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 2022-2023
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 and Outcome Measures
Effectively contribute to P-12 student-learning growth.
| Measure | Evidence |
|---|---|
| Case Study of First-Year Completers: A case-study approach to document completers’ impact on student learning and development and on completers’ teaching effectiveness. | Case Study of Spring 2023 Graduates |
Apply in P-12 classrooms the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve.
| Measure | Evidence |
|---|---|
| Focus Group with School Principals on the levels of preparedness, content knowledge, skills, and dispositions of first-year completers employed at their school. | Principal Focus Group of First-Year Teachers (Spring 23 Graduates) |
| Advanced-Level Candidate Dispositions Assessment (ALDA): Identifying and assessing candidate dispositions is a critical element of any licensure program. Individual licensure programs at the advanced level identify and evaluate specific and observable dispositions. The College of Education and Professional Development (COEPD) at Marshall University has defined the four broad domains and the advanced-level candidate dispositions. | ALDA 2022-23(Spring 23 Graduates) |
Initial-Level
CAEP Standard Alignment: R4.2: Satisfaction of Employers and R5.3: Stakeholder Involvement
| Measure | Supporting Evidence |
|---|---|
| Educational Personnel Preparation Advisory Committee (EPPAC): This committee is mandated by the West Virginia Department of Education (WVDE) and defined in Policy 5100: Preparing Educational Personnel as follows: “EPPAC serves as an advisory body to the institution’s chief educational personnel preparation officer in developing and reviewing all programs and policies for the preparation of educational personnel within the institution.” EPPAC will provide a framework for data-informed continuous improvement efforts and a lens for program analysis and reflection. | 2022-23 EPPAC Minutes |
| Focus Group with School Principals: on the levels of preparedness, content knowledge, skills, and dispositions of first-year completers employed at their school. Question five speaks to the satisfaction of employers. | Principal Focus Group of First-Year Teachers |
| Completer and Employer Surveys for Advanced-Level Programs: In Spring 2022, a survey was distributed to completers of advanced-level programs and their employers. All surveys had less than 10 responses. | Initial-Level Completer Survey 2022-2023 |
| Measure | Evidence Source |
|---|---|
| Praxis II Scores: Initial-Level Praxis II Completer Pass Rate Report. | Praxis II Scores for AY 2022-23 |
| Level III Clinical Evaluation Results (Initial): Level III placements require a final evaluation completed for each placement by the university supervisor and cooperating teacher. The evaluation is based on the WV Professional Teaching Standards and National Content Standards. The university supervisor and cooperating teacher will complete several observations during the placement, which will aid them in completing the final evaluation. |
2022-23 Level III Clinical Evaluation Results |
| West Virginia Teacher Performance Assessment (Initial): The West Virginia Teacher Performance Assessment (TPA) is a collaboratively developed assessment that is completed by all candidates during the culminating internship/student teaching experience. The TPA requires that teacher candidates draw on pedagogical and content pedagogical knowledge to plan and deliver instruction that builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of student impact. | 2022-23 TPA Results |
| Measure | Evidence Source |
|---|---|
| Ability of Completers of AY 2022-2023 Graduates. | Ability to be Hired |