Common use of CAEP Accreditation Cycle Clause in Contracts

CAEP Accreditation Cycle. The Parties understand and agree that: 5.1. The CAEP accreditation cycle involves an EPP in continuous improvement and requires an EPP to demonstrate that it meets the high standards of quality required to improve P-12 student learning. 5.2. Subject to the provisions of Section 4.2, above, to merit full accreditation by CAEP, an EPP must meet all CAEP Standards on the basis of sufficient and accurate evidence. 5.3. An EPP seeking CAEP accreditation, either as an initial applicant or through a renewal process (generally referred to as continuous accreditation), must complete a self-study process leading to an EPP’s production of a Self-Study Report (SSR), a Formative Review, and a Site Visit. An EPP may elect to participate in the Accreditation Council review panel deliberations. Additional details of the CAEP accreditation process are included in Accreditation Council policy. 5.4. A Site Visit, carried out by a site team, is an essential part of the accreditation process. Members of the assigned site team investigate the quality of an EPP’s evidence, including the accuracy and consistency of the evidence provided in relation to CAEP Standards. During a two- to three-day Site Visit, the site team reviews evidence, data, and pedagogical artifacts (e.g., lesson plans, student work samples, videos) assembled by the EPP. The site team also interviews EPP leaders, faculty, mentor teachers, candidates, students, P-12 administrators, and other relevant stakeholders. 5.5. The State elects that CAEP’s reviews of XXXx in the State will be carried out using site teams composed as follows:

CAEP Accreditation Cycle. The Parties understand and agree that: 5.16.1. The CAEP accreditation cycle involves an EPP in continuous improvement and requires an EPP to demonstrate that it meets the high standards of quality required to improve P-12 PK-12 student learning. 5.26.2. Subject to the provisions of Section 4.25.2, above, to merit attain full accreditation by CAEP, an EPP must meet all CAEP Standards standards on the basis of sufficient and accurate evidence. 5.36.3. An EPP seeking CAEP accreditation, either as an initial applicant or through a renewal process (generally referred to as continuous continued accreditation), must complete a self-study process leading to an EPP’s production of a Self-Self- Study Report (SSR), a Formative Review, and a Site VisitVisit (which may also be referred to as an Evaluation and conducted, in accordance with CAEP policies, on-site or virtually). An EPP may elect to participate in the Accreditation Council review panel deliberations. Additional details of the CAEP accreditation process are included in the Accreditation Council Council’s policy. 5.46.4. A Site Visit, carried out by a site teamSite Visit Team (which may also be referred to as an Evaluation Team), is an essential part of the accreditation process. Members of the assigned site team investigate the quality of an EPP’s evidence, including the accuracy and consistency of the evidence provided in relation to CAEP Standardsstandards. During a two- to three-day Site Visit, the site team Site Visit Team reviews evidence, data, and pedagogical artifacts (e.g., lesson plans, student work samples, videos) assembled by the EPP. The site team Site Visit Team also interviews EPP leaders, faculty, mentor teachers, candidates, students, P-12 PK-12 administrators, and other others relevant stakeholders. 5.56.5. The State CSBE elects that CAEP’s reviews of XXXx in the State will Connecticut shall be carried out using site teams Site Visit Teams composed as follows:

