Council on Education of the Deaf
Accreditation Process: What You Need to Do
Manual 2
Revised March 2015
BACKGROUND HISTORY OF CED PROGRAM ACCREDITATION
Council on Education of the Deaf
The Council on Education of the Deaf (CED) is a national organization. Its Executive Board is comprised of appointed representatives from six member organizations: The Alexander Graham Bell Association for the Deaf (A.G. Bell), The Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD), the Association of College Educators - Deaf and Hard of Hearing (ACE-DHH), The National Association of the Deaf (NAD), and the American Society for Deaf Children (ASDC). Individual members of these organizations represent more than a substantial majority of the educators and professional personnel involved in the education of deaf and hard of hearing children and youth in the United States, as well as parents of deaf and hard of hearing children and deaf adults themselves.
Teacher Certification
Formal recognition of teachers meeting mutually agreed-upon standards for educating deaf and hard of hearing students began in 1930. The program was administered by CEASD through 1969. Such recognition was open to all educators of deaf and hard of hearing children. By 1969, more than 6,000 persons had been certified. In July of 1969, the program, by mutual agreement of member organizations, was transferred to the Council on Education of the Deaf. After a comprehensive national study and survey, CED revised and updated the certification standards. Teacher standards continue to be updated and revised in conjunction with the Council for Exceptional Children.
Program Evaluation and Accreditation
Since 1930, evaluation and accreditation of programs for the professional preparation of teachers in this field has been voluntary, although CED Accreditation is recognized by most national accrediting bodies review program that prepare educators, including special educators. The standards contained in this document represent what teacher educators, teachers, administrators, parents, and consumers believe should be included in an effective program for preparing teachers of students who are deaf and hard of hearing. This document should be used by institutions involved in the process of self-evaluation of their program activities and by review panels representing CED or other professional groups.
In preparing this set of standards for programs for the preparation of teachers of deaf and hard of hearing children, CED had made extensive use of the model, format, and language in the document CAEP Commission on Standards and Performance Reporting: Draft Recommendations for the CAEP Board, Council for the Accreditation of Educator Preparation, March 2013.
Program Accreditation Process
Before requesting and preparing for CED accreditation, a program for the preparation of teachers of the deaf and hard of hearing should ascertain if it possesses the following:
I. ESSENTIAL ELEMENTS OF AN APPROVABLE PROGRAM
1. Sponsorship and administration by an accredited institution of higher education.
2. The equivalent of two full-time qualified persons on college or university appointment with appropriate professorial rank in an existing department of the college or university. In graduate level programs, at least one faculty member should have an earned doctorate.
3. A curriculum designed to lead to professional performance outcomes as outlined by CEC_CED published standards, and in a defined category of program philosophy (i.e., either listening and speaking, ASL/English bilingual or comprehensive).
4. A working affiliation with practicum facilities related to the program’s philosophy(s).
5. Demonstration and observation facilities that relate to the program’s philosophy(s).
6. Operation for at least one year with an appropriate number of candidates and identifiable requirements for candidate admission.
7. Sufficient professional library and electonic resources.
8. Access to other resources essential to teacher preparation (e.g., general education, special education, clinical services, technology and media services).
9. Adequate physical and technological facilities for the program (e.g., classroom, office and meeting space; technology resources and support and internet capacity for on-line instruction and supervision as necessary).
10. Systematic and effective evaluation processes focused on candidates’ and graduates’ performance outcomes.
11. Justification for the program’s existence, including evidence of personnel needs produced from a survey conducted in the local, regional, state, or national constituencies that the program serves.
II. PRELIMINARY SELF-EVALUATION CHECK LIST
Prior to applying for CED Accreditation, institutions should engage in self-evaluation to determine their readiness for a CED Review. In addition to the essential elements described above, programs should address the following points. Several of them are prerequisite to CED approval. Others, while not absolutes, represent CED’s judgment as valid and necessary. Programs should address them all.
