Feedback wanted on new teacher prep standards
The NEA is urging members across the country to submit comments on new draft recommendations on standards for teacher preparation programs. You have until March 29 to comment on the proposed new standards, which are posted on the MTA website below. They can also be accessed at http://standards.caepnet.org, which is the site where comments can be posted.
These recommendations have been made by the Council for the Accreditation of Educator Preparation – CAEP – which will combine the current National Council for the Accreditation of Teacher Education and Teacher Education Accreditation Council accreditations for teacher preparation in the United States.
The CAEP Commission, composed of 41 officials representing a wide range of diverse stakeholders, (including the NEA), was charged with developing the next generation of accreditation standards for all teacher preparation providers. These new standards are meant to further increase the quality of the preparation of teachers by focusing on the evidence, continuous improvement, innovation and clinical practices of providers.
Proposed CAEP Standards
CONTENT AND PEDAGOGICAL KNOWLEDGE
The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-speciﬁc practices ﬂexibly to advance the learning of all students toward attainment of college and career-readiness standards.
Content Knowledge and Pedagogical Knowledge
1.1 Candidates demonstrate an understanding of the critical concepts and principles in their discipline, including college and career-readiness expectations, and of the pedagogical content knowledge necessary to engage students’ learning of concepts and principles in the discipline.
1.2 Candidates create and implement learning experiences that motivate P-12 students, establish a positive learning environment, and support P-12 students’ understanding of the central concepts and principles in the content discipline. Candidates support learners’ development of deep understanding within and across content areas, building skills to access and apply what students have learned.
1.3 Candidates design, adapt, and select a variety of valid and reliable assessments (e.g., formative and summative measures or indicators of growth and proﬁciency) and employ analytical skills necessary to inform ongoing planning and instruction, as well as to understand, and help students understand their own, progress and growth.
1.4 Candidates engage students in reasoning and collaborative problem solving related to authentic local, state, national, and global issues, incorporating new technologies and instructional tools appropriate to such tasks.
1.5 Candidates use research and evidence to continually evaluate and improve their practice, particularly the effects of their choices and actions on others, and they adapt their teaching to meet the needs of each learner.
The Learner and Learning
1.6 Candidates design and implement appropriate and challenging learning experiences, based on an understanding of how children learn and develop. They ensure inclusive learning environments that encourage and help all P-12 students reach their full potential across a range of learner goals.
1.7 Candidates work with P-12 students and families to create classroom cultures that support individual and collaborative learning and encourage positive social interaction, engagement in learning, and independence.
1.8 Candidates build strong relationships with students, families, colleagues, other professionals, and community members, so that all are communicating effectively and collaborating for student growth, development, and well-being.
1.9 Candidates reﬂect on their personal biases and access resources that deepen their own understanding of cultural, ethnic, gender, sexual orientation, language, and learning differences to build stronger relationships and to adapt practice to meet the needs of each learner.
CLINICAL PARTNERSHIPS AND PRACTICE
The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills and dispositions necessary to demonstrate positive impact on all P-12 students’ learning.
Partnerships for Clinical Preparation
2.1 Partners co-construct mutually beneﬁcial P-12 school and community arrangements for clinical preparation, including technology-based collaborations, and share responsibility for continuous improvement of candidate preparation. Partnerships for clinical preparation can follow a range of forms, participants, and functions. They establish mutually agreeable expectations for candidate entry, preparation and exit; ensure that theory and practice are linked; maintain coherence across clinical and academic components of preparation; and share accountability for candidate outcomes.
2.2 Partners co-select, prepare, evaluate, support and retain high-quality clinical educators who demonstrate a positive impact on candidates’ development and P-12 student learning. In collaboration with their partners, providers use multiple indicators and appropriate technology-based applications to establish, maintain and reﬁne criteria for selection, professional development, performance evaluation, continuous improvement and retention of clinical educators in all clinical placement settings.
2.3 The provider works with partners to design clinical experiences of sufﬁcient depth, breadth, diversity, coherence and duration to ensure that candidates demonstrate their developing effectiveness and positive impact on all students’ learning. Clinical experiences, including technology-based applications, are structured to demonstrate candidates’ development of the knowledge, skills, and dispositions that are associated with a positive impact on P-12 student learning.
CANDIDATE QUALITY, RECRUITMENT, AND SELECTIVITY
The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certiﬁcation.
Plan for Recruitment
3.1 The provider presents plans and goals for strategic and recruitment outreach to recruit high-quality candidates from a broad range of backgrounds and diverse populations to accomplish their mission.
Recruitment of Diverse Teacher Candidates
3.2 The provider documents goals, efforts and results for the admitted pool of candidates that demonstrate the diversity of America’s P-12 students (including students with disabilities, exceptionalities, and diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identiﬁcation, and geographic origin).
Recruitment to Meet Employment Needs
3.3 The provider demonstrates efforts to know and address community, state, national, or regional or local needs for hard to staff schools and shortage ﬁelds, including STEM, English language learning, and students with disabilities.
Admission Standards Indicate that Candidates Have High Academic Achievement and Ability
3.4 The provider sets admissions requirements, including CAEP minimum criteria or the state’s minimum criteria, whichever are higher, and gathers data to monitor applicants and the selected pool of candidates. The provider ensures that the average GPA of its accepted cohort of candidates meets or exceeds the CAEP minimum GPA of 3.0 and a group average performance in the top third of those who pass a nationally normed admissions assessment such as ACT, SAT or GRE. The provider demonstrates that the standard for high academic achievement and ability is met through multiple evaluations and sources of evidence. If a program has a model that predicts effective teaching empirically as measured in reliable and valid ways, the cohort group ﬂoor must be above the mean of the predicted measure.
Additional Selectivity Factors
3.5 Provider preparation programs establish and monitor attributes beyond academic ability that candidates must demonstrate at admissions and during the program. The provider selects criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show how the academic and non-academic factors deemed important in the selection process and for development during preparation, predict candidate performance in the program and effective teaching.
Selectivity during Preparation
3.6 The provider creates criteria for program progression and monitors candidates’ advancement from admissions through completion. All candidates demonstrate the ability to teach to college and career ready standards. Providers present multiple forms of evidence to indicate candidates’ developing content knowledge, pedagogical content knowledge, and pedagogical skills, including the effective use of technology.
Selection at Completion
3.7 Before the provider recommends any completing candidate for licensure or certiﬁcation, it documents that the candidate has reached a high standard for content knowledge in the ﬁelds where certiﬁcation is sought, and can teach effectively with positive impacts P-12 student learning.
3.8 Before the provider recommends any completing candidate for licensure or certiﬁcation, it documents that the candidate understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant laws and policies.
Standard 4: PROGRAM IMPACT
The provider demonstrates the impact of its completers on P-12 student learning, classroom instruction and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation.
Impact on P-12 Student Learning
4.1 The provider documents, using value-added measures where available, other state-supported P-12 impact measures, and any other measures constructed by the provider, that program completers contribute to an expected level of P-12 student growth.
Indicators of Teaching Effectiveness
4.2 The provider demonstrates, through structured and validated observation instruments and student surveys, that completers effectively apply the professional knowledge, skills and dispositions that the preparation experiences were designed to achieve.
Satisfaction of Employers
4.3. The provider demonstrates, using measures that result in valid and reliable data, and including employment milestones such as promotion and retention, that employers are satisﬁed with the completers’ preparation for their assigned responsibilities in working with P-12 students.
Satisfaction of Completers
4.4 The provider demonstrates, using measures that result in valid and reliable data, that program completers perceive their preparation was relevant to the responsibilities they confront on the job and that the preparation was effective.
PROVIDER QUALITY, CONTINUOUS IMPROVEMENT, AND CAPACITY
The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates’ and completers’ positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained, 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.
Quality and Strategic Evaluation
5.1 The provider’s quality assurance system demonstrates capacity to address all CAEP standards and investigates the relationship between program elements and candidate outcomes to improve graduates’ impact on P-12 student learning.
5.2 The provider’s quality assurance system relies on relevant, veriﬁable, representative, cumulative, and actionable measures, and produces empirical evidence that interpretations of data are valid and consistent. The system generates outcomes data that are summarized,
externally benchmarked, analyzed, shared widely, and acted upon in decision-making related to programs, resource allocation, and future direction.
5.3 The provider’s quality assurance system is comprised of multiple measures that can monitor candidate progress, completer achievements and the provider’s operational effectiveness. These include measures of program outcomes for:
• Completer or graduation rates;
• Ability of completers to meet licensing (certiﬁcation) and any additional state accreditation requirements;
• Ability of completers to be hired in education positions for which they are prepared; and
• Student loan default rates.
5.4 The provider regularly and systematically assesses performance against its 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. Available evidence on academic achievement of
completers’ P-12 students is reported, analyzed, and used to improve programs and candidate performance. Leadership at all levels is committed to evidence-based continuous improvement.
5.5 The provider assures that appropriate stakeholders, including alumni, employers, practitioners, school and community partners, and others deﬁned by the provider are involved in program evaluation, improvement, and identiﬁcation of models of excellence.
5.6 The provider assures continuing quality of curricula; educators (faculty); facilities, equipment, and supplies; ﬁscal and administrative capacity; student support services; recruiting and admissions practices; academic calendars, catalogs, publications, grading policies, and advertising; measures of program length and objectives; and student complaints.