CAEP Accreditation Cycle. The Parties understand and agree that: 5.1. The CAEP accreditation cycle involves an EPP in continuous improvement and requires an EPP to demonstrate that it meets the high standards of quality required to improve P-12 student learning. 5.2. Subject to the provisions of Section 4.2, above, to merit full accreditation by CAEP, an EPP must meet all CAEP Standards on the basis of sufficient and accurate evidence. 5.3. An EPP seeking CAEP accreditation, either as an initial applicant or through a renewal process (generally referred to as continuous accreditation), must complete a self-study process leading to an EPP’s production of a Self-Study Report (SSR), a Formative Review, and a Site Visit. An EPP may elect to participate in the Accreditation Council review panel deliberations. Additional details of the CAEP accreditation process are included in Accreditation Council policy. 5.4. A Site Visit, carried out by a site teamSite Visit Team, is an essential part of the accreditation process. Members of the assigned site team investigate the quality of an EPP’s XXXx evidence, including the accuracy and consistency of the evidence provided in relation to CAEP Standards. During a two- to three-day Site Visit, the site team Site Visit Team reviews evidence, data, and pedagogical artifacts (e.g., lesson plans, student work samples, videos) assembled by the EPP. The site team Site Visit Team also interviews EPP leaders, faculty, mentor teachers, candidates, students, P-12 administrators, and other others relevant stakeholders. 5.5. The State Mississippi Department of Education elects that CAEP’s reviews of XXXx in the State will be carried out using site teams Site Visit Teams composed as follows:: The Mississippi Department of Education, through this agreement, allows site visit teams to be comprised of a Joint Review Team. The Joint Site Visit Team includes national site visitors appointed by CAEP and state site visitors appointed by the State. The State shall provide CAEP with its list of site visitors within any timelines established by CAEP in the Accreditation Council policy and handbook. CAEP-appointed members must make up more than 50 percent of the team. The team is led by a Site Visit Team chair appointed by CAEP. The State may appoint a vice- chair. Prior to assignment to any Site Visit Team, an individual must have successfully completed CAEP training for Site Visit Team members and must acknowledge understanding of an agreement to adhere to CAEP’s code of conduct, including with regard to confidentiality and conflicts of interest.

CAEP Accreditation Cycle. The Parties understand and agree that: 5.1. The CAEP accreditation Accreditation cycle involves an EPP in continuous improvement and requires an EPP to demonstrate that it meets the high standards of quality required to improve P-12 student learning. 5.2. Subject to the provisions of Section 4.2, above, to merit full accreditation by CAEP, an EPP must meet all CAEP Standards on the basis of sufficient and accurate evidence. 5.3. An EPP seeking CAEP accreditationAccreditation, either as an initial applicant or through a renewal process (generally referred to as continuous accreditation), must complete a self-study process leading to an EPP’s production of a Self-Study Report (SSR), a Formative Review, and a Site Visit. An EPP may elect to participate as designated in CAEP policy in the Accreditation Council review panel deliberations. Additional details of the CAEP accreditation Accreditation process are included in Accreditation Council policy. 5.4. A Site Visitsite visit, carried out by a site team, is an essential part of the accreditation process. Members of the assigned site team investigate the quality of an EPP’s evidence, including the accuracy and consistency of the evidence provided in relation to CAEP Standards. During a two- to three-day Site Visitsite visit, the site team reviews evidence, data, and pedagogical artifacts (e.g., lesson plans, student work samples, videos) assembled by the EPP. The site team also interviews EPP leaders, faculty, mentor teachers, candidates, students, P-12 administrators, and other others relevant stakeholders. 5.5. The State elects that CAEP’s reviews of XXXx in the State will be carried out using site teams composed as follows:

CAEP Accreditation Cycle. The Parties understand and agree that: 5.1. The CAEP accreditation Accreditation cycle involves an EPP in continuous improvement and requires an EPP to demonstrate that it meets the high standards of quality required to improve P-12 student learning. 5.2. Subject to the provisions of Section 4.2, above, to merit full accreditation by CAEP, an EPP must meet all CAEP Standards on the basis of sufficient and accurate evidence. 5.3. An EPP seeking CAEP accreditationAccreditation, either as an initial applicant or through a renewal process (generally referred to as continuous accreditation), must complete a self-study process leading to an EPP’s production of a Self-Study Report (SSR), a Formative Review, and a Site Visit. An EPP may elect to participate as designated in CAEP policy in the Accreditation Council review panel deliberations. Additional details of the CAEP accreditation Accreditation process are included in Accreditation Council policy. 5.4. A Site Visitsite visit, carried out by a site team, is an essential part of the accreditation process. Members of the assigned site team investigate the quality of an EPP’s evidence, including the accuracy and consistency of the evidence provided in relation to CAEP Standards. During a two- to three-day Site Visitsite visit, the site team reviews evidence, data, and pedagogical artifacts (e.g., lesson plans, student work samples, videos) assembled by the EPP. The site team also interviews EPP leaders, faculty, mentor teachers, candidates, students, P-12 administrators, and other others relevant stakeholders. 5.5. The State DEED elects that CAEP’s reviews of XXXx in the State Alaska will be carried out using site teams composed as follows: