Want to make sure the Council for the Accreditation of Educator Preparation (CAEP) hears from the field? A new survey asks teacher educators to help shape CAEP’s advanced standards, weigh in on preferred accreditation supports, and more.
In an announcement posted yesterday, CAEP invites institutions to provide feedback via an online survey. Part of the instrument is described as “a critical research project to ensure the highest level of service and support to institutions,” while other questions seek input on newly drafted standards for preparation programs at the advanced level. Participation in the survey is anonymous.
You have only a brief window to respond, so don’t delay: The survey is open through Thursday, May 15.
Last week’s conference of the Council for the Accreditation of Educator Preparation (CAEP) drew some 1,100 educators to Nashville, Tennessee, to learn more about the new accreditation system.
Offering workshops for the various accreditation pathways, a mixture of keynote presentations, panel and plenary sessions, networking events, and group work, the conference brought together educator preparation providers, member associations, researchers, and practitioners from across the country.
Did you attend the edTPA-related sessions at AACTE’s Annual Meeting this year? If not, here’s a taste of what you missed! Click here to view a list of the descriptions and presenters for the various sessions that provided attendees the opportunity to converse with other users of edTPA.
A highlight of the conference was the edTPA breakfast hosted by SCALE, which drew more than 200 attendees. In her opening remarks, AACTE President/CEO Sharon P. Robinson championed edTPA, emphasizing that it was developed by and for the people in the room. She also encouraged audience members to advocate for edTPA in their communities. Afterward, Ray Pecheone, SCALE’s executive director, described in detail the developmental process of edTPA. He explained topics such as standard setting and state policy and announced that SCALE would conduct validity and consequential studies in the weeks ahead. Finally, attendees engaged in a question and answer session with Andrea Whittaker, SCALE’s director of teacher performance assessment, and other representatives.
The Council for the Accreditation of Educator Preparation (CAEP) has released draft evidence guides along with an application for educator preparation providers (EPPs). The evidence guides are designed to provide practical advice for EPPs as they structure their self-study under the CAEP standards and prepare for a site visit.
The following drafts are available:
On February 27, the U.S. House subcommittee on elementary and secondary education and the subcommittee on higher education held a hearing titled “Exploring Efforts to Strengthen the Teaching Profession.”
Witnesses included Marcy Singer-Gabella, professor of the Practice of Education at Vanderbilt University (TN), along with two officials from state departments of education and the director of an alternative-route program.
When Mary Brabeck, dean of the Steinhardt School of Culture, Education, and Human Development at New York University, agreed to grant me a recorded in-person interview (see link below) regarding her new role as board chair of the Council for the Accreditation of Educator Preparation (CAEP), I was thrilled.
It is fair to say that I have a long-standing relationship with Mary Brabeck. In 2005, Dean Brabeck chaired the Board of AACTE when I was selected to be the president and chief executive officer.
Earlier this month, I participated in a workshop of the Council for the Accreditation of Educator Preparation’s State Alliance for Clinical Preparation and Partnerships in Louisville, Kentucky. The 11 states in the alliance (Alabama, Colorado, Kansas, Kentucky, Louisiana, Maryland, Missouri, New York, Ohio, Oklahoma, and Oregon) have formed a network to improve the systemic infrastructure supporting high-quality clinical experiences for teacher candidates. Mark LaCelle-Peterson, senior vice president for Engagement, Research, and Development at CAEP, framed the discussions over the 3 days with the following quote: “We have a system of education, but we do not have a system of clinical preparation.”
On December 12, I attended a hearing in the U.S. Senate Committee on Health, Education, Labor, and Pensions (HELP) billed as “Accreditation as Quality Assurance: Meeting the Needs of 21st Century Learning.” This was one of a series of 13 hearings the Committee is holding in preparation for the reauthorization of the Higher Education Act.
Senator Tom Harkin (D-IA) chaired the hearing, and Senator Lamar Alexander (R-TN) sat as ranking Republican on the Committee. Other members in attendance were Senators Elizabeth Warren (D-MA), Al Franken (D-MN), and Christopher Murphy (D-CT). A full recording of the hearing along with written remarks from speakers can be found here. (You will note my presence in the audience!)
State and national policy trends around teaching credentials will be the focus of a major forum at AACTE’s 2014 Annual Meeting, “Maintaining the Value of the Teaching Credential: Challenges and Opportunities.”
The teaching credential is facing challenges at all levels. Several states have devalued the worth of the master’s degree as it relates to advanced certification, and others now award the same credential to new teachers regardless of whether they have completed their preparation. At the federal level, serious discussions are taking place as to what standard, if any, should exist to enter the teaching profession.
Last summer in its 2013 Teacher Prep Review, the National Council on Teacher Quality (NCTQ) set forth recommendations for state and local policy makers who want to see the ratings increase for educator preparation programs in their jurisdictions. One of these recommendations was to “revamp current inspections of teacher preparation programs, performed as a condition of program approval.” Positing that neither state program approval site visits nor national accreditor site visits have proven to be meaningful, NCTQ recommended that states employ independent inspectors, along the lines of the British inspectorate model for preparation programs, to conduct program evaluation site visits and program evaluations.
As I witnessed this summer’s commemorative 50th anniversary celebrations of major U.S. civil rights events, I was reminded of my personal experiences from those times—and thought in particular of my high school English teacher, Mrs. Ruby Archie.
My city, Danville (VA), was one of the last in the country to fully desegregate its elementary and secondary schools. Before its desegregation, Danville had one high school for White students and another one for Black students. My first day at the consolidated high school is one that I will never forget. My Black classmates and I were met at the entrance of the school by police officers, belts off and buckles down and at the ready, holding dogs tethered to a leash. As our first day progressed and tension remained high, all Black students were sent to the gym and the doors closed behind us. Mrs. Archie forced her way into the gym and made it clear that none of us would remain in that gym without her, our teacher, present. She cared and was willing to risk her employment to protect us.