CAEP 

Workbook

Standards

• Initial

• Advanced

To assist EPPs with the SSR process in AIMS 2.0, we are hosting "drop-in" sessions starting in January. These informal, "come and go" sessions allow you to join at your convenience during the scheduled time to ask questions and receive guidance on submitting your SSR Addendum or prepare for your site review. 

Upcoming Sessions:

• Tuesday, January 14, 2025 – 10:30 AM EST 

• Monday, January 27, 2025 – 2:30 PM EST 

• Friday, February 14, 2025 – 10:00 AM EST 

• Monday, February 24, 2025 – 1:00 PM EST 

• Thursday, March 13, 2025 – 12:00 PM EST 

• Friday, March 28, 2025 – 12:00 PM EST 

• Tuesday, April 8, 2025 – 3:00 PM EST 

• Wednesday, April 30, 2025 – 11:30 AM EST 

• Thursday, May 15, 2025 – 2:00 PM EST 

• Tuesday, May 20, 2025 – 12:00 PM EST 

• Additional sessions will be added in June and July

No registration is required to attend. 

Join the sessions via Zoom at the following link: https://caepnet.zoom.us/my/staff7

Additional information, including help guides and videos, are available on the CAEP website at https://caepnet.org/about/aims-2. 

If you have any questions, please contact your CAEP Case Manager or email accreditation@caepnet.org. 

• RA4.1. The EPP did not prove employers were satisfied with the completers' preparation (component RA4.1).  Rationale: The EPP did not provide a Phase-in plan or data to address employer satisfaction with completer preparation.

• R5 and RA5.2. The EPP did not provide evidence of data quality (component RA5.2). Rationale: The EPP did not provide evidence of a Quality Assurance System reliant on relevant, verifiable, representative, cumulative, and actionable measures.

  • The EPP did not provide evidence that it regularly and systematically assessed performance against goals, tracked results, tested innovations, documented modifications, or used results to improve program elements and processes (component RA5.4).  Rationale: The EPP did not document the processes to systematically review, analyze, and interpret data to identify patterns across programs, use data for continuous improvement, and test innovations or modifications. 

CAEP Standard RA4.1 focuses on program impact, specifically how EPP completers contribute to P-12 student learning and development. The College of Education implemented a significant restructuring of its EPP Council in 2023 to address this standard. This transformation aimed to streamline processes, foster collaboration, and enhance program improvement efforts. Because the program has reduced, the EPP is engaging in layers. The goal is to bring employers back to the table during the rebuild.

Before this restructuring, EPP programs operated in silos, with multiple groups and councils overseeing various aspects of program improvement. This fragmented approach often led to redundant meetings and processes. To address this issue, the EPP Council was designated as the primary body responsible for reviewing data and making decisions related to all EPP programs, including instructional leadership, speech pathology, school counseling, and reading specialists.

By centralizing decision-making within the EPP Council, the College of Education has achieved several key benefits:

• Enhanced Collaboration: Integrating previously siloed programs has fostered a collaborative environment, enabling faculty and staff to share expertise and best practices.

• Streamlined Processes: Consolidating multiple groups and councils has significantly reduced the number of meetings, allowing for more efficient use of time and resources.

• Data-Driven Decision Making: The EPP Council has a comprehensive view of program data, enabling data-driven decisions promoting continuous improvement.

• Focused Program Improvement: The College of Education can allocate resources and efforts more effectively by prioritizing the EPP Council's role in program improvement.

This restructuring demonstrates the College of Education's commitment to providing high-quality EPP programs that prepare effective educators. By streamlining processes and fostering collaboration, the EPP Council is well-positioned to support program improvement and ensure that EPP completers are equipped to impact P-12 student learning and development positively.

EVIDENCE

CAEP 5 and RA.5. The EPP has significantly advanced its Quality Assurance System (QAS) in recent years. Before 2018, the EPP had a QAS in place, but it needed to be fully operational due to various changes and misalignments within the program.

Reviving and Enhancing the QAS

In 2022, the EPP introduced a pilot QAS, utilizing baseline data from the 2019-2022 period. The EPP implemented quality assurance facilitation, management, and process review to initiate the revision process. The revised QAS now encompasses six key areas:

1. Students: Focuses on student recruitment, retention, and success.

2. Process and Procedures: Examines program policies, procedures, and administrative processes.

3. Faculty: Evaluates faculty qualifications, workload, and professional development.

4. Curriculum: Assesses curriculum relevance, alignment, and effectiveness.

5. Support: Reviews support services available to students and faculty.

6. Partnerships: Evaluate partnerships with external organizations and stakeholders.

This framework aligns with the University Program Assessment report and the recommendations of the Quality Assurance Task Force (2010) and the Office of Academic Affairs (OAA, 2021).

Key Enhancements:

• Comprehensive QAS Handbook: Provides clear guidelines and procedures for effective QAS implementation.

• Annual QAS Summary Report: Collates program-level QAS activities and updates.

• Data Management Schedule: Streamlines data collection, analysis, and reporting processes.

• QAS Departmental Checklist: Guides programs in conducting in-depth analysis of their program data.

• Annual Data Profile: Provides a comprehensive overview of key performance indicators.

• Continuous Improvement Tracking System: Monitors and documents revisions and outcomes related to QAS processes and procedures.

• Recruitment and Retention Plans: Addresses declining enrollment challenges through data-driven strategies.

Data-Driven Improvement

All program units within the College collect data using this six-area framework to ensure continuous improvement. By analyzing data from these areas, the EPP can:

• Assess program effectiveness

• Identify areas for improvement

• Implement data-driven solutions

• Enhance student learning outcomes

• Prepare well-qualified educators

The EPP's commitment to a robust QAS ensures that its programs remain relevant, high-quality, and responsive to the evolving needs of the education field.

EVIDENCE