A.5.1 / A.5.2 - Quality and Strategic Evaluation,
  • A.5.3 / A.5.4 / A.5.5 - Continuous Improvement


Interstate Teacher Assessment and Support Consortium (InTASC) Standards

The Council of Chief State School Officers (CCSSO), through its Interstate Teacher Assessment and Support Consortium (InTASC), is pleased to offer this set of Module Core Teaching Standards that outline what teachers should know and be able to do to ensure every PK-12 students reaches the goal of being ready to enter college or the workforce in today's world. This "common core" outlines the principles and foundations of teaching practice that cut across all subject areas and grade levels and that all teacher share. (InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0, 2013) To review the entire report by CCSSO and InTASC please click on the following link INTASC_Learning_Progressions_for_Teachers.

InTASC Standards

Learner and Learning

  • Standard 1: Learner Development
  • Standard 2: Learning Differences
  • Standard 3: Learning Environments

Content Knowledge

  • Standard 4: Content Knowledge
  • Standard 5: Application of Content

Instructional Practice

  • Standard 6: Assessment
  • Standard 7: Planning for Instruction
  • Standard 8: Instructional Strategies

Professional Responsibility

  • Standard 9: Professional Learning and Ethical Practice
  • Standard 10: Leadership an Collaboration

 

Professional Education Standards (PES)

The Professional Education Standards (PES) reflect the ten InTASC standards. They further integrate cross-cutting themes of collaboration, communication, creativity/innovation, critical thinking/problem solving, multiple perspectives, and technology. The PES organize standards under four general categories: the learner and learning, content, instructional practice, and professional responsibility, and they align with the KEEP (Kansas Educator Protocol) teacher constructs and components (crosswalk:PES).. To review the entire PES document please click on the following link Crosswalk Kansas Professional Education Licensure Standards Final.

Professional Education Standards

Learner and Learning

  • Standard 1: Learner Development
  • Standard 2: Learning Differences
  • Standard 3: Learning Environments

Content Knowledge

  • Standard 4: Content Knowledge
  • Standard 5: Application of Content

Instructional Practice

  • Standard 6: Assessment
  • Standard 7: Planning for Instruction
  • Standard 8: Instructional Strategies

Professional Responsibility

  • Standard 9: Professional Learning and Ethical Practice
  • Standard 10: Leadership an Collaboration

 


 

 

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