CAEP Seeks Accreditation Chief, 2017 Conference Proposals; Fall Conference Draws 1,400 Participants
More than 1,400 education professionals turned out for the 2016 Fall CAEP Conference (CAEPCon) in partnership with AACTE, held September 29–October 1 in Washington, DC.
The conference opened the afternoon of September 29 with words of welcome from AACTE President/CEO Sharon P. Robinson and CAEP President Christopher Koch. Robinson said that AACTE “stands shoulder to shoulder with CAEP to make accreditation a reality,” and that “we believe in accreditation because accreditation adds value.”
Koch announced that Senior Vice President of Accreditation Stevie Chepko is no longer with CAEP, and the organization is seeking qualified candidates for two pivotal roles to replace her:
- The Chief Accreditation Officer will steward and elevate the CAEP vision by identifying and creating opportunities to support educator preparation providers on the path to accreditation. The recruiting firm Vetted Solutions will be processing applications and actively recruiting until the leader is in place.
- The Deputy Accreditation Officer will actively develop, build, and sustain internal relationships and seek opportunities to enhance and strengthen CAEP accreditation. For more information, visit CAEP’s job opportunities page.
The remainder of the conference featured a series of hour-long breakout seminars, allowing participants to select topics to meet their particular needs. AACTE presented three of these breakout sessions, introducing educators to the Online Professional Seminars offered through the Association’s Quality Support Center and updating attendees on the work of the Clinical Practice Commission.
Now it’s time to submit session proposals for both of next year’s CAEPCons — due Monday, October 10, by midnight EDT. The 2017 conferences will be held March 22-24 in St. Louis, MO, and September 24-26 in Washington, DC. Both conferences invite proposals for hour-long sessions on one of the following topics:
- Preparation of candidates to develop discipline-specific practices and facilitate PK-12 students’ achievement of college- and career-ready standards
- Mutually beneficial clinical conditions that facilitate shared expectations for, development of, and evaluation of candidate/clinical educator/clinical experience effectiveness
- Recruiting increasingly diverse and able candidates; connecting candidate selection and progression factors to effectiveness in the field; monitoring candidate progression
- Strategies for tracking and assessing effectiveness of completers in service
- Data quality, data literacy, and data use in program improvement
- Developing assessments for advanced programs
- Scholarly use of accreditation data and educator preparation research to inform the field
- Establishing validity and inter-rater reliability for assessments