Policy and Process
- The accredited program must submit the Request for Accreditation Review and upload all required materials to the program’s portfolio a minimum of 45 days before the first unit of Certified Educator CPE will commence.
- Provisionally accredited and accredited programs may add Certified Educator CPE at any time during the accreditation cycle.
- Materials will be reviewed within 30 days by the assigned commissioner.
- If materials are satisfactory, a letter of provisional accreditation will be issued by the assigned commissioner.
- If inadequacies are found, a letter outlining the inadequacies will be issued. The letter can either:
- issue provisional status with a timeline regarding submission of the corrections; or
- deny provisional status and outline the inadequacies (Certified Educator CPE training cannot begin until provisional status is granted).
- The addition of Certified Educator CPE ordinarily does not require a site visit, but one may required based on its review of the proposal.
- A program may begin Certified Educator CPE once it has received a letter of provisional approval from their assigned commissioner.
- Provisional approval and final action is subject to review by the Accreditation Commission. Any issues identified in the granting of provisional status must be satisfactorily addressed prior to review by the Accreditation Commission
- Final action is by the Commission. Commission actions include one of the following:
- approve the addition of Certified Educator CPE; or
- deny the request and provide the basis for denial.
Required Materials
A proposal, in lieu of a self-study, that includes:
- Rationale for this new program;
- Congruence of proposal with mission and goals of the program;
- Summary of Accreditation history and CPE at the program;
- Survey of prospective student enrollment;
- Provision for national faculty, financial and support resources, including, but not limited to, office space, participation in and time to attend outside peer groups, and travel to training meetings;
- Copy of Certified Educator student agreement(s)/contract template(s):
- delineation of supervisory involvement of primary educator,
- clear delineation of the administrative and educational mechanisms by which the Certified Educator CPE student is related to the Accredited Program and the primary educators(s), information about benefits, stipend, responsibilities, etc.
- Certified Educator CPE student handbook or pertinent sections of the main student handbook containing:
- Detailed curriculum that demonstrates progress toward certification, including a curriculum crosswalk with the Certified Educator competencies and a syllabus,
- Demonstration of compliance with ACPE standards
Hybrid Model for CEC Programs #1
Requirements
- A program must be accredited for Certified Educator CPE.
- If the proposed site is not accredited, it must first apply for and be granted provisional accreditation before a CEC may function there.
- It needs to be clear that the ACPE Certified Educator is running the unit and is responsible for education and evaluations. The role of the CEC will be developed in accordance with the Progressive Autonomy in Educating Under Supervision that is outlined in the Certification Manual.
- While the group is regularly meeting in person and the ACPE Certified Educator is often joining virtually, it is also expected that the ACPE Certified Educator have a physical, in-person presence at the site with the students at various times during the unit. The number and length of each in person visit shall be determined by the ACPE Certified Educator with special attention to the developing role of the CEC, i.e. more in person visits at the start of the CEC’s process, when a CEC is in Phase IA, with a gradual shift as the CEC advances through to Phase IB, and then on to Phase II of the Certification Process. It is essential that the ACPE Certified Educator function as the educator of record for the unit.
- The design of the CEC program, including how decisions are made related to the physical in-person time of the educator, should be documented in the program’s accreditation portfolio. Special attention should be given to the ensuring that the role of the CEC does not grow too fast too soon, but rather it should grow when the CEC has demonstrated readiness to move forward.
- A program must include additional items in their portfolios:
- Standard 1, Indicator E: Policy and utilization for video conferencing and how it serves to fulfill educational goals. Be sure to explicitly explain how these policies are serving the hybrid CEC program.
- Standard 5, Indicator D: Explain the role of the CEC in the greater institution. Do they have responsibilities outside of being a CEC? If so, what are they and how do they impact their ability to move through the CEC process? What support does the center provide for the CEC?
- Accredited program and ACPE Certified Educators who are utilizing this model must consult with their assigned Accreditation Commissioner and the CEC’s Certification Commission Reviewer to ensure that both the program and the CEC are together on the path for success. These check-ins should occur when the CEC transitions from one phase of the process to the next or when the CEC moves from one program to another.
Hybrid Model for CEC Programs #2
- A program must be accredited for Certified Educator CPE.
- If the proposed site is not accredited, it must first apply for and be granted provisional accreditation before a CEC may function there.
- It needs to be clear that the ACPE Certified Educator is running the unit and is responsible for education and evaluations. The role of the CEC will be developed in accordance with the Progressive Autonomy in Educating Under Supervision that is outlined in the Certification Manual.
- While the group is regularly meeting in person and the ACPE Certified Educator is often joining virtually, it is also expected that the ACPE Certified Educator have a physical, in-person presence at the site with the students at various times during the unit. The number and length of each in person visit shall be determined by the ACPE Certified Educator with special attention to the developing role of the CEC, i.e. more in person visits at the start of the CEC’s process, when a CEC is in Phase IA, with a gradual shift as the CEC advances through to Phase IB, and then on to Phase II of the Certification Process. It is essential that the ACPE Certified Educator function as the educator of record for the unit.
- The following principles shall apply to designing the in-person elements of the program:
- CECs must have multiple opportunities within each unit for in-person interactions with the ACPE Certified Educator, the students, and the preceptors.
- ACPE Certified Educators and CECs are relational with each other in both the online and in-person environments. Hybrid programs should ensure that there are ample opportunities in both environments to help CECs to grow fully into their future roles as ACPE Certified educators.
- The design of the CEC program, including how decisions are made related to the physical in-person time of the educator, should be documented in the program’s accreditation portfolio. Special attention should be given to the ensuring that the role of the CEC does not grow too fast too soon, but rather it should grow when the CEC has demonstrated readiness to move forward.
- A program must include additional items in their portfolios:
- Standard 1, Indicator E: Policy and utilization for video conferencing and how it serves to fulfill educational goals. Be sure to explicitly explain how these policies are serving the hybrid CEC program.
- Standard 5, Indicator D: Explain the role of the CEC in the greater institution. Do they have responsibilities outside of being a CEC? If so, what are they and how do they impact their ability to move through the CEC process? What support does the center provide for the CEC?
- Accredited program and ACPE Certified Educators who are utilizing this model must consult with their assigned Accreditation Commissioner and the CEC’s Certification Commission Reviewer to ensure that both the program and the CEC are together on the path for success. These check-ins should occur when the CEC transitions from one phase of the process to the next or when the CEC moves from one program to another.