Â鶹Çø

Accreditation from Council for the Accreditation of Educator Preparation (CAEP)

Â鶹Çø’s Teacher Education Program (TEP) achieved national accreditation at the initial-licensure level from the CAEP from April 2021 - June 2028. CAEP Initial-Licensure Level Accreditation is provided at the baccalaureate or post-baccalaureate levels leading to initial licensure, certification or endorsement that are designed to develop P-12 teachers.

Â鶹Çø's Department of Education earned national accreditation by demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact and capacity for continuous improvement.

Conceptual Framework

Â鶹Çø's Department of Education created our Conceptual Framework in partnership with our Consortium, a K-12 advisory board. The mission statement portion of the document describes the following shared values with Â鶹Çø: a culture of engagement and excellence, integrated teaching and learning, global and multicultural understanding, and experiential learning; these are the Â鶹Çø Core Themes, which we embrace fully. The Conceptual Framework part of the document operationalizes the mission in the everyday work we do with TEP candidates and in the everyday work they ultimately do with their own P-12 students in the following areas: Learning Theory and Content Knowledge, Advocacy for All Learners, and Reflection and Action.

Each education faculty member is required to show how their key assignments and related assessments link to the Department of Education's Conceptual Framework, the Â鶹Çø Core Themes, the InTASC Standards, CAEP Standards and other state standards on their syllabi. In this way, each professor is able to ensure that their instruction is aligned to all relevant standards.

Finally, we routinely review our Conceptual Framework with our Consortium and seek feedback for changes. So far, we have been collectively pleased with the Conceptual Framework we have created and how it guides our program.

Learning Theory and Content Knowledge

• Draw upon research from multiple learning theories in developing praxis
• Use varied, engaging content pedagogy, including multiple modes of representation and communication, including the purposeful use of technology and media
• Develop and implement effective instruction based on content knowledge aligned to professional and state standards
• Apply understanding of motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation

Advocacy for All Learners

• Use a culturally responsive approach to create instruction based on the contexts of community, school, families and individual students.
• Collaborate with school and community personnel and resources, including families, to meet the needs of all learners
• Create a safe and positive classroom community based on equity, fairness and the belief that all students can learn
• Plan lessons and assessments that address variation in learning styles, developmental levels, ability levels and diversity among learners

Reflection and Action

• Analyze formative and summative assessments, making appropriate adjustments to instruction and educational programs
• Demonstrate self-awareness and growth in professional characteristics
• Seek opportunities for professional development by engaging in research, collaborating with colleagues and other professionals, attending professional meetings and serving on professional committees within their disciplines

CAEP Annual Reporting Measures

 has annual reporting measures which are used to provide information to the public on both program outcome and program impact. 

Â鶹Çø's Teacher Education Program (TEP) is accredited through: 

2010 Massachusetts Avenue NW, Suite 500
Washington, D.C., 20036-1023
(202) 466-7496

CAEP Accountability Measures

 Accountability Measures are used to provide information to the public on both program outcomes and program impact. Following is the list of CAEP measures with links to information that provide supporting evidence for each measure:

Measure 1 (Initial): Completer effectiveness (R4.1)

Completer impact in contributing to P-12 student-learning growth.

• Graduate Student Focus Group Data
• Student Learning Growth Data

Completer effectiveness in applying professional knowledge, skills and dispositions.

• Graduate Student Focus Group Data
• Graduate Teaching Evaluations
• OACTE Graduate Survey
• Graduate Survey

Measure 2:  Satisfaction of Employers and Stakeholder Involvement (R4.2|R5.3| RA4.1)

• Licensure Information: Program Completers in MSD
• Stakeholder Involvement
• Administrator survey results from OACTE were unavailable for the last reporting year. We anticipate sharing data on the satisfaction of employers through administrator survey results in the spring of 2025.

Measure 3: Candidate Competency at Program Completion (R3.3)

The following table captures the required licensure exam rates of Â鶹Çø TEP completers.

Title II Reports:

• 2024
• 2023
• 2022
• 2021
• 2020
• 2019 

Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

• Graduate Survey
• OACTE Graduate Survey
• Licensure Information: Program Completers in MSD

Consumer information

• Cost of Attendance
• Student Body Diversity
• Â鶹Çø Consumer Information Index