Did you know component 3.2 has changed?
Did you know component 3.2 has changed?
September 2016
Demonstrating Academic Achievement: CAEP Board Refines CAEP Component 3.2
(Previously shared in CAEP Connections, July 2016; available in CAEP News Room)
Candidate achievement is a crucial component to any quality program. And, in an evidence-based system of accreditation, so is the ability for educator preparation providers (EPPs) to demonstrate candidate quality. We have listened to the barriers providers face in meeting component 3.2 and we commissioned an analysis of this component. Finally, we held careful discussions over how this component can be reasonably met by EPPs while maintaining the candidate quality that is so important to educator preparation.
At its June 9-10, 2016 biannual meeting, the CAEP Board of Directors adopted language to clarify and refine the academic achievement component of CAEP’s Standard on Candidate Quality

CAEP Component 3.2 – as amended – takes effect July 1, 2016 and will be used by EPPs seeking CAEP Accreditation for either initial or advanced programs, and submitting self-study reports in fall 2017.

The intention of the CAEP Standards is to influence teacher preparation in ways that will have positive impacts on P-12 student learning.  CAEP’s academic achievement component (3.2) is based on research that associates teacher academic achievement with P-12 learners’ success, a relationship that is especially important for children at risk.  Academic achievement, appropriate professional courses, and strong clinical experiences combine to ensure well-prepared teachers who can bring all of America’s diverse students to higher performance levels.

CAEP partners with educator preparation providers (EPPs), and supports their efforts to improve programs and make data-driven decisions on how best to prepare educators.  High-functioning providers recruit teacher candidates from diverse populations and backgrounds, monitor their progress, and provide supportive instruction and services to help prospective educators reach the CAEP academic achievement standard by completion.  The CAEP Board approved the following actions:
  • Continued to define academic achievement through reading and mathematics assessments, and strengthened and expanded the standard to include assessment of prospective educators’ writing skills. These subjects will be assessed through national, state, or valid and reliable alternative EPP-created tools. CAEP recognizes there are a number of valid and reliable assessments that measure reading, mathematics, and writing.
  • All teacher candidates in a program must demonstrate academic achievement either at admission or sometime prior to graduation.
  • The average assessment scores of each year’s beginning group of candidates must be within the top 50% for the reading, mathematics, and writing (the writing top 50% requirement is effective by 2021), and the group average GPA must be 3.0.
  • CAEP will call on measurement experts for advice about the content and scoring of individual assessments that states and EPPs are using to ensure the assessments satisfy the requirement that EPPs demonstrate candidates’ academic achievement.
  • EPPs must monitor disaggregated data on enrolled candidates for branch campuses, if they have them, for technology-based preparation, and for individual preparation (licensure or certification area) programs. This requirement will ensure all campuses are preparing educators for later success.
  • Alternative arrangements for meeting this academic achievement component will be approved only under special circumstances and in collaboration with one or more states.  
The discussion was informed by the Teacher Preparation Analytics’ CAEP Component 3.2 Research, Study, and Analysis, report, and subsequent focus groups, interviews with stakeholders in the education field, as well as National Research Council’s Preparing Teachers: Building Evidence for Sound Policy.
CAEPCon Call for Presentations - Learn more here: caepnet.org/C4P
Call for Presentations: 2017 Spring & Fall CAEP Conferences
Do you know something about educator preparation that others may not? Is it strongly grounded in evidence? Send us a proposal about it and you may end up sharing it with your peers at the next CAEPCon! A few topics of special interest are developing assessments for advanced programs; data quality and data literacy; recruiting increasingly diverse candidates; and others.
Proposals due Monday, October 10, 2016
Announcing the CAEPCon Keynote Speakers
Ellen Mandinach, Ph.D., and Edith Gummer, Ph.D., will deliver the keynote speech at the 2016 Fall CAEPCon. Both Mandinach and Gummer are education researchers and experts in data literacy. In fact, they recently co-wrote a book for educators and EPPs: Data Literacy for Educators: Making It Count in Teacher Preparation and Practice. If you’re looking for a roadmap for integrating data literacy into teacher preparation programs, this is it.
Ellen Mandinach, Ph.D.
Ellen Mandinach, Ph.D.
Edith Gummer, Ph.D.
Edith Gummer, Ph.D.
Data and Educator Preparation Programs: Data for Programmatic Continuous Improvement and Data Literacy for Teachers
The speech will focus on two growing needs in teacher preparation programs and schools of education around the use of data: using data for programmatic improvement and instructing teachers to use data to inform practice. Attendees can expect not only explanation, but how schools of education can integrate these constructs into their curricula.
Catch the keynote speech at CAEPCon:
Thursday, September 29, 4:30-5:30 p.m.
2016 Fall CAEPCon
CAEPCon Registration Page
CAEPCon: Online Registration Closes Tomorrow, September 9
The 2016 Fall CAEP Conference in partnership with AACTE is only a few weeks away! Online registration closes this Friday, September 9.
You can still save up to $270 per person by registering a group online! Onsite registration will be available at the event. 
Start connecting with other attendees on Twitter using the #CAEPCon hashtag!
Save the Date: 2017 Fall CAEPCon
The 2017 Fall CAEPCon in Washington, DC, will be held from September 24-26, 2017.
The dates and location for the 2017 Spring CAEPCon will be available soon.
CAEP Accreditation Resources
Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Three Years 
Performance-based compensation systems for teachers, implemented through Teacher Incentive Fund grants, had small, positive impacts on student achievement in math and reading

