CAEP Accreditation Visit: Call for Third Party Comments

The School of Education at the University of Evansville is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) from April 2-4, 2023. Interested parties are invited to submit third-party comments to the visiting team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the School of Education (i.e., graduate, program completer, present or former faculty member, employer of graduates, mentor teachers). Such comments must be based on the core tenets of CAEP accreditation standards of excellence, which recognize that CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom. A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.

We invite you to submit written testimony to:

CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org

Our mission is simple; a quality major produces a graduate who is prepared and excels in the classroom. UE's early school placements during the freshman year lead to intensive internship and student teaching experiences for all majors. As a result, our graduates are well prepared for the rigors of the 21st century classroom.

Our four Core Values are integrity, innovation, intellectual curiosity, and inclusive community.

The School of Education is accredited by the Council for the Accreditation of Educator Preparation (CAEP). CAEP advances excellent education preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. This accreditation status is effective between spring 2016 and spring 2023. Similar to all Educator Preparation programs, site visits occur every seven years. Ours will occur in spring 2023. Please see the listing below for programs that have been reviewed by CAEP and approved by the Indiana Department of Education.

• Elementary Education
• Secondary Education - Grades 5-12- English Language Arts, Science, Social Studies, Mathematics, World Languages
• Exceptional Needs Mild Intervention and Intense Intervention
• Fine Arts Visual Arts
• Music Education
• Elementary Transition to Teaching
• Secondary Transition to Teaching
• Teaching English as a Second Language (TESL)

CAEP Accountability Measures

Measure 1: Completer Impact and Effectiveness (R4.1)

92% of graduates are satisfied with the training they received at the University of Evansville, including all areas listed under the following topics:

• Knowledge Preparation
• Pedagogical Preparation
• Professional Disposition Preparation
• View the full teacher survey report

• View the full effectiveness report
• View Annual Case Study
  • Participants are completers in the classroom 5 years or less in a local school corporation
  • 2020-2021, the overall mean iObservation Score is a 3.47 (n=32)
  • 2019-2020, the overall mean iObservation Score is a 3.32 (n=26)
  • Locally Developed Assessment (LDA) data available. (IDOE removed student data ratings from the evaluation process in the 2020-21 school year).
  • 2019-20, 95-100% student growth range from pre-test to post-test.
  • 2018-19, 92-100% student growth range from pre-test to post-test
  • Overall, it appears that our graduates consistently perform at an acceptable level and impact P-12 student growth, learning and development.

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

• 100% of hiring principals believe graduates are well-prepared and are satisfied with the training their teachers received from the University of Evansville. 100% of hiring principals agree or strongly agree that our graduates:
  • Adhere to legal and ethical requirements of the teaching profession
  • Openly accept suggestions/constructive feedback
  • Work effectively with other professionals, parents/guardians, school leaders and school culture
  • View the full Principal Survey Report
• 92% of graduates believe they were well prepared to teach by the Teacher Education Program at the University of Evansville's School of Education.
• View the full teacher survey report
• The EPP Annual Case Study data indicates that our graduates consistently perform at an acceptable level and impact P-12 student growth, learning and development. View Annual Case Study

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

Percentage of Candidates Meeting State Licensure Requirements

TRADITIONAL

ALTERNATE

See more details in the full Title II Reports below.

You can download the reports using the links below:

2021

• Traditional Title II Report - 2021
• Alternative Title II Report - 2021
• EPP Report - 2021

2020

• Traditional Title II Report - 2020
• Alternative Title II Report - 2020
• EPP Report - 2020

2019

• Traditional Title II Report - 2019
• Alternative Title II Report - 2019
• EPP Report - 2019

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

• 100% job placement for students who seek employment.

Graduation Rates

• Our job placement rate for the 2021-22 school year is 100% for those seeking employment. All students who wanted to secure a position have been successful. In a small number of cases, graduates have decided not to pursue a teaching position upon graduation. More specifically, 32 of 37 completers sought employment. Of these, 32 completers secured a teaching position and 5 students from the 2021-22 graduating class did not seek a teaching position.