Council for the Accreditation of Educator Preparation (CAEP)

The boards of the Teacher Education Accreditation Council (TEAC) and the National Council for Accreditation of Teacher Education (NCATE) met in Washington, DC, on Friday, October 22, and voted unanimously to consolidate educator accreditation under a new agency, the Council for the Accreditation of Educator Preparation (CAEP).

CAEP goals are to raise the performance of candidates as practitioners in the nation’s P-12 schools and to raise standards for the evidence the field relies on to supports its claims of quality. By meeting these goals, NCATE and TEAC leaders believe they will raise the stature of the profession.

The five standards CAEP holds programs (or units) accountable for are:

  1. 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.
  2. 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.
  3. 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 4.
  4. 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.
  5. 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.

CAEP will offer three accreditation options: Continuous Improvement, Inquiry Brief, and Transformation Initiative. Regardless of the option a preparation program chooses to follow, it will provide evidence (1) that it meets the CAEP standards, (2) that there is a functioning quality control system used to collect and analyze valid and reliable evidence of candidate learning, and (3) that program planning and decisions are based on evdience of candidate learning.

The new website for CAEP is located at

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