High hopes and harsh realities: The real challenges to building a diverse teacher workforce
Public schools are suffering from a well-publicized diversity problem. Minority students make up nearly half of all public school students, yet minority teachers comprise just 18 percent of the teacher workforce.

Read the op-ed by Michael Hansen, one of the authors of the report: Unless we change the candidate pool, we'll never break the vicious cycle of teacher diversity. (Orirginally appeared in the Hechinger Report, August 19)

This report from the Brookings Institute seeks to answer two questions: 1) what will it take to achieve a national teacher workforce that is as diverse as the student body it serves, and 2) how long will it take to reach that goal?

Building a Strong and Diverse Teacher and Principal Recruitment Pipeline
The Coalition for Teaching Quality released a policy paper in June highlighting four teacher and principal recruitment improvement strategies. It gives a policy-level look at strengthening and diversifying the recruitment pipeline for teachers and principals. 
Get Involved
Call for Manuscripts: Journal of Teacher Education (JTE)
JTE editors want to hear from you. They are preparing a special issue on historical and contemporary issues in educator preparation. 
JTE is accepting submissions until February 1, 2017. 

Professional Development

Teach to Lead Summit Application & Information
Bridging the Gap between Teacher Prep and Practice
Are you an active teacher, EPP representative, or teacher candidate? Do you have a great idea to build the bridge between teacher preparation and practice? Teach to Lead wants to know.
Teacher Leadership Summit
November 3-4, 2016
Washington, DC

This unique summit will focus on teacher preparation programs, leveraging teacher leadership to strengthen teacher prep programs. At the Summit, educators from around the nation will work to collaborate, problem solve, and develop action plans to put their own teacher leadership ideas into action.

Learn more & submit your idea! The deadline for submissions is Thursday, September 15, 2016.
Solving Teacher Shortages: Attracting and Retaining a Talented and Diverse Teaching Force
Interested in new data on the extent and nature of current teacher shortages? This forum will launch a national conversation on the most effective ways to create a strong profession that attracts and retains a talented and diverse teaching force in every school and for all communities.
September 15, 2016
9:00 a.m. - 4:00 p.m. ET
Washington, DC
Speakers include Peggy Brookins (NBPTS), Randi Weingarten (AFT), Rebecca Pringle (NEA), Linda Darling-Hammond (Learning Policy Institute), Sen. Lamar Alexander, Gov. Richard Riley, and more.
Space is limited. RSVP by Friday, September 9, 2016.
The Coleman Report at 50: Its Legacy and Enduring Value
Johns Hopkins University is gathering many of the nation’s leading educational researchers to commemorate the 50th anniversary of the landmark Equality of Educational Opportunity Report – better known as the Coleman Report. This report challenged conventional thinking about family matters and a child’s academic success, and helped reframe the national debate over achieving equal educational opportunity. 
October 5-6, 2016
Baltimore, MD

Employment Opportunities

CAEP Vacancies
External Vacancies
ICYMI: Articles of Interest*
  • Building the next generation of assessments in education: Thanks to recent advances in technology and in the data sciences, a new era of assessment is on the way in education. | Via ED.gov Blog
  • Evidence-based program teaches mindfulness to educators, research suggests it can reduce their stress and improve their teaching. | Via NPR
  • “A single measure simply can’t convey the whole performance story, whether it be the story of an individual teacher or of an entire cohort of graduates from a preparation program.” | Via New America 
*In Case You Missed It: Articles are shared out of educator preparation interest; this section does not imply CAEP's endorsement.
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