The John Carroll University Department of Education was recently awarded the Frank Murray Leadership Recognition for Continuous Improvement by the Council for the Accreditation of Educator Preparation (CAEP). JCU is one of 13 recipients of the Frank Murray Leadership Recognition for Continuous Improvement, given to institutions that provided evidence and data trends to achieve accreditation with no stipulations or areas for improvement.
The Frank Murray Leadership Recognition is named after the founding President of the Teacher Education Accreditation Council (TEAC). CAEP was created by the consolidation of the National Council for Accreditation of Teacher Education (NCATE) and TEAC. He was instrumental in the merger that created CAEP. In addition to his presidency, Murray also served as Chairman of the Board for TEAC and was an initial member of the CAEP Board of Directors. He was a key advocate for the creation of a single set of teacher preparation standards to unify the profession. He previously served as the Dean of the College of Education at the University of Delaware from 1979 to 1995.
“Frank Murray was passionate about education preparation, a prominent leader in our profession, and an advocate for evidence to improve education. The providers that CAEP is recognizing are committed to continuous improvement and preparing their students to succeed in a diverse range of classrooms after they graduate,” said Karen Symms Gallagher, Chair of the CAEP Board of Directors. “CAEP Accreditation is a sign of commitment to quality through purposeful use of evidence. The Murray Leadership Recognition recipients should be proud of their accomplishments.”
John Carroll and other recipients of the Frank Murray Leadership Recognition were selected from the pool of Educator Preparation Providers (EPPs) that earned CAEP accreditation in the previous year. These institutions provided evidence and demonstrated data trends with no stipulations or areas for improvement. Providers selected advance equity and excellence in educator preparation through purposeful use of self-study procedures and evidence-based reporting that assure quality and support continuous improvement to strengthen P-12 learning. These EPPs have a mission driving their continuous improvement inquiry, use assessments that are relevant to the topic being informed and consequential, show the reliability and validity of the evidence provided for accreditation, and have quality assurance capacities that inform their knowledge and address questions about relationships in the data.