CURRENT PROGRESS

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Standards, Quality and Excellence

• CURRENT PROGRESS FUTURE PLANS

Presentation by Roz Rosen, Karen Dilka and Carme
Yarger at the 2006 ACE-DHH Conference
Denver, Colorado
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• Developed as a communication and policy-making
  vehicle among organizations and as a way to
  encourage cooperation and collaboration.
• Focuses on quality standards in program
  accreditation and teacher certification

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CED Constituent Organizationsand Board Members

• Alexander Graham Bell Association for the Deaf
  and Hard of Hearing (AGB)
• American Society for Deaf Children (ASDC)
• Association of College Educators of the Deaf and
  Hard of Hearing (ACE-DHH)
• Convention of American Instructors of the Deaf
  (CAID)
• Conference of Executives of American Schools and
  Programs for the Deaf (CEASD)
• National Association for the Deaf (NAD)
• Council on Exceptional Children/Division on
  Communication Disorders and Deafness (CEC/DCDD)

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The CED Officers

• Ms. Cathy Rhoten (ASDC), President
• Dr. Karen Dilka (ACE-DHH), Treasurer
• Dr. Lynn Woolsey (ACE-DHH), Secretary
• Dr. Roz Rosen, Executive Director Director of
  Certification
• Dr. Tom Jones, Director of Program Accreditation

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Service Role (3 Major Areas)

• Certification standards for teachers of deaf and
  hard of hearing students and accreditation
  process for institutions of higher education
  engaged in training professional personnel
  serving this population
• Research, training and public policy related to
  the improvement of education and quality of life
  for deaf persons
• Result Better education for students and
  employment opportunities for professionals,
  including professionals who are deaf and
  professionals of color.

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CED Mission and Values

• national organization founded in 1930
• promotes excellence in educating deaf and hard of
  hearing students
• establishes, promotes, and monitors teacher
  education standards embodying best practices,
  reflecting current research, and embracing
  diversity and multiculturalism
• accredits teacher preparation programs, and
  certifies highly qualified teachers who meet its
  standards
• collaborates with national, state, and local
  associations and agencies.
• governs through a board consisting of seven
  national organizations AGB, CAID, CEASD, ACEDHH,
  ASDC, NAD, and CEC/DCDD

QUALITY
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CED Accreditation Benefits

• Nationally recognized professional accreditation
  and certification greater job opportunities for
  graduates
• A national, professional network provided for
  peer institutions to work collaboratively on
  policies and standards
• Support for high quality and continuing
  professional improvement
• Collaborative standards (CEC, NCATE, INTASC) for
  teachers and quality programs
• Collaborative input within Joint Committees (ASHA
  and JCIH)

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ACCREDITATION

• CURRENT STATISTICS
• 38 PROGRAMS ARE CED APPROVED
• 7 NEW PROGRAMS ARE REQUESTING CED

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CED Programs
CED Endorsed Programs
Non-CED Endorsed Programs
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CERTIFICATION
INCREASING
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CED Certification

• CED certificant numbers are increasing
• Two levels of certification
• Provisional and Professional
• Renewal every five years
• Based on documentation of continued participation
  in professional development activities and
  contributions to the field.

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CED Research FindingsImplications for
Universities

• Conducted in 2004 by CED and GRI
• 895 respondents 54 teachers, 18 administrators
  13 support staff
• 74 of the 449 teacher respondents have a
  masters degree or better
• 98 reported that certification or licensure was
  required for their jobs
• Information on line at www.deafed.net

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Percent Teachers Reporting Specific Professional
Activities in Past 5 Years
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Professional DevelopmentTopics Choices

• Eight Most Popular Topics Among Teachers
• Technology in education (62)
• Programs on students with additional disabilities
  (61)
• Curriculum/Instructional development (58)
• Bilingual Ed for Deaf and Hard of Hearing (58)
• Assessment and testing of students (56)
• Multiple-literacy training (52)
• Multicultural issues (50)

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CED Strategic Goals

• Increase quality of education through updated
  standards collaborate with other organizations
  on these standards
• Greater visibility and a more positive image for
  CED and the field marketing to professionals,
  national and state entities
• Increase numbers of accredited programs and
  certified teachers work on State acceptance
• Make CED and the education of deaf students more
  accessible to diverse constituents,
  professionals, states and other entities who wish
  to learn about our unique organization.

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Why States should accept CED Certification

• Certification and program review process based on
  research and expertise in the field Compatible
  with CEC Core competencies in Special Education
• Ensures that teachers represent both knowledge
  and skills required for success of deaf students
• Increases pool of highly qualified teachers
  (including Deaf Minority) and ensures
  continuing professional development
• Can increase reciprocity between states can help
  states demonstrate compliance with NCLB
• Supported by ACEDHH, CEASD, CAID, AGB, NAD, ASDC
  and CEC/DCDD.
• Fits with National Agenda (www.ceasd.com)
• 
  

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ROLE OF ACE-DHH

• Serve on CED Board and provide direction
• Recognize importance of CED Program
  Accreditation encourage more Deaf Education
  Programs to become accredited develop
  multiple-entry programs
• Help to promote greater diversity in recruiting
  and training prospective and current faculty and
  students
• Work with CED and others to have States accept
  CED Certification
• Encourage more individuals to become certified
  and provide continuing professional education
  opportunities
• Follow up on graduates/alumni of own programs and
  share updates with CED

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What should be the appropriate role for CED?
Let us know what you wish for CED to do in your
state and how we can work together.Discussions
Questions
Thank you!
www.deafed.net ced_at_gallaudet.edu