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CAEP Annual Reporting Measures
The Council for the Accreditation of Educator Preparation (CAEP) requires the Graduate School of Education and Allied Professions to report annually on specific reporting measures to evaluate Program Impact and Program Outcomes.
CAEP Standards
Standard 1:
Content and Pedagogical Knowledge
The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards.
Standard 2:
Clinical Partnerships and Practices
The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development.
Standard 3:
Candidate Quality, Recruitment, and Selectivity
The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification. The provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program. This process is ultimately determined by a program’s meeting of Standard 3.
Standard 4:
Program Impact
The provider demonstrates the impact of its completers on P-12 student learning and development, classroom instruction, and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation.
Standard 5:
Provider Quality, Continuous Improvement, and Capacity
The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates’ and completers’ positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers’ impact on P-12 student learning and development.
Other Data
CAEP Task Force
CAEP Coordinator
Stephanie Burrell Storms
Associate Dean and Associate Professor
Educational Studies
x3334
CAEP Data Coordinator
Pamela Kelly '07, MA’19
CAEP Assessment Coordinator
Joshua C. Elliott
Assistant Professor of the Practice
Director, Educational Technology
Director, Secondary Education
x2540
CAEP Self-Study Standard Chairs
Standard 1, Ryan Colwell l Standard 2, Terri Germain-Williams l Standard 3, Evelyn Bilias Lolis l Standard 4, Robert Hannafin l Standard 5, Stephanie Burrell Storms
Ryan Colwell
Assistant Professor
Education
x2586
Terri Germain-Williams
Assistant Professor of the Practice and Director of Teacher Education
Psychology & Education
x2201
Evelyn Bilias Lolis
Associate Professor
Psychology & Education
x2382
Robert D. Hannafin
Professor of Educational Studies and Teacher Preparation
Education
x4250
Stephanie Burrell Storms
Associate Dean and Associate Professor
Educational Studies
x3334
Anne Campbell
Associate Professor
Education
x2873
Maryann Hayes LaBella
Instructor of the Practice
Marriage & Family Therapy
x2525
Emily Shamash
Assistant Professor/Co-Director of Special Education
x3236
NCATE Accreditation
The Graduate School of Education and Allied Professions (GSEAP) is currently accredited by NCATE, currently known as CAEP, the largest accrediting body for educator preparation providers, through September, 2021. GSEAP is currently undergoing a CAEP self-study to extend accreditation.