CAEP Accreditation and Assessment
Welcome to the Saint Mary's College Education Department CAEP web site. This website will present the accreditiation status of the Professional Education Unit at Saint Mary’s College, Notre Dame, Indiana.
CAEP’s mission is to advance excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement. Launched in 2013, CAEP works with more than 900 educator preparation providers currently participating in its accreditation system. CAEP serves all providers previously accredited by or currently seeking accreditation from the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC). In addition, CAEP serves providers not previously accredited by NCATE or TEAC. The scope of CAEP’s work is the accreditation of U.S. and international educator preparation programs at the certification/licensure, bachelor’s, master’s, post-baccalaureate, and doctoral levels. CAEP seeks to increase the value of accreditation and to increase participation by providers in the accreditation system. It builds on the decades of institutional knowledge of the sector’s previous accreditors, the National Council for Accreditation of Teacher Education (NCATE), founded in 1954, and the Teacher Education Accreditation Council (TEAC), founded in 1997, which agreed to form CAEP to advance the field of educator preparation. The U.S. Department of Education (ED) and the Council for Higher Education Accreditation (CHEA) currently recognize both NCATE and TEAC. CHEA also recognizes CAEP.
CALL FOR COMMENT
The Education Department at Saint Mary’s College, Notre Dame, Indiana is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on November 5. 2017. Interested parties are invited to submit third-party comments to the site team.
Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (i.e., present student, graduate, present or former faculty member, employer of graduates, etc.).
We invite you to submit written testimony to:
1140 19th Street NW, Suite 400
Washington, DC 20036.
Or, by email to: email@example.com
Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:
- In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
- A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
- Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the Education Department for comment prior to the review.
- No anonymous testimony will be considered.
The unit's assessment system reflects the Educational Department's conceptual framework as well as alignment to Indiana. It is also aligned with InTASC professional standards as well as standards put forth by Specialized Professional Associations (SPAs). The system is shared with College faculty through the Teacher Education Council and with its school partners through the Cooperative Council. The system includes comprehensive and integrated assessment and evaluation measures to monitor candidate performance as well as to manage and improve the unit's operations and programs. Decisions about candidate perfomance are based on multiple assessments at decision points in both the Elementary and Secondary Education programs--admission to programs, at appropriate transition points, at program completion, and after graduation. The unit has taken effective steps to eliminate bias in assessments and is working continuously to establish the fairness, accuracy, and consistency of its procedures and unit operations. It has worked closely with the Office of Institutional Research & Assessment to address this issue.
The links at the left of this page will take you to each site.
Professional Education Unit describes who we are. It contains information about the programs, the unit faculty, and the unit organization.
Unit Assessment explains the assessment processes in the unit. Included is a summary of the college-wide requirement for writing proficiency (Advanced Writing Proficiency Committee) as well as other key assessments used in the Education Department. Through the unit assessment process the Educational Department thrives to:
- maintain evidence of effective clinical preparation that incorporates partnerships with P- 12 schools and districts.
- ensure the selection of capable and diverse candidates and assures stakeholders of candiate quality.
- encourage innovation in our programs.
- maintain evidence of completers positive impact on P-12 student learning and development.
- embrace data-driven continuous improvement in decision-making and program development.
Candidate Performance Data displays state licensure test results for those who have completed the program. Also included in this section are the eight (8) outcome and impact measures that are systematically monitored by CAEP.
Conceptual Framework presents the foundational ideas and research that guide the unit.