Using Data to Improve Student Outcomes (FutureLearn)
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Mark LaCelle-Peterson
Mark LaCelle-Peterson, Ed.D., joined AACTE in 2014. As vice president for policy and programs, he oversees the Association's work in advocacy, research, and program development.
LaCelle-Peterson has served as a faculty member and administrator in educator preparation programs and as a leader in programmatic accreditation. In his teaching, writing, and consulting, he has sought to promote education that serves all learners well and supports the growth of a pluralistic democratic society. Assessment, program evaluation, and faculty development have been persistent foci of his work.
Immediately prior to joining AACTE, LaCelle-Peterson served as senior vice president of the Council for the Accreditation of Educator Preparation (CAEP), where he oversaw core operations of the nation's sole accreditor of educator preparation providers, including programmatic accreditation, license-level program review, and state and member relations. He worked closely with state policy makers as well as with institutions of higher education across sectors to develop effective collaboration in accreditation processes. He also oversaw the establishment of CAEP's capacity-building program, including creation of a research and development function, and is a frequent speaker on topics of accreditation and data quality in higher education. Earlier, LaCelle-Peterson served as president of the Teacher Education Accreditation Council (TEAC), a national programmatic accreditor; he was a member of the TEAC board and of the joint TEAC/NCATE team that designed CAEP.
LaCelle-Peterson has held faculty and administrative posts at public and private institutions of higher education. He has taught the history and philosophy of education, research methods, curriculum theory, and social, cultural, and linguistic foundations of education as well as courses in humanities and early medieval literature (Anglo Saxon and Old Norse). He cofounded and directed a center for partnerships with urban schools in Rochester, NY; developed a transition-to-teaching program to provide highly qualified teachers for high-need urban schools; and served on the applicant board for a community-based, two-way bilingual charter school. He has written on equity in assessment for English language learners, democratic teacher education, faculty development in higher education, and curriculum history. He earned a B.A. in Scandinavian Studies and English, an M.A. in International Development Education from the University of Minnesota, and the Ed.M. and Ed.D. from the Harvard University Graduate School of Education.
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