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CAEP Self Study

Drexel University School of Education

Drexel School of Education will be pursuing CAEP accreditation in 2020-21.

CAEP Standards

CAEP Standard 1: Content and Pedagogical Knowledge

According to Standard 1, Drexel University School of Education is expected to ensure 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. (CAEP Standards, 2013)

Components require Drexel School of Education to ensure candidates:

  1. Demonstrate understanding of InTASC standards in four categories: learner and learning; content; instructional practice; and professional responsibility.
  2. Use research and evidence to develop professional understandings and to measure P-12 students’ progress and their own professional responsibility.
  3. Apply content and pedagogical knowledge as reflected in outcome assessments of professional standards and expectations.
  4. Demonstrate skills and commitments that afford all P-12 students access to rigorous college and career-ready standards.
  5. Model and apply technology standards as they design, apply, and assess learning experiences to engage students and improve learning; and enrich professional practice.

CAEP Standard 2: Clinical Partnerships and Practice

According to Standard 2, Drexel University School of Education is expected to ensure 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. (CAEP Standards, 2013)

Components require Drexel School of Education to:

  1. Co-construct mutually beneficial P-12 and community partnerships.
  2. Collaborate with community partners in the recruitment, selection and retention of high quality clinical educators.
  3. Collaborate with community partners in the design of robust clinical experiences.

CAEP Standard 3: Candidate Quality, Recruitment and Selectivity

According to Standard 3, Drexel University School of Education 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. Drexel University School of Education 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. (CAEP Standards, 2013)

Components require Drexel School of Education to:

  1. Have a plan for the recruitment of diverse candidates who reflect the diversity of P-12 students and meet employment needs.
  2. Demonstrate that candidates meet state’s minimum criteria for academic achievement.
  3. Establish and monitor additional selectivity factors  beyond academic ability.
  4. Track progress and selectivity criteria as candidates progress in their educator preparation.
  5. Document that candidates have achieved high-level expectations for content knowledge and pedagogical practice as preparedness for licensure or certification.
  6. Document that candidates understand the expectations of the profession.

CAEP Standard 4: Program Impact

According to Standard 4, Drexel University School of Education 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. (CAEP Standards, 2013)

Components require Drexel School of Education to:

  1. Document that completers contribute to P-12 learner growth using multiple measures.
  2. Demonstrate that completers apply effectively the professional knowledge, skills and dispositions from their educator preparation. 
  3. Demonstrate employer satisfaction with program completers.
  4. Demonstrate program completer satisfaction with their educator preparation.

CAEP Standard 5: Provider Quality Assurance and Continuous Improvement

According to Standard 5, Drexel University School of Education 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. Drexel University School of Education 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 Standards, 2013)

Components require Drexel School of Education to:

  1. Maintain a system that uses multiple measures to track candidate progress and completer achievements and that satisfies all CAEP standards.
  2. Use valid, reliable measures that produce empirical evidence of provider quality.
  3. Regularly and systematically engages in continuous improvement through assessment of goals and standards.
  4. Summarize, analyze, and benchmark measures of completer impact to inform decision-making.
  5. Assure that appropriate stakeholders are involved in continuous improvement and excellence.