Common use of CAEP Standards and Scope of Accreditation Clause in Contracts

CAEP Standards and Scope of Accreditation. The Parties understand and agree that: The CAEP Board of Directors (CAEP Board or Board) has adopted standards (CAEP Standards or Standards) that serve as the basis for all accreditation reviews undertaken by CAEP. 1.1. As a result of the ongoing critical self-review that CAEP undertakes to maintain and improve the quality of CAEP accreditation, the CAEP Board will undertake a comprehensive review and revision of the CAEP Standards on a schedule set by the Board and may, as needed, make interim amendments to the Standards. In making any such changes, CAEP will seek stakeholder and public input, including input from the State and its XXXx. 1.2. It is the responsibility of the State and any XXXx seeking or continuing CAEP accreditation to stay informed of any changes made to the CAEP Standards and the timeline(s) set by the Board for the implementation of or transition to new or revised Standards. 1.3. The CAEP scope of accreditation, defined in policy, distinguishes between two levels of educator preparation: 1.3.1.1. Initial-Licensure Preparation is provided through programs at the baccalaureate or post-baccalaureate levels leading to initial-licensure, certification, or endorsement that are designed to develop P-12 teachers. All Initial-Licensure Preparation programs within the Scope of Accreditation will be reviewed under CAEP Standards for Initial-Licensure. 1.3.1.2. Advanced-Level Preparation is provided through programs at the post-baccalaureate or graduate level leading to licensure, certification, or endorsement. Advanced-Level Programs are designed to develop P-12 teachers who have already completed an initial- licensure program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts. All Advanced- Level programs within the Scope of Accreditation will be reviewed under CAEP Standards for Advanced-Level Preparation.

CAEP Standards and Scope of Accreditation. The Parties understand and agree that: : 1.1. The CAEP Board of Directors (CAEP Board or Board) has adopted standards (CAEP Standards or Standards) that are available at xxxx://xxxxxxx.xxx/ and serve as the basis for all accreditation reviews undertaken by CAEP. The CAEP Standards reflect voices from the education field – on what makes a quality educator. 1.11.2. As a result of the ongoing critical self-review that CAEP undertakes to maintain and improve the quality of CAEP accreditation, the CAEP Board will undertake a comprehensive review and revision of the CAEP Standards on a schedule set by the Board and may, as needed, make interim amendments to the Standards. In making any such changes, CAEP will seek stakeholder and public input, including input from the State and its XXXx. 1.21.3. It is the responsibility of the State and any XXXx seeking or continuing CAEP accreditation to stay informed of any changes made to the CAEP Standards and the timeline(s) set by the Board for the implementation of or transition to new or revised Standards. 1.31.4. The CAEP scope of accreditation, defined in policy, distinguishes between two levels of educator preparation: 1.3.1.11.4.1. Initial-Licensure Preparation is provided through programs at the baccalaureate or post-post- baccalaureate levels leading to initialentry-licensure, certification, or endorsement level educator certification that are designed to develop P-12 teachers. In New York State, Initial-Licensure Programs are those that lead to Initial teacher certification at the baccalaureate level or Initial/Professional teacher certification at the graduate level that do not require certification for admission (e.g., MAT in Childhood Education leading to Initial/Professional certification), including advanced certificates but excluding programs defined as Advanced Level programs. All Initial-Licensure Preparation programs within the Scope of Accreditation will be reviewed under CAEP Standards for Initial-Licensure. 1.3.1.21.4.1.1. Programs that lead to extensions or an annotation of a certificate that are registered as part of an Initial-Licensure Program fall under CAEP’s Initial Licensure Program review. 1.4.2. Advanced-Level Preparation is provided through programs at the post-baccalaureate or graduate level leading to licensure, certification, or endorsement. Advanced-Level Programs are designed to develop P-12 teachers who have already completed an initial- initial-licensure program, currently licensed administrators, other certificated certified (or similar state language) school professionals for employment in P-12 schools/districts. In New York State, Advanced-Level programs include: graduate-level programs that lead to professional only certification; graduate- level programs that lead to initial/professional certification and require prior certification for admission for all candidates; specialized programs in the classroom teaching service: Literacy Specialist, Library Media Specialist, and Educational Technology Specialist; programs in educational leadership (e.g., school building leader and school district leader) and Pupil Personnel Services (e.g., school counselor); and programs leading to both certification and professional licensure (e.g., Speech and Language Disabilities). All Advanced- Advanced-Level programs within the Scope of Accreditation will be reviewed under CAEP Standards for Advanced-Level Preparation. 1.4.2.1. Programs that lead to extensions or an annotation of a certificate that are registered as part of an Advanced-Level Program fall under CAEP’s Advanced Level Program review. 1.4.3. XXXx may exclude from CAEP accreditation review programs that are not registered to lead to certification in NYS. Examples include graduate degree programs in content areas (e.g., mathematics, English) and programs in curriculum and instruction. XXXx may also exclude from CAEP Accreditation review programs leading to certification and/or licensure in school psychology and school social work, which per current Commissioner’s Regulation §52.21 (b)(2)(iv)(c) are not required to be accredited. 1.4.4. As evidence of program quality, CAEP and NYSED accept the decisions of specialized accrediting organizations recognized by the U.S. Department of Education (USDE) or the Council for Higher Education Accreditation (CHEA). Educator preparation programs that are accredited by specialized accrediting organizations are not required to be reviewed by CAEP. However, if an EPP chooses to have these programs included within CAEP accreditation, they must be submitted for review by CAEP.

