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Friday, April 3rd, 2020
This Week

CAEP COVID-19 Updates
Flexibility and Timelines— We will be as flexible as possible, while still complying with the expectations of the Council for Higher Education Accreditation and the US Department of Education. CAEP staff are working with individual EPPs to meet their needs.
Annual reports—We are asking all EPPs to attempt to complete the Annual Report by the close of the April 30 reporting windows. If an EPP is being impacted by extreme measures and are unable to complete the Annual Report on time we are asking them to contact CAEP staff with an explanation of the circumstances to discuss possible options, including the completion of Sections 1, 2, 3, and 8 by April 30, with a possible extension for the remaining Sections.
Self-Study Reports—We are working with EPPs on a case-by-case basis and will provide flexibility as we continue to adjust to this pandemic. If an EPP is prevented from completing reports within the timelines outlined in CAEP processes, we are asking them to contact their main point person at CAEP to discuss how we may work together to provide flexibility and move the accreditation process forward.
Site Visits—We are working with each EPP on a case-by-case basis on-site visits. Options for visits this spring include postponing visits and conducting virtual visits, or a hybrid approach which may be a combination of virtual/on-site/postponements.

Data Collection— Data collection for EPPs that were planned for spring 2020 and fall 2020 have been impacted by the pandemic. If an EPP is unable to collect data at a certain point in time due to extreme circumstances, that would need to be documented in the Self-Study Report. (SSR) At the time of the SSR EPPs should provide evidence-based on the cycles of data they were able to collect in the most recent applications. Since EPPs have two more opportunities to provide additional evidence after submitting the SSR--as part of the Addendum to the Formative Report and during the site visit—an EPP may mention on the SSR a rationale for the missing data and when it will be available, keeping in mind the site visit date. The trend data will be discussed accordingly.

Additional information is available at our COVID-19 Resources Page.
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Online Volunteer Application Deadline Extended
The Online Volunteer Application (OVA) deadline has been
extended until May 31, 2020. Due to the current challenges surrounding COVID-19, CAEP has extended the OVA deadline to accommodate anyone who is interested in applying to become a volunteer. CAEP accreditation is a peer review process, which relies on our volunteers to ensure excellence in the instruction of our future educators. Please consider applying, Thank you!

To learn more about CAEP and our volunteer opportunities visit our website. If you have a specific question contact our Accreditation Associate Meaghan McSorley via email at
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Spring CAEPCon 2020

New Orleans was the destination for this year's Spring CAEPCon. One of the highlights of this event was our keynote address by Chris Dier, 2020 Louisiana Teacher of the Year and National Teacher of the Year finalist. Chris spoke about how the passion a teacher has for their craft inspires the students they serve. We wanted to share this Keynote Address with you. It’s about 20 minutes long, but I encourage you to set aside some time and watch it.
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Accreditation Standard 4.1: Phase In
Component 4.1
The provider documents, using multiple measures, that program completers contribute to an expected level of student-learning growth. Multiple measures shall include all available growth measures (including value-added measures, student-growth percentiles, and student learning and development objectives) required by the state for its teachers and available to educator preparation providers, other state-supported P-12 impact measures, and any other measures employed by the provider.
The notice is:
“Pursuant to Accreditation Policy waivers granted by the CAEP President, until the Board has completed its review of standards, plans and progress data for component 4.1 will continue to be accepted in lieu of three cycles of data.”
References in the CAEP Consolidated Handbook:
 Page 69- Section C. iii Results of Preparation Standard 4 and A.4
Note on extended applicability of phase-in procedure for component 4.1 (only):
“Pursuant to Accreditation Policy waivers granted by the CAEP President, until the Board has completed its review of standards, plans and progress data for component 4.1 will continue to be accepted in lieu of three cycles of data.”
 Page 81- Appendix B Phase-in Schedule and Guidelines for Plans- Advanced Level Preparation
Special provision for Initial preparation evidence on component 4.1: In general, the phase-in period for Initial preparation evidence will have concluded when this Handbook takes effect, so references to it are omitted from this Appendix. However, the CAEP President has adopted a waiver that extends the availability of CAEP’s phase-in procedure for component 4.1 (only).
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Launched in 2017, the Common Indicators System is a national effort to gather evidence across a broad range of programs about what teacher-candidates know and can do at key stages in their preparation. By using common measures, faculty and program leaders in the Network learn with and from one another as they seek to improve their own programs and contribute to building a more robust evidence base about the preparation of future teachers. The Network currently consists of 20 programs across 12 states, examining the preparation experiences of over 8,000 teacher-candidates.
As the network expands, we are opening participation to educator-preparation programs across the country that are:
  • Committed to organizational learning and improving the experiences of teacher-candidates
  • Interested in administering one or more common indicators
  • Dedicated to sharing data and lessons learned with their colleagues in the educator-preparation community
Existing network members have found it to be a really valuable community and a source of meaningful evidence to support accreditation and program approval efforts. 

If you are interested in learning more, please contact Tracey Weinstein (, VP of Data and Research at Deans for Impact.
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Job Opportunities
Educator preparation jobs at CAEP and elsewhere.

- Assistant Professor of Practice, School of Education, North Dakota State University, Fargo ND 
Program Assistant, Clemson University, Clemson, SC
- Director, Professional Standards and Practices, The Council for Exceptional Children, Arlington, VA
 Dean of the Thelma P. Lally School of Education, The College of Saint Rose, NY 
Dean of the School of Education, St. John Fisher College, NY
Assistant Professor of Education, Muskingum University, OH
Dean of the Margaret Warner Graduate School of Education, NY
Dean of the Kremen School of Education and Human Development, California State University, CA
Associate Dean for Teacher Education, Azusa Pacific University, CA
Dean of the College of Education, University of Utah, UT
Dean of the College of Education, University of New Mexico
, NM

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