CAEP Accountability Measures

CAEP (Council for the Accreditation of Educator Preparation) requires Educator Preparation Programs (EPPs) to provide program accountability measures to the public. Below are the accountability measures for our initial licensure programs. Advanced level licensure program data is not reported due to the personally identifiable nature of information for fewer than 10 completers.

The mission of the EMU Teacher Education Program is to prepare competent, caring, reflective practitioners who advocate for children and youth, develop caring learning environments, initiate and respond creatively to change, value service to others, and teach boldly in a changing world through an ethic of care and critical reflection.

Impact Measures (CAEP Standard 4)

Each year the teacher education program surveys program completers and their employers to get their perceptions on how well the program prepared them for their job responsibilities, and how satisfied they are with their preparation for teaching. The program also asks completers to self-report the results of their annual “Teacher Summative Performance Evaluations” which are completed by administrators in Virginia public schools. The program primarily uses these measures as the measures of impact and satisfaction.

Measure 1: Completer Impact and Effectiveness

In-service teachers in Virginia are evaluated annually on eight professional standards. One of the professional standards is “Student Academic Progress”. Responses from the 2024 and 2025 survey administration have been combined due to low response rates. Of the responses received in 2024 and 2025, 100% of respondents received a rating of “effective” or “highly effective” in the area of impacting student academic progress.

A bar chart that displays the ratings on each of the 8 summative evaluation measures. These are ratings given by principals to recent education department program completers. This includes a rating on Student Academic Progress. Seventeen percent of program completers were rated “highly effective”, and 83% were rated “effective.”

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Results from the 2025 completer and employer surveys also indicate that completers were adequately prepared to positively impact student learning.

A table highlighting results from the most recent survey completed by program completers and their employers. Survey questions addressed perceptions of completers’ performance in understanding, planning, and practices that relate to curriculum, content, and student developmental needs. Scores range from 1 to 4, with 4 being favorable. Mean scores for all areas ranged between 3.00 and 3.29.

These data demonstrate that program completers positively impact P-12 student learning growth and effectively apply professional knowledge, skills, and dispositions.

Measure 2: Satisfaction of Employers and Stakeholder Involvement

Results from the 2025 initial licensure employer surveys indicated a high level of satisfaction by employers on completers’ ability to meet the needs of students in their school.

A table highlighting results from the most recent survey completed by the employers of recent program completers. The relevant survey question asks about how prepared the completer was to meet the needs of students. Scores range from 1 to 5, with 5 being favorable. The mean score was 4.71.

Advanced level licensure program employer survey data is not reported due to the personally identifiable nature of information for programs with low numbers.

In addition to gathering survey results from employers, the program involves external stakeholders in program decisions through two primary avenues. The Committee on Teacher Education (COTE) is composed of teacher education faculty, discipline-specific faculty members from outside of the teacher education program, two student representatives, and three representatives from local school divisions.

In addition to COTE, we recently developed a database of P-12 partners with specialized expertise in content areas, grade levels, and other domains from which we could benefit from specific partner input. For instance, a recent revision to one of our Educator Preparation Program (EPP) developed instruments necessitated updating our reliability testing using the Lawshe method. We hosted a "Night of Lawshe," inviting P-12 partners experienced in classroom and school leadership and data analysis to serve as content experts.

Additionally,

COTE representatives, P-12 administrators and faculty, and EPP faculty conduct focus group interviews of all candidates applying for admission to teacher education.
The MidValley Consortium which consists of partners from four EPPs and seven P-12 school divisions meet monthly to coordinate clinical faculty trainings, create/revise student teaching evaluations and observation form, and to collaboratively place student teachers across the seven school districts.

Measure 3: Candidate Competency at Program Completion

Initial teacher education candidates complete a semester-long student teaching experience at the end of their program. Their final performance is evaluated on 32 criteria by both their P-12 teacher (cooperating teacher) and a university representative (university consultant). They are evaluated using a 4 point scale (Does not meet expectations, developing toward expectations, meets expectations, exceeds expectations), and the target rating by the end of student teaching is to receive a rating of “meets expectations” or better. This target was established by the MidValley Consortium, a collaboration of four universities and 7 school divisions. For 2024-25, cooperating teachers and university consultants ranked student teachers as Meets or Exceeds expectations 88% of the time across all evaluation items.

All candidates are required to take a Praxis Subject Assessment to demonstrate competence in their area of study. The initial teacher preparation program requires that candidates pass their subject exam in order to complete their program. Therefore, 100% of all 2024-25 program completers passed their Praxis Subject Assessment.

Advanced level licensure program data is not reported due to the personally identifiable nature for programs with low numbers.

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

The program collects information on job placement directly from completers primarily through ongoing contact maintained with completers. For four of the past five years, 100% of undergraduate initial program completers who sought positions in education were employed in PreK-12 education settings.

One hundred percent of the 2024-25 completers seeking a job in the field were employed in an education position for which they were prepared while at EMU.

Triangulating data from Measure 4 with employer satisfaction data from Measure 2 shows that EPP completers are highly sought after and employers are satisfied with the effectiveness of the program’s completers.

Advanced level licensure program data is not reported due to the personally identifiable nature for programs with low numbers.