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Update on CAEP: Opportunities for Continuous Improvement

Update on CAEP: Opportunities for Continuous Improvement. James G. Cibulka October 18, 2013. Current Criticism of Accreditation. Focus on inputs rather than outcomes Stifles innovation Lacks transparency Too costly and burdensome Fails to provide meaningful information to

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Update on CAEP: Opportunities for Continuous Improvement

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  1. Update on CAEP: Opportunities for Continuous Improvement James G. Cibulka October 18, 2013

  2. Current Criticism of Accreditation • Focus on inputs rather than outcomes • Stifles innovation • Lacks transparency • Too costly and burdensome • Fails to provide meaningful information to protect consumers • Failure to close low-performing programs

  3. Criticism of Educator Preparation and the Problem of Evidence • Accreditation not coherent, outcomes driven or empirically grounded • Lack of selectivity of candidates • Weak clinical practice • Programs not responsive to district’s needs • Lack of focus on P-12 student learning

  4. New Accreditor, New Standards: Leverage Points for Continuous Improvement • Building partnerships and strong clinical experiences • Raising and assuring educator-candidate quality • Including all providers • Judging preparation by outcomes and impact on P-12 student learning • Evidence and continuous improvement • Research and development and innovation • Choice for EPPs and States

  5. CAEP’s Partnership with Ohio Board of Regents • Development of state partnership agreement in 2012Benefits: • Streamline processes • Saves time and money • Flexibility/multiple pathways, one goal:enhancing P-12 student learning • State Alliance on Clinical Practice and Partnerships • 12 state initiative with various providers and contexts • Opportunities to share innovations and best practice through a networked improvement community

  6. Role of Data in Continuous Improvement • “Era of Big Data” • State accountability systems • Common data points and assessment tools • Benefits of state and national accreditor partnership • Capacity building • Shared collection and use of data • Identification of common measures for benchmarking

  7. Timeline for CAEP Standards Accreditation under new standards • Two-year transition period through 2015 • EPPs may choose to come up for accreditation under NCATE Standards. TEAC Quality Principles, or CAEP Standards, or both NCATE/CAEP or TEAC/CAEP to achieve dual accreditation • Spring 2016 (date of self-study submission) for accreditation visits scheduled for Fall 2016 is the earliest CAEP Standards will be required

  8. Standards Implementation Guidance By the end of January 2014 • CAEP eligibility guidance for EPPs seeking accreditation for the first time • Self-study guidance on demonstrating CAEP Standards • Glossary • Templates • Evidence expectations: What, Where, How, Quality • Decision-making process, heuristic, and procedures No later than mid-March 2014 • Site visitor protocols, report templates • Process and Priorities of Review

  9. Opportunity for Collaboration and Capacity-Building • Program Review with Feedback Option • Partnerships with P-12 school districts to build a robust clinical practice system • Continuous Improvement • Leveraging Ohio’s unique context • strong collaboration among public and private EPPs • data capacity

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