Overview of CAEP Guidelines Dra Canny Bellido Coordinadora

Overview of CAEP Guidelines Dra. Canny Bellido, Coordinadora 2014 CAEP –Conference Nashville, TN March 26 -28, 2014 Presenters: Mark La. Celle-Peterson, CAEP Hilda R. Tompkins, CAEP-UPRM Capacitación CAEP UPRM Rincón PR, Mayo 2, 2014 CAEP, Emerson Elliott, CAEP CONNECT WITH CAEP | www. CAEPnet. org | Twitter: @CAEPupdates

Resources http: //uprm. edu/eppcaep CAEP Posted resources to support Educators Preparation Programs (EPPs) in their work: • CAEP Evidence Guide • CAEP Phase-in Schedule • Guide to the Continuous Improvement (CI) Pathway • CAEP Glossary • In. TASC: Model Core Teaching Standards • CAEP Standards (approved 2013) CONNECT WITH CAEP | www. CAEPnet. org | Twitter: @CAEPupdates

Phase-in Schedule for Evidence Under 2013 CAEP Standards EPP Selects Prior or New CAEP Standards If your next accreditation self-study is submitted in calendar year → 2014 2015 New CAEP Standards Required for All Accreditation Self-Studies, Reviews, and Decisions 2016 2017 2018 2019 2020 1. GENERAL PHASE-IN POLICY Some topics in the CAEP standards require new kinds of evidence. For example: Candidate assessment literacy (Standard 1); Partnerships with mutual decision making (Standard 2); Recruitment of academically able and diverse candidates (Standard 3); Functioning Quality Assurance System (Standard 5) Fully Plans + Fully in progress in in place Progress, Progress data if , data if ress in in EPP possible EPP Annual CONNECT WITH CAEP | w ww. CAE Pnet. org | Twitter: @CAEPupdat es Annual Report Self-study documents submitted through 2017 may include For CAEP-accredited EPPs, annual reports show progress plans

Phase-in Schedule for Evidence Under 2013 CAEP Standards (Continued) EPP Selects New CAEP Standards Prior or Required for All Accreditation New CAEP Self-Studies, Reviews, and Standards Decisions 2. STANDARD 3 PHASE-IN OF PERFORMANCE ON A NATIONALLY NORMED ASSESSMENT OF ACADEMIC ACHIEVEMENT/ ABILITY PERTAINS TO: Admitted candidate group average performance on nationally normed achievement/ ability assessments EXAMPLES: SAT, ACT, GRE Alternative criteria can be used, validated through investigation apply Top 50% Top 40% Top 33% apply apply CONNECT WITH CAEP | www. CAEPnet. org | Twitter: @CAEPupdates

Phase-in Schedule for Evidence Under 2013 CAEP Standards (Continued) EPP Selects Prior or New CAEP Standards • In 2014, CAEP is collecting data on completion, licensure and employment (consistent with Title II and/or PEDS). Also, EPP reporting is optional for 4 of the 8 measures. • Other 2014 EPP reporting describes but does not collect available or planned data, to inform 2015 and later CAEP EPP annual reporting requests. Jan. 2014 CAEP request Jan. 2015 CAEP request CONNEC T WITH CA New CAEP Standards Required for All Accreditation Self-Studies, Reviews, and Decisions Jan. 2016 CAEP request Jan. 2017 CAEP request Jan. 2018 CAEP request Jan. 2019 CAEP request Jan. 2020 CAEP request EP | www. CAEPnet. org | Twitt er: @CAEPupdates

Continuous Improvement (CI) Guide CI Self-study format starts with evidence. Five evidence questions are addressed: • 1) What is this item of evidence? • 2) How was the quality of the evidence determined or assured? • 3) What criteria of success have been established the measure, and how? • 4) What does the reported evidence mean? • 5) How is the evidence used to support improvement? on CONNECT WITH CAEP | www. CAEPnet. org | Twitter: @CAEPupdates

Continuous Improvement (CI) Guide Continuous improvement plan: Regular and systematic performance assessment against EPPs goals and relevant standards, tracks results over time, tests innovations and the effects of selection criteria on subsequent progress and completion, and uses results to improve program elements and processes(Standard 5. 3) Measures of completer impact, including available outcome data on P-12 student growth, are summarized, externally benchmarked, analyzed, shared widely, and acted upon in decision-making related to programs, resource allocation, and future direction (Standard 5. 4). CONNECT WITH CAEP | www. CAEPnet. org | Twitter: @CAEPupdates

