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Monday, March 30th, 2020
This Week

Message From the President
Earlier this month we were in New Orleans for our 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.
 
Chris

 
CAEP COVID-19 Resources 
CAEP Accreditation is a peer-driven process. We value your health and well-being. The current outbreak of COVID-19 has changed the way we look at our world and is rapidly changing how we do business. We must be patient, flexible, and cautious. To help make this an easier transition please visit our COVID-19 Resources Page. 

If you have specific questions about how the COVID-19 pandemic is impacting the CAEP accreditation process, feel free to reach out to your main contact at CAEP or email  matt.vanover@caepnet.org.


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Earlier this month we were in New Orleans for our 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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Online Volunteer Application is NOW Open

Online applications for Volunteers are now open. The application deadline has been extended until May 31st, 2020 at midnight.

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 Meaghan.McSorley@caepnet.org
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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 (tweinstein@deansforimpact.org), 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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