CAEP Standards and Scope of Accreditation. The Parties understand and agree that: : 1.1. The CAEP Board of Directors (CAEP Board or Board) has adopted standards (CAEP Standards or Standards) that serve as the basis for all accreditation reviews undertaken by CAEP. The CAEP Standards reflect the voice of the education field on what makes a quality educator. The Standards and their components flow from two principles: 1.1.1. There must be solid evidence that the EPP's graduates (completers) are competent and caring educators, and 1.1.2. There must be solid evidence that the EPP's educator staff have the capacity to create a culture of evidence and use it to maintain and enhance the quality of the professional programs they offer. 1.11.2. As a result of the ofthe ongoing critical self-review that CAEP undertakes to maintain and improve the quality of CAEP accreditation, the CAEP Board will undertake a comprehensive review and revision of the CAEP Standards on a schedule set by the Board and may, as needed, make interim amendments to the Standards. In making any such changes, CAEP will seek stakeholder and public input, including input from the State and its XXXx. 1.21.3. It is the responsibility of the State and any XXXx seeking or continuing CAEP accreditation to stay informed of any changes made to the CAEP Standards and the timeline(s) set by the Board for the implementation of or transition to new or revised Standards. 1.31.4. The CAEP scope of accreditation, defined in policy, distinguishes between two levels of educator preparation: 1.3.1.11.4.1.1. Initial-Licensure Preparation is provided through programs at the baccalaureate or post-baccalaureate levels leading to initial-licensure, certification, or endorsement that are designed to develop P-12 teachers. All Initial-Licensure Preparation programs within the Scope of Accreditation will be reviewed under CAEP Standards for Initial-Licensure. 1.3.1.21.4.1.2. Advanced-Level Preparation is provided through programs at the post-baccalaureate or graduate level leading to licensure, certification, or endorsement. Advanced-Level Programs are designed to develop P-12 teachers who have already completed an initial- initial­ licensure program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts. All Advanced- Advanced­ Level programs within the Scope of Accreditation will be reviewed under CAEP Standards for Advanced-Level Preparation.

CAEP Standards and Scope of Accreditation. The Parties understand and agree that: The CAEP Board of Directors (CAEP Board or Board) has adopted standards (CAEP Standards or Standards) that serve as the basis for all accreditation reviews undertaken by CAEP. 1.1. As a result of the ongoing critical self-review that CAEP undertakes to maintain and improve the quality of CAEP accreditation, the CAEP Board will undertake a comprehensive review and revision of the CAEP Standards on a schedule set by the Board and may, as needed, make interim amendments to the Standards. In making any such changes, CAEP will seek stakeholder and public input, including input from the State and its XXXx. 1.2. It is the responsibility of the State and any XXXx seeking or continuing CAEP accreditation to stay informed of any changes made to the CAEP Standards and the timeline(s) set by the CAEP Board of Directors for the implementation of or transition to new or revised Standards. 1.3. The CAEP scope of accreditation, defined in policyCAEP Policy1, distinguishes between two levels of educator preparation: 1.3.1.1. Initial-Licensure Preparation is provided through programs at the baccalaureate or post-baccalaureate levels leading to initial-licensure, certification, or endorsement that are designed to develop P-12 teachers. All Initial-Licensure Preparation programs within the Scope of Accreditation will be reviewed under CAEP Standards for Initial-Licensure. 1.3.1.2. Advanced-Level Preparation is provided through programs at the post-baccalaureate or graduate level leading to licensure, certification, or endorsement. Advanced-Level Programs are designed to develop P-12 teachers who have already completed an initial- licensure program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts. All Advanced- Level programs within the Scope of Accreditation will be reviewed under CAEP Standards for Advanced-Level Preparation.