Inquiry Brief (IB) Guide Characteristics of the Inquiry Brief (IB) pathway: • Research monograph as framework for self-study • Emphasis on quality of data and on improving the quality of the evidentiary base —see 5 data questions on previous slide! • Operationalization of CAEP Standards in terms of local claims about completer competence • Focus on use of evidence in decision-making and program improvement (in terms of effectiveness, impact, efficiency, etc. ) for CONNECT WITH CAEP | www. CAEPnet. org | Twitter: @CAEPupdates

Inquiry Brief (IB) Guide Characteristics of the Inquiry Brief (IB) pathway (cont. ): Scrutiny of the EPP’s Quality Control Internal Audit System through an • Specification of the system, • Probing to verify effectiveness, Under • CAEP Standards, enhanced attention to — Clinical partnerships and practice (Standard 2) — Candidate quality, recruitment, and selectivity (Standard 3) CONNECT WITH CAEP | www. CAEPnet. org | Twitter: @CAEPupdates

Transformation Initiative (TI) Guide • Distinctive characteristics of the Transformation Initiative (TI) accreditation pathway which is a Research and Development (R&D) approach to accreditation include: • Guidance on preparation of the TI proposal • Continuous improvement plan: Regular and systematic performance assessment against EPPs goals and relevant standards, tracks results over time, tests innovations and the effects of selection criteria on subsequent progress and completion, and uses results to improve program elements and processes(Standard 5. 3) Measures of completer impact, including available outcome data on P-12 student growth, are summarized, externally benchmarked, analyzed, shared widely, and acted upon in decision-making related to programs, resource allocation, and future direction (Standard 5. 4). CONNECT WITH CAEP | www. CAEPnet. org | Twitter: @CAEPupdates

CAEP has congruent responsibilities • A. Using data: Enhance and fully develop evidence-informed accreditation procedures Provide guidelines for EPPs on development and use of data for preparation and accreditation Provide reports for the public about accreditation and about accredited programs Document and analyze the consequences of CAEP’s standards and accreditation practices and use data to improve them Pilot processes, such as the “exemplary level” accreditation and use results to revise procedures Use results from TI accreditation and IES and other research studies to update and strengthen CAEP standards CONNECT WITH CAEP | www. CAEPnet. org | Twitter: @CAEPupdates

Program Review Process • A program review process consistent with the state partnership agreement must be completed as part of the self-study process; timing and process vary according to program review option and accreditation pathway selected. CONNECT WITH CAEP | www. CAEPnet. org | Twitter: @CAEPupdates

And the most important question for continuous improvement. . • How have you used the data to make modifications in your program and then tracked the result of those s modifications? CONNECT WITH CAEP | www. CAEPnet. org | Twitter: @CAEPupdates

Sources • CAEP Standards, 2013 http: //caepnet. files. wordpress. com/2013/09/final_board_approved 1. pdf • CAEP Evidence Guide http: //caepnet. files. wordpress. com/2014/02/caep_evidence_guide 1. pdf • WASC 2013 Handbook and evidence guide: http: //www. wascsenior. org/resources/handbook-accreditation-2013 and • http: //www. wascsenior. org/search/site/guide%20 to%20 using%20 evidence • Baldrige criteria: http: //www. nist. gov/baldrige • Carnegie: http: //www. carnegiefoundation. org/sites/default/files/improvement_research_ NICs_bryk-yeager. pdf CONNECT WITH CAEP | www. CAEPnet. org | Twitter: @CAEPupdates

Overview of In. TASC CONNECT WITH CAEP | www. CAEPnet. org | Twitter: @CAEPupdates

Key Changes from the 1992 Standards to 2011 • Developmental Continuum: Standards no longer just for beginning teachers but ALL teachers. – INTASC becomes In. TASC (Interstate Teacher Assessment and Support) • A Focus on 21 st Century Knowledge and Skills: Problem solving, curiosity, creativity, innovation, communication, interpersonal skills, the ability to synthesize across disciplines, global literacy, ethics, and technological expertise. • Personalized Learning for Diverse Learners: Teachers need knowledge and skills to customize learning for learners with a range of individual differences.

Key Changes from the 1992 Standards to 2011 • Increased Emphasis on Assessment Literacy: Teachers need to have greater knowledge and skill around how to develop a range of assessments and how to use assessment data to improve instruction and support learner success. • A Collaborative Professional Culture: Teaching is no longer a private act. • New Leadership Roles for Teachers and Administrators: A shift in leadership from teachers working autonomously in their classrooms to administrators, teachers, and others sharing leadership roles and responsibilities for student learning.

Groupings of Standards The 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

Groupings of Standards 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 and Collaboration

For each and every standard Performance Standards 1 to 10 Critical Dispositions Essential Knowledge

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