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Friday, March 20th, 2020
This Week 
Message From the President 

Like you, we are monitoring the coronavirus pandemic (COVID-19) and are responding to this unprecedented crisis with an eye towards safety and continuing our work. We recognize the situation is fluid and quickly changing, as the public, educator preparation providers (EPPs) and CAEP adjust our work to meet current needs and priorities.  As K-12 schools have closed and EPPs move to on-line instruction, CAEP has been adapting our work.  We understand that accreditation can never be a one-size-fits-all process and, as events unfold, we will tailor our processes to meet the needs of our volunteers and our providers.

In most cases, CAEP staff in DC are working remotely and our operations continue smoothly. The very nature of our work, with EPPs and volunteers across the country, makes this transition for our organization less burdensome than it would be for most entities. We understand that each provider is unique and must make decisions based on what’s best for their students and faculty.

We have 40 site visits scheduled this spring and are working on a case-by-case basis with each provider and site team to determine how to proceed. Options include conducting virtual visits, proceeding with physical site visits, a hybrid of the two or postponing visits. 

We also understand there are a number of questions surrounding the Annual Report which is due April 30th. We ask that you do your best to complete the Annual Report. If you are unable to complete all of it, please reach out to CAEP staff directly and we will work with you on how best to proceed. The Annual Report is an integral part of continuous improvement and is required by the Council for Higher Education Accreditation.

We have developed a CAEP COVID-19 Resource Page that places most of our communications to the field under one link. We will continue to update it as needed, and should you wish to suggest any additional resources be added feel free to email them to .  

We appreciated the opportunity to see many providers during both the AACTE conference in Atlanta and CAEPcon in New Orleans just before the formal announcement of the pandemic, mass closures and delays.  

This is a unique time for our world, our country and CAEP.  We are being considerate, creative, flexible and cautious to the best of our abilities as we meet the challenges.  We appreciate the important work you do to prepare our nation’s educators. 


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Online Volunteer Application is NOW Open

Online applications for Volunteers are now open and we will be accepting applications until April 3rd, 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

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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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The Podcast is Live!!!!
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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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Elementary school teachers need a deep understanding of math concepts themselves—and the skills to teach those concepts. Elementary teachers also need a grasp of advanced math topics and how concepts build on one another in order to prepare students for the material they’ll encounter in middle grades and high school. However, research has found that many primary grade teachers lack the knowledge and skills needed to teach math effectively. Take a look at: 

Southern Regionals Early Math Matters Report 

Download the Early Math Matters: Factoring in Teacher Knowledge and Practice report for a more detailed look at this issue and for recommendations on ways states can enhance elementary teacher preparation programs and professional development opportunities. 

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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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