The Daemen College Teacher Preparation Program is nationally accredited by the Teacher Education Accreditation Council (TEAC) until May 3, 2020.

 

 The Council for the Accreditation of Educator Preparation (CAEP)  is our current accrediting body.  CAEP's mission is to advance excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement. 

There are FIVE standards that all educator preparation programs in New York must satisfy:

  • Standard 1: Content and Pedagogical Knowledge - The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, but completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college-and career-readiness standards.  This standard makes it explicit that each of the four INTASC standards should be included in the array of evidence; Learner and Learning, Content, Instructional Practice, Professional Responsibility.  

  • Standard 2: Clinical Partnerships and Practice - The provider ensures 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.

  • Standard 3: Candidate Quality, Recruitment and Selectivity - The provider demonstrates that the quality of candidates is a continuing and purposeful part of it's responsibility from recruitment, at admissions, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification.  The provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of it's program.  This process is ultimately determined by a program's meeting of Standard 4.

  • Standard 4: The provider 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.

  • Standard 5:  The provider maintains a quality assurance system compromised 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 it's completers.  The provider 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.