Accreditation
The College of Education and Professional Development (COEPD) at Marshall University was awarded Accreditation by the Accreditation Council of the Council for the Accreditation of Educator Preparation (CAEP) on April 29, 2019.
CAEP 2022 Revised StandardsWhy It Matters
According to CAEP (2021), educator accreditation is a seal of approval that assures quality in educator preparation. Accreditation makes sure that educator programs prepare new teachers to know their subjects, their students, and have the clinical training that allows them to enter the classroom ready to teach effectively.
Accreditation provides a framework that has pushed educator preparation programs to continually self-assess and conduct an evidence-based analysis of their programs and their efficacy. These evidence-based shifts, rooted in continuous improvement, are helping to ensure that preparation programs are more likely to produce successful educators.
Accreditation matters to:
- P-12 Learners – outcomes-based evidence means all learners are at the center of determining the effectiveness of educators.
- Teacher Educators – since the process is infused with research and development, the knowledge base of effective practice will grow.
- State education agencies – provides a strong partner for quality assurance, helps connect the national consensus on preparation to state-level policy and provides support for a state’s own authorization/accountability system.
- Education Professionals – rigorous standards elevate the profession.
CAEP Accountability Measures for Academic Year 2023-2024
CAEP has four accountability measures used to provide information to the public on both program outcome and program impact. The information below provides the four CAEP measures with links to supporting evidence for each measure.
Impact & Outcome Measures for 2023-2024
| Artifact | Description | Artifact File |
|---|---|---|
| Case Study of First-Year Completers | The case study examines first-year completers’ impact on student learning and teaching effectiveness using observations and incorporating candidate assessment data. Data collection includes qualitative and quantitative measures, such as pre/post-tests and principal evaluations when available, to assess instructional effectiveness. | Case Study of First-Year Completers |
| Case Study of Third-Year Completers | The case study examines first-year completers’ impact on student learning and teaching effectiveness using observations and incorporating candidate assessment data. Data collection includes qualitative and quantitative measures, such as pre/post-tests and principal evaluations when available, to assess instructional effectiveness. | Case Study of Third-Year Completers |
| Employer Interviews | Interviews conducted with School Principals in Spring 2024 | Spring 2024 Employer Interviews |
| Artifact | Description | Artifact File |
|---|---|---|
| Educational Personnel Preparation Advisory Committee (EPPAC) | The EPPAC at the COEPD was established in accordance with West Virginia Board of Education Policy 5100, titled “Approval of Educator Preparation Programs.” This policy mandates that each educator preparation institution form an EPPAC to serve as an advisory body to the institution’s chief educational personnel preparation officer. The committee’s role includes developing and reviewing all programs and policies for the preparation of educational personnel within the institution. | EPPAC Minutes for Fall 2023 and Spring 2024 |
| Employer Interviews | Interviews conducted with School Principals in Spring 2024 | Spring 2024 Employer Interviews |
| Artifact | Description | Artifact File |
|---|---|---|
| Initial-Level Candidate Dispositions | Disposition evaluations of candidates completed during clinical placements, including Level III and Residency II experiences. The Level III Clinical Experience is a semester-long, immersive student teaching assignment that offers Secondary Education and MaSter of Arts in Teaching candidates an in-depth experience within public school classrooms.. Residency II is a full-time, semester-long clinical placement that immerses candidates in all aspects of teaching, providing opportunities for sustained practice, reflection, and assessment in a P-12 setting. | Initial-Level Candidate Disposition Evaluations |
| Advanced-Level Candidate Dispositions Evaluation | The Advanced-Level Candidate Dispositions Assessment (ALDA) evaluates advanced-level candidates on professional dispositions across four domains: Commitment to Students, Commitment to Diversity, Commitment to the Profession, and Commitment to Technology. Conducted during capstone, internship, or practicum courses, this assessment uses an evaluation rubric completed by instructors and mentors/field supervisors to measure candidates’ proficiency in these areas. | Advanced-Level Candidate Dispositions Assessment Evaluations |
| Level III Candidate Evaluations | The Level III Clinical Experience at Marshall University’s College of Education and Professional Development is a full-semester, immersive student teaching assignment designed for Secondary Education and MAT candidates. This experience allows candidates to apply educational theory in real-world classrooms, develop professional teaching competencies, and meet state and national standards. | Level III Candidate Evaluations |
| Residency II Candidate Evaluations | Residency II is a full-time, semester-long clinical placement that immerses candidates in all aspects of teaching, providing opportunities for sustained practice, reflection, and assessment in a P-12 setting. | Residency II Candidate Evaluations |
| West Virginia Teacher Performance Assessment (WVTPA) | The West Virginia Teacher Performance Assessment (WVTPA) is a comprehensive evaluation completed by teacher candidates during their culminating student teaching experience, requiring them to demonstrate pedagogical and content knowledge through planning and delivering instruction that addresses students’ strengths, needs, and prior experiences. This assessment includes seven performance tasks that collectively provide evidence of the candidate’s impact on student learning. | WVTPA Evaluations |
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