CAEP Standards and Scope of Accreditation. The Parties understand and agree that: The CAEP Board of Directors (CAEP Board or Board) has adopted standards (CAEP Standards or Standards) that serve as the basis for all accreditation reviews undertaken by CAEP. 1.1. As a result of the ongoing critical self-review that CAEP undertakes to maintain and improve the quality of CAEP accreditation, the CAEP Board will undertake a comprehensive review and revision of the CAEP Standards on a schedule set by the Board and may, as needed, make interim amendments to the Standards. In making any such changes, CAEP will seek stakeholder and public input, including input from the State and its XXXxEPP’s. 1.2. It is the responsibility of the State and any XXXx EPP’s seeking or continuing CAEP accreditation to stay informed of any changes made to the CAEP Standards and the timeline(s) set by the Board for the implementation of or transition to new or revised Standards. 1.3. The CAEP scope of accreditation, defined in policy, distinguishes between two levels of educator preparation: 1.3.1.1. Initial-Licensure Preparation is provided through programs at the baccalaureate or post-baccalaureate levels leading to initial-licensure, certification, or endorsement that are designed to develop P-12 teachers. All Initial-Licensure Preparation programs within the Scope of Accreditation will be reviewed under CAEP Standards for Initial-Licensure. 1.3.1.2. Advanced-Level Preparation is provided through programs at the post-baccalaureate or graduate level leading to licensure, certification, or endorsement. Advanced-Level Programs are designed to develop P-12 teachers who have already completed an initial- licensure program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts. All Advanced- Level programs within the Scope of Accreditation will be reviewed under CAEP Standards for Advanced-Level Preparation.

CAEP Standards and Scope of Accreditation. The Parties understand and agree that: : 1.1. The CAEP Board of Directors (CAEP Board or Board) has adopted standards (CAEP Standards or Standards) that serve as the basis for all accreditation reviews undertaken by CAEP. The CAEP Standards reflect the voice of the education field - on what makes a quality educator. The Standards and their components flow from two principles: 1.1.1. There must be solid evidence that the EPP's completers are competent and caring educators, and 1.1.2. There must be solid evidence that the EPP's educator faculty and staff have the capacity to create a culture of evidence and use it to maintain and enhance the quality of the professional programs they offer. 1.11.2. As a result of the ongoing critical self-review that CAEP undertakes to maintain and improve the quality of CAEP accreditationAccreditation, the CAEP Board will undertake a comprehensive review and revision of the CAEP Standards on a schedule set by the Board and may, as needed, make interim amendments to the Standards. In making any such changes, CAEP will seek stakeholder and public input, including input from the State and its XXXx. 1.2. It is the responsibility of the State and any XXXx seeking or continuing CAEP accreditation Accreditation to stay informed of any changes made to the CAEP Standards and the timeline(s) set by the Board for the implementation of or transition to new or revised Standards. 1.3. The CAEP scope of accreditation, defined in policyAccreditation Policy, distinguishes between two levels provides for the review of educator preparationInitial-Licensure Programs and Advanced-Level Programs. XXXx must include the following in their submission for CAEPs review: All licensure areas that prepare candidates to work in preschool through grade 12 settings at the initial and advanced level that lead to professional licensure, certification, or endorsement as defined by the state under which the EPP operates and for which the state has established program approval standards. In accordance with CAEP policy and procedures, the state considers the following to be within the scope. CAEP will confer with the state to resolve any questions regarding applicability of the policy and the provisions of this section and any decision to consider a program within the scope of accreditation. The State has defined initial and advanced level programs as follows and has established program approval standards for all programs meeting these criteria: 1.3.1.1. Initial-Licensure Preparation is provided through Programs are programs at the baccalaureate or baccalaureate, post-baccalaureate levels baccalaureate, or graduate level leading to initial-licensure, certification, the first Professional Educator Certificate in a teaching field or endorsement area of instructional support and that are designed to develop effective P-12 teachers. All Initial-Licensure Preparation programs within the Scope of Accreditation will be reviewed under CAEP Standards for Initial-Licensureeducators. 1.3.1.2. Advanced-Level Preparation is provided through Licensure Programs are programs at the post-baccalaureate or graduate level leading to licensure, certification, a second or endorsementthird certificate in a teaching field or area of instructional support. Advanced-Level Programs These programs are designed to develop P-12 teachers educators who have already completed an initial- initial-licensure program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts. All Advanced- Level programs within the Scope of Accreditation will be reviewed under CAEP Standards for Advanced-Level Preparation.

