Leveraging Artificial Intelligence to Transform Teacher Education Accreditation (Paperback)

Leveraging Artificial Intelligence to Transform Teacher Education Accreditation provides a comprehensive framework for integrating AI into teacher education accreditation, emphasizing ethical considerations, data privacy, and continuous improvement strategies.

Dr. Beth Kubitskey is a passionate educator, researcher, and leader with a career dedicated to advancing quality in teacher preparation and advocating for continuous improvement in education. Her academic journey began with a B.S. in Chemistry from the University of Michigan, followed by an M.S. in Physics Education from Eastern Michigan University, and culminated in a Ph.D. in Education Studies from the University of Michigan. These experiences provided a strong foundation in both science and education.

Dr. Kubitskey has been a faculty member at the University of Michigan-Flint, teaching graduate courses in education methods and clinical based symposia focused on urban teaching and inclusion. Her research focuses on continuous improvement, quality educator preparation, and advocacy. Dr. Kubitskey also serves as a contractor for the Michigan Department of Education, where she collaborates with community colleges and universities to create effective policies and pathways for educator preparation.

In her administrative roles, including serving as Dean of the School of Education and Human Services at the University of Michigan-Flint and as Associate Dean at Eastern Michigan University, she has worked to enhance teacher preparation programs, promote equity and inclusion, and foster partnerships with community organizations. She has also led efforts to develop innovative teacher preparation initiatives, such as the Woodrow Wilson Teaching Fellowship and special education pathways for paraprofessionals.

Her scholarship reflects my commitment to improving education for all students, authoring numerous publications and presentations on professional development, STEM education, and the impact of innovative teaching practices. Dr. Kubitskey has also collaborated on securing multimillion-dollar grants from the National Science Foundation to enhance teacher preparation and professional learning opportunities.

Beyond the academic and administrative work, Beth is actively involved in state and national advocacy for policies that support effective teaching for all students. She works with professional organizations such as the Michigan Association of Colleges of Teacher Education and the American Association of Colleges for Teacher Education to lobby for education policies that advance equity, access, and excellence. Through her work with Women in Leadership and other groups, I strive to promote inclusive practices and systemic change. In addition, Dr. Kubitskey works with the American Education Research Association

Recognitions such as the AACTE Outstanding Dissertation Award reflect the impact of my work. I remain committed to advancing education by preparing exceptional teachers and contributing to state and national policy development that ensures all students receive the high-quality education they deserve.

Anne Tapp Jaksa, Ph.D. Professor of undergraduate and graduate Teacher Education, College of Education, Saginaw Valley State University, University Center, MI. Tapp Jaksa is the Chair for the American Association of Colleges for Teacher Education (AACTE) Board of Directors. She serves on the Council for the Accreditation of Educator Preparation (CAEP) Board of Directors and is the Director of Professional Development for the University of Michigan Center for Digital Curricula. Her research interests focus on Artificial Intelligence (AI) within the P-12 and university classrooms and digital learning. Tapp Jaksa received the Teacher of the Year award when teaching P-12 and SVSU's Landee Award for Teaching Excellence at the university level. She is the author of several publications.

Dr. Malina Monaco is the Senior Vice President for Accreditation at the Council for the Accreditation of Educator Preparation(CAEP). Having earned a MS and a PhD in Educational Measurement, Dr. Monaco has served on the faculty at both Georgia State University and North Carolina State University. Her teaching areas are in quantitative methodology and educational measurement She has experience in higher education administration having served as graduate admission director and a program coordinator. At North Carolina State University, Dr. Monaco served as the Director of Knowledge Management and Assessment, the CAEP coordinator, and a SACSCOC liaison. She was responsible for accreditation planning, implementation, and assessment reporting in the College of Education. Dr. Monaco previously served as Program Manager in the State of Georgia Department of Education Her responsibilities included designing, administering, and scoring federally mandated K-12 assessments, managing the k-12 assessment budget and accountability reporting for federal peer review requirements.

Dr. Malina Monaco is the Senior Vice President for Accreditation at the Council for the Accreditation of Educator Preparation (CAEP). In her role, she leverages her former experience as both a site visitor and lead site visitor to ensure that quality assurance policies, processes, and procedures are designed and implemented with consistency and accountability.

Dr. Monaco has an extensive background in higher education, having served on the faculty at Georgia State University and North Carolina State University. Her teaching areas include quantitative methodology and educational measurement. She won several teaching awards and earned professor of the year while at Georgia State University. In addition to her faculty roles, she has experience in higher education administration, having served as a graduate admissions director and program coordinator. At North Carolina State University, Dr. Monaco was the Director of Knowledge Management and Assessment, the CAEP coordinator, and a SACSCOC liaison. She was responsible for accreditation planning, implementation, and assessment reporting in the College of Education. As part of her role, Dr. Monaco shared her examples, templates, and approach to assessment and accreditation with her state-wide counterparts and supported them in their accreditation work.

Dr. Monaco's exemplary educator preparation initiatives are rooted in her comprehensive background in accreditation, assessment, and educational measurement. Her efforts integrate research-based strategies and practical applications, ensuring educators are well-prepared to meet diverse student needs. She emphasizes holistic development, hands-on teaching experiences, mentorship, and continuous professional development. Dr. Monaco's collaborative efforts with EPPs and communities foster partnerships that enhance the learning environment, supporting educators at all career stages. Her work significantly impacts teacher quality and student outcomes, setting a high standard for educator preparation programs.

Dr. Joseph A. Pearson serves as Head of Community at Moreland University, leading strategic engagement initiatives that enhance teacher professional development and district partnerships. With over a decade of experience, he has designed professional learning for thousands of educators worldwide, focusing on student-led pedagogy, AI in education, international teaching, and Human Resources in education. His leadership extends to the board of the American Association for Employment in Education (AAEE) and committees for the American Association of School Personnel Administrators and the National Association of State Directors of Teacher Education and Certification, shaping national conversations on teacher preparation, recruitment, and retention. A recognized thought leader, his work spans conferences, publications, and podcasts, amplifying research-driven insights into effective educator development. In addition to his work in education, he is a composer and musician whose work explores themes of inclusion, social connection, and personal transformation to foster community and inspire meaningful dialogue.