Summary of CAEP & TEAC
Alicia Saelee
University of Phoenix Summary of CAEP & TEAC
In the website for the Council for the Accreditation of Educator Preparation (2015), their mission was to create an evidence-based accreditation that will not only prepare the educator, but to continuously improve P-12 student learning through quality and excellence. The stakeholders, who are providers, teachers, parents, critics, and unions had a common vision of what the preparation of a quality educator should include. This became the standards that would define quality and accreditation. There were two principles that the five standards stemmed from. The first principle was evidence of competence and caring educators. The second principle was evidence …show more content…
The second standard, Clinical Partnerships and Practice ensures that the educator preparation includes effective partnerships and quality clinical practice. This is to help the candidate develop the skills and knowledge needed to impact the student’s learning. It highlights the importance of field experience, as it is the means of practicing and applying the acquired skills and knowledge. The third standard, Candidate Quality, Recruitment, and Selectivity is to demonstrate the quality of the candidate through clinical experiences and courses. The Education Preparation Providers (EPP) determines the candidate’s quality and the provider establishes whether the candidate has been placed in the appropriate position and is eligible to teach. The provider sets admission requirements and the goal of the educator preparation program should align with the candidate’s quality. The fourth standard, Program Impact, is to demonstrate the candidate’s impact on P-12 student’s learning and development through a variety of valid instruments or approaches. The fifth standard, Provider Quality, Continuous Improvement, and Capacity relies on using a variety of measures with performance benchmarks for quality assurance. Also, …show more content…
The first principle talks about the evidence of the candidate. TEAC uses academic audit to examine and verify the evidence, which should encompass the overall goal of producing competent, caring, and qualified teachers. The candidate must be knowledgeable with the content in which they will teach, they must be able to create lesson plans that will reach diverse students and they must be able to teach effectively. In addition, the candidates must show that they are self-directed learners who are able to generalize their skills in new environments. Candidates should also have accurate information pertaining to multicultural perspectives as well as possessing the ability to use technology. Last, TEAC will gather evidence on the program on how candidates are assessed. It is important that the assessments are valid, trustworthy, and