CAEP Standards and Scope of Accreditation. The Parties understand and agree that: The CAEP Board of Directors (CAEP Board or Board) has adopted standards (CAEP Standards or Standards) that serve as the basis for all accreditation reviews undertaken by CAEP. 1.1. As a result of the ongoing critical self-review that CAEP undertakes to maintain and improve the quality of CAEP accreditation, the CAEP Board will undertake a comprehensive review and revision of the CAEP Standards on a schedule set by the Board and may, as needed, make interim amendments to the Standards. In making any such changes, CAEP will seek stakeholder and public input, including input from the State and its XXXxEPP’s. 1.2. It is the responsibility of the State and any XXXx EPP’s seeking or continuing CAEP accreditation to stay informed of any changes made to the CAEP Standards and the timeline(s) set by the Board for the implementation of or transition to new or revised Standards. 1.3. The CAEP scope of accreditation, defined in policy, distinguishes between two levels of educator preparation: 1.3.1.11.3.1. Initial-Licensure Preparation is provided through programs at the baccalaureate or post-baccalaureate levels leading to initial-licensure, certification, or endorsement that are designed to develop P-12 teachers. All Initial-Licensure Preparation programs within the Scope of Accreditation will be reviewed under CAEP Standards for Initial-Licensure. 1.3.1.21.3.2. Advanced-Level Preparation is provided through programs at the post-baccalaureate or graduate level leading to licensure, certification, or endorsement. Advanced-Level Programs are designed to develop P-12 teachers who have already completed an initial- licensure program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts. All Advanced- Level programs within the Scope of Accreditation will be reviewed under CAEP Standards for Advanced-Level Preparation.

CAEP Standards and Scope of Accreditation. The Parties understand and agree that: : 1.1. The CAEP Board of Directors (CAEP Board or Board) has adopted standards (CAEP Standards or Standards) that serve as the basis for all accreditation reviews undertaken by CAEP. The CAEP Standards reflect the voice of the education field – on what makes a quality educator. The Standards and their components flow from two principles: 1.1.1. There must be valid and reliable evidence that the educator preparation provider’s graduates are competent and caring educators, and 1.1.2. There must be valid and reliable evidence that the educator preparation provider’s educator staff have the capacity to create a culture of evidence and use it to maintain and enhance the quality of the professional programs they offer. 1.11.2. As a result of the ongoing critical self-review that CAEP undertakes to maintain and improve the quality of CAEP accreditation, the CAEP Board will undertake a comprehensive review and revision of the CAEP Standards on a schedule set by the Board and may, as needed, make interim amendments to the Standards. In making any such changes, CAEP will seek stakeholder and public input, including input from the State and its XXXx. 1.2. It is the responsibility of the State and any XXXx seeking or continuing CAEP accreditation to stay informed of any changes made to the CAEP Standards and the timeline(s) set by the Board for the implementation of or transition to new or revised Standards. CAEP will disseminate information regarding changes in a timely manner. 1.3. The CAEP scope of accreditation, defined in Accreditation Council policy, distinguishes between two levels provides for the review of educator preparation:Initial Licensure Programs and Advanced Level Programs. 1.3.1.1. Initial-Initial Licensure Preparation is provided through Programs are programs at the baccalaureate or post-baccalaureate levels level leading to initial-initial licensure, certification, or endorsement endorsement, and that are designed to develop P-12 teachers. All Initial-Licensure Preparation programs within the Scope of Accreditation will be reviewed under CAEP Standards for Initial-Licensure. 1.3.1.2. Advanced-Advanced Level Preparation is provided through Programs are programs at the post-baccalaureate or graduate level leading to licensure, certification, or endorsement. Advanced-Level Programs These programs are designed to develop P-12 teachers who have already completed an initial- licensure initial preparation program, currently licensed administrators, other certificated (or similar state State language) school professionals for employment in P-12 schools/districts. All Advanced- Level Degree-only programs within the Scope that provide enhanced content in fields in which candidates are already certified are not reviewed by CAEP or GaPSC. See Georgia-specific definitions of Accreditation will be reviewed under CAEP Standards for Advanced-Level Preparationinitial, advanced, and endorsement programs in Appendix B (page 12).

CAEP Standards and Scope of Accreditation. The Parties understand and agree that: The CAEP Board of Directors (CAEP Board or Board) has adopted standards (CAEP Standards or Standards) that serve as the basis for all accreditation reviews undertaken by CAEP. 1.1. As a result of the ongoing critical self-review that CAEP undertakes to maintain and improve the quality of CAEP accreditation, the CAEP Board will undertake a comprehensive review and revision of the CAEP Standards on a schedule set by the Board and may, as needed, make interim amendments to the Standards. In making any such changes, CAEP will seek stakeholder and public input, including input from the State and its XXXxEPP’s. 1.2. It is the responsibility of the State and any XXXx EPP’s seeking or continuing CAEP accreditation to stay informed of any changes made to the CAEP Standards and the timeline(s) set by the Board for the implementation of or transition to new or revised Standards. 1.3. The CAEP scope of accreditation, defined in policy, distinguishes between two levels of educator preparation: 1.3.1.1. Initial-Licensure Preparation is provided through programs at the baccalaureate or post-baccalaureate levels leading to initial-licensure, certification, or endorsement that are designed to develop P-12 teachers. All Initial-Licensure Preparation programs within the Scope of Accreditation will be reviewed under CAEP Standards for Initial-Licensure. 1.3.1.2. Advanced-Level Preparation is provided through programs at the post-post- baccalaureate or graduate level leading to licensure, certification, or endorsement. Advanced-Level Programs are designed to develop P-12 teachers who have already completed an initial- initial-licensure program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts. All Advanced- Advanced-Level programs within the Scope of Accreditation will be reviewed under CAEP Standards for Advanced-Advanced- Level Preparation.

CAEP Standards and Scope of Accreditation. The Parties understand and agree that: : 1.1. The CAEP Board of Directors (CAEP Board or Board) has adopted standards (CAEP Standards or Standards) that serve as the basis for all accreditation reviews undertaken by CAEP. The CAEP Standards reflect the voice of the education field – on what makes a quality educator. The Standards and their components flow from two principles: 1.1.1. There must be solid evidence that the education preparation provider’s graduates are competent and caring educators, and 1.1.2. There must be solid evidence that the education preparation provider’s educator staff have the capacity to create a culture of evidence and use it to maintain and enhance the quality of the professional programs they offer. 1.11.2. As a result of the ongoing critical self-review that CAEP undertakes to maintain and improve the quality of CAEP accreditation, the CAEP Board will undertake a comprehensive review and revision of the CAEP Standards on a schedule set by the Board and may, as needed, make interim amendments to the Standards. In making any such changes, CAEP will seek stakeholder and public input, including input from the State and its XXXx. 1.2. It is the responsibility of the State and any XXXx seeking or continuing CAEP accreditation to stay informed of any changes made to the CAEP Standards and the timeline(s) set by the Board for the implementation of or transition to new or revised Standards. 1.3. The CAEP scope of accreditation, defined in Accreditation Council policy, distinguishes between two levels provides for the review of educator preparation:Initial Licensure Programs and Advanced Level Programs. 1.3.1.1. Initial-Initial Licensure Preparation is provided through Programs are programs at the baccalaureate or post-post- baccalaureate levels level leading to initial-initial licensure, certification, or endorsement endorsement, and that are designed to develop P-12 teachers. All Initial-Licensure Preparation programs within the Scope of Accreditation will be reviewed under CAEP Standards for Initial-Licensure. 1.3.1.2. Advanced-Advanced Level Preparation is provided through Programs are programs at the post-baccalaureate or graduate level leading to licensure, certification, or endorsement. Advanced-Level Programs These programs are designed to develop P-12 teachers who have already completed an initial- licensure initial preparation program, currently licensed administrators, or other certificated (or similar state language) alternately certified school professionals for employment in P-12 schools/districts. All Advanced- Level programs within the Scope of Accreditation will be reviewed under CAEP Standards for Advanced-Level Preparation.