1. Does the college or university hold national or regional accreditation? The college or university MUST hold such accreditation prior to CED approval.
2. Does the college or university currently employ one person to coordinate the program?
One person must be designated by the university to coordinate the program. This person will have the following:
a. Certification as a teacher of the deaf and hard of hearing.
b. At least three years of experience as a teacher of deaf and hard of hearing students.
c. An earned doctorate or evidence of being near completion of work toward a doctorate. (This is required if the program is at the graduate level.)
d. A professorial (assistant, associate, or full professor) rank at the college or university.
3. In addition to the person specified above, additional personnel must be employed by the university to teach courses and supervise practicum in the area of the deaf and hard of hearing.
Sufficient program personnel must be employed to reach the equivalent of at least two full-time persons. Personnel engaged in teaching special education or general speech and hearing courses do not count torward this requirement unless they teach core courses in education of students who are deaf and hard of hearing or courses designed specifically for students in the program and play an active role in the design, implementation, and assessment of the program.
4. Are sufficient courses and practicum experiences available to insure that students meet the professional outcomes outlined by CED?
The program must provide adequate coursework and practicum specific to the education of students who are deaf and hard of hearing.
5. Is the program affiliated with one or more practicum facilities appropriate for the program philosophy?
Sufficient practicum must be available to ensure that each candidate will have ample opportunity to observe, participate, and teach in a program for students who are deaf and hard of hearing under the direct supervision of certified cooperating teachers with regular field supervision by college university personnel.
Practicum must be appropriate to the philosophy of the program.
At least one practicum facility appropriate to the program philosophy should be accessible.
6. Does the program have adequate office space, work space, research facilities and secretarial services available to ensure that faculty members can meet the commitments to candidates and continue to develop professionally?
7. Are sufficient library materials, technology resources and services and resources available to allow candidates and faculty access to past and current professional literature in education of students who are deaf and hard of hearing, speech and hearing, special education, education in general, and all related areas?
III. PROCEDURES TO INITIATE A CED PROGRAM REVIEW
A. The institution reviews Accreditation Review materials on the CED website: www.couincilondeafed.org
B. The Program Coordinator communicates their intention to undergo review to the CED Executive Director
The Program Coordinator and the CED Executive Director agree on a submittal; date for the Review, either September 15 or March 15 of the year in which the program’s Accreditation expires.
C. The Program Coordinator and the CED Executive Director agree on a submittal date for the Review, either September 15 or March 15 of the year in which the program’s Accreditation Expires.
D. Review Procedures:
First time applicants only): A narrative indicating that the program meets prerequisites for an evaluation as determined by Essential Elements of an Approvable Program and a completed Preliminary Self-Evaluation Checklist. First time applicant programs should use Attachment II, Preliminary Report in the Attachments Document to indicate that they are eligible for Accreditation Review.
(Renewing applicants) Upon receipt of notice that the five year or ten year review is due, the institution submits an official letter to the CED Program Accreditation Office requesting the five year or ten year review and indicate a willingness to pay the $1000 program review fee. Completed CED Program Review Reports can be submitted March 15th or September 15th.
E. CED schedules three Reviewers to perform the blind electronic review once the completed CED Program Review Report is submitted.
F. The Program Review Team members conduct their electronic review within 60 days of receipt of the CED Program Review Report. A designated lead Program Review Evaluator compiles results and submits a recommendation of Met, Met with Conditions, or Not Met (Further Development Required) to the CED Executive Director who communicates the findings who the Program Coordinator.
G. CED provides the institution an opportunity to respond to the Program Review teams’ recommendation(s). Programs have 30 days to respond with additional evidence and/or information if their program received a Met with Conditions or Not Met (Further Development Required). The Program Review Evaluators review the second submission and make a final recommendation within 30 days of the receipt of the response.
H. CED Executive Director recommends those programs that have met accreditation standards at the next scheduled CED Board Meeting. Once the Board has approved the recommended programs, a letter of accreditation is sent to the institution immediately.
