Collegiate students that have spent any amount of time researching teaching degree programs or teaching preparatory programs may be familiar with the Council for the Accreditation of Educator Preparation (CAEP). This widespread organization is a leader in accreditation for university programs focused on teacher training, making it an important resource for you to utilize beginning at the onset of your college admissions.
It is the goal of our team to provide you with more information about this important type of teacher's accreditation, as well as some additional resources for schools that are currently accepting new applicants.
As you read further into this guide, you can learn more about the importance of choosing accredited degree programs and how the accreditation process can ensure great quality to students enrolled.
The review process administered by the CAEP can include different components depending on what type of accreditation is sought by an institution. The CAEP currently offers 3 types of program review options, including SPA Program Review, CAEP Evidence Review of Standard One, and a State Program Review.
The Specialized Professional Association (SPA) review was developed for programs that provide specific licensure, certification, or endorsement in areas such as Social Studies Education, Mathematics, or Early Childhood Education. Schools seeking this type of program review may be require to submit evidence based on templates provided within each content area of these certification programs.
The CAEP Evidence Review of Standard One involves a look at the candidate’s proficiencies related to learners in the collegiate environment and the learning process. Instructional responsibilities and content knowledge may also be part of this report. Candidates for accreditation can complete a self report answering questions provided by the CAEP 9 months before a schedule site visit by the agency.
The CAEP commission has a structure for the standards that were identified as a must by the National Academy of Sciences 2010 report, Preparing Teachers: Building Evidence for Sound Policy. The NAS panel research found that there were nearly a dozen factors that likely had strong effects on student outcomes of content knowledge, field experience, and quality of teacher candidates. Thus, CAEP adopted multiple standards, listed below – full document is at CAEPnet.org.
Adapting that guidance to its task, the first three standards recommended by the Commission are:
Standard 1: Content and Pedagogical Knowledge
Standard 2: Clinical Partnerships and Practice
Standard 3: Candidate Quality, Recruitment, and Selectivity
Standard 4: Program Impact
Standard 5: Provider Quality Assurance and Continuous Improvement
The State Program Review is a state-specific review process that involves partnering with a state’s licensing board to develop programs that are aligned with what is required for licensure in that state. This process can vary depending on the state involved, but can result in a specially tailored program suitable for upcoming licensed educators.
There are currently an abundance of online Master’s in Teaching degree programs being marketed to undergraduates seeking reliable programs for their future. In the online environment, students can enjoy the benefits of flexibility in learning, which can contribute to a well-balanced lifestyle in both work and education.
The CAEP currently provides the public with quick access to a list of its accredited programs for review. Taking the time to browse through this list can jump start your search for the perfect program, whether you have decided to complete your degree program virtually or in-person.
Our team of educational experts has reviewed the available programs accredited by the CAEP in an effort to help you take the next step into your future in education. The list below provides some example schools and programs that you could consider for your enrollment.
If you are considering a career as a teacher throughout the U.S., you may be required to complete at least an undergraduate degree in the field of teaching or education as well as a teaching preparatory program. The preparatory programs that you enroll in are required to hold a certain level of accreditation, most often by the CAEP.
Teaching preparatory programs can be offered independently of a degree program or be included within master’s programs at various universities. Some specialized teaching areas may require a minimum of a Master’s degree in teaching, making it reasonable to include both teaching prep and a master’s program all in one package.
When you complete a preparatory program or a master’s program with this included, you may be required to show proof of program accreditation prior to being approved for licensing within your state. The most popular and reliable accreditation agency for teacher prep programs is currently the CAEP.
Verification of CAEP accreditation is an important step towards enrollment into a program that can support your licensure in teaching. You can verify this information through contact with your university, a search through the program’s information on the school’s website, or even directly through the CAEP.
In a way, this type of accreditation is vital to your future licensure as a teacher within your state. Not only can this organization be your guide as you navigate through the educational requirements for licensure, but it can also help you rest assured that the program you have chosen meets national standards for current and future educators.
They also adopted standards that any CAEP accredited program must adhere to. Content and pedagogical knowledge expected of candidates is articulated through the InTASC standards. These standards are:
Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning and development, to collaborate
with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
CAEP is the new name for the accrediting boards that used to be the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC). Essentially the two accrediting boards merged into one in 2016. In 2014, CAEP was recognized by the CHEA as an accrediting board, and they started the transition.
CAEP is responsible for the oversight on accredited programs, and ensures the proper teaching standards are fully implemented for its accredited programs. CAEP is responsible for ensuring teaching programs at multiple levels are teaching the same subject matter in the same way, which helps fully educate teachers best and helps schools, colleges, and other employers have a greater understanding of what they are getting in a CAEP-prepared teacher.