CAEP Standards and Scope of Accreditation. The Parties understand and agree that: The CAEP Board of Directors (CAEP Board or Board) has adopted standards (CAEP Standards or Standards) that serve as the basis for all accreditation reviews undertaken by CAEP. 1.1. As a result of the ongoing critical self-review that CAEP undertakes to maintain and improve the quality of CAEP accreditation, the CAEP Board will undertake a comprehensive review and revision of the CAEP Standards on a schedule set by the Board and may, as needed, make interim amendments to the Standards. In making any such changes, CAEP will seek stakeholder and public input, including input from the State and its XXXx. 1.2. It is the responsibility of the State and any XXXx seeking or continuing CAEP accreditation to stay informed of any changes made to the CAEP Standards and the timeline(s) set by the Board for the implementation of or transition to new or revised Standards. 1.3. The CAEP scope of accreditation, defined in policy, distinguishes between two levels of educator preparation: 1.3.1.1. Initial-Licensure Preparation is provided through programs at the baccalaureate or post-baccalaureate levels leading to initial-licensure, certification, or endorsement that are designed to develop P-12 teachers. All Initial-Licensure Preparation programs within the Scope of Accreditation will be reviewed under CAEP Standards for Initial-Initial- Licensure. 1.3.1.2. Advanced-Level Preparation is provided through programs at the post-baccalaureate or graduate level leading to licensure, certification, or endorsement. Advanced-Level Programs are designed to develop P-12 teachers who have already completed an initial- initial-licensure program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts. All Advanced- Advanced-Level programs within the Scope of Accreditation will be reviewed under CAEP Standards for Advanced-Level Preparation.

CAEP Standards and Scope of Accreditation. The Parties understand and agree that: The CAEP Board of Directors (CAEP Board or Board) has adopted standards (CAEP Standards or Standards) that serve as the basis for all accreditation reviews undertaken by CAEP. 1.1. As a result of the ongoing critical self-review that CAEP undertakes to maintain and improve the quality of CAEP accreditation, the CAEP Board will undertake a comprehensive review and revision of the CAEP Standards on a schedule set by the Board and may, as needed, make interim amendments to the Standards. In making any such changes, CAEP will seek stakeholder and public input, including input from the State TSPC and its XXXx. 1.2. It is the responsibility of the State TSPC and any XXXx seeking or continuing CAEP accreditation to stay informed of any changes made to the CAEP Standards and the timeline(s) set by the Board for the implementation of or transition to new or revised Standards. 1.3. The CAEP scope of accreditation, defined in policy, distinguishes between two levels of educator preparation: 1.3.1.1. Initial-Licensure Preparation is provided through programs at the baccalaureate or post-baccalaureate baccalaureate, post- baccalaureate, and graduate levels leading to initial-licensure, certification, or endorsement that are designed to develop P-12 teachers. All Initial-Licensure Preparation programs within the Scope of Accreditation will be reviewed under CAEP Standards for Initial-Licensure. 1.3.1.2. Advanced-Level Preparation is provided through programs at the post-baccalaureate or graduate level leading to licensure, certification, or endorsement. Advanced-Level Programs programs are designed to develop P-12 teachers who have educators seeking employment in schools/districts who: Have already completed an initial- initial licensure programprogram and are seeking to add licensure as Teacher Leaders, currently licensed administratorsAdministrators, and other certificated Personnel Services professionals (or similar state language) school professionals for employment in P-12 schools/districtsSchool Counselors, School Psychologists, and School Social Workers). All Advanced- Advanced-Level programs within the Scope of Accreditation will be reviewed under CAEP Standards for Advanced-Level Preparation.