IV. PREPARING THE CED PROGRAM REVIEW REPORT FORM
The format for the Program Review Report and specific directions are found in the CED Program Report Form.
Institutions should use the Program Report Form and the required attachments to complete their program review.
V. PROCEDURES FOR THE REVIEW TEAM
CED recognizes the importance and essential character of reviews for professional evaluation and analysis. The review of programs by qualified professionals serves as the basis for the development and improvement of educational opportunity for students who are deaf and hard of hearing. Program evaluation accomplished through reviews provides an objective, comprehensive, and explicit basis for subsequent recommendations by the Council on Education of the Deaf.
1. EVALUATOR QUALIFICATIONS
Each review must be chaired by a currently qualified and active teacher educator who has conducted CED Reviews. At least two persons but preferably three should comprise a review team. The size, complexity, and nature of the program will determine whether additional reviewers are needed and what qualifications should be included on the team.
Preferred Qualifications of CED Review Team members (required for Team Chair:
a. current faculty status in a CED Accredited Teacher Preparation Program
a. CED Program Review training ( as evidenced by attendance at CED sessions at ACE-DHH)
b. Experience with the CED Review Process
Other Professional Personnel
Other professional persons serving on review teams could be:
a. administrative or supervisory personnel in educational settings that provide practicum settings for teacher preparation programs
b. related service professionals who are directly and primarily engaged with students who are deaf or hard of hearing
c. researchers in areas relating to the education of students who are deaf and hard of hearing with at least three (3) years experience in the education of deaf and hard of hearing students.
2. PROGRAM REVIEW EVALUATOR PREPARATION
Each team member shall have a thorough familiarity with and understanding of:
a. CED Standards for certifying teachers of students who are deaf and hard of hearing;
b. standards for programs preparing teachers for students who are deaf and hard of hearing (CED Manual I);
c. guidelines for preparing program review reports
d. training for preparing accreditation reports
3. CONDUCTING THE PROGRAM REVIEW
Each team member shall read the institution’s program review report, prepare notes on items needing clarification or additional information, and complete the scoring rubric including comments about what must be done to meet standards if items are scored as not met or met with conditions and submit their report to the Program Review Evaluation Chair.
4. RESPONSIBILITIES OF PROGRAM REVIEW EVALUATION TEAM CHAIR
The Program Review Evaluation Chair shall collect the individual reports and scorings from his/her team members. The Chair will
(1) Compile the scorings and begin a summary report. If the majority consensus is Met, the Program Evaluation Chair can compile a final report, share that with team evaluators. Once all concur a final edited report is sent to the Director of the Program Accreditation Office.
(2) If there is no clear consensus, the Chair will prepare a draft report and arrange a phone or electronic meeting to discuss the program and its performance on those standards identified as having issues and concerns by any of the team members. After the team determines future actions needed, the Program Evaluation Chair will send the final compiled report including suggestions for addressing concerns to the Director of Program Accreditation and copied to the institution.
5. RECOMMENDATIONS OF PROGRAM REVIEW EVALUATION TEAM
a. Upon receiving the report from the program review evaluation team, the CED Program Accreditation Office forwards a copy of the final Program Review Evaluation Report to the institution. For institutions receiving a score of Met with Conditions or Not Met (Further Work Needed), the institution must prepare a response within 30 days of receipt of their report to address those concerns and resubmit to the Director of Program Accreditation. The Director of Program Accreditation schedules a follow up review by the same evaluation team and forwards the response to them upon receipt. The Program Evaluation Team then has 30 days to prepare a final report and recommendation.
b. If an institution disagrees with the second decision of the Program Review Evaluation Team, an appeal can be made to the CED Program Evaluation Office. The appeal will be considered together with whatever additional written evidence the institution submits to strengthen its case for program approval. The appeal will be considered by the CED Board. The institution may send a representative to the meeting at which the appeal is considered.
c. However, during the time the appeal procedure is in effect, the following will apply: