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Accreditation Statement

The °¬¿ÉÖ±²¥ University School of Education Educator Preparation Programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP). The Office of the State Superintendent of Education (OSSE) approves all programs in conjunction with CAEP accreditation. All programs are currently approved by OSSE.

The AU Undergraduate and Graduate Educator Preparation programs are committed to continuous improvement and assessment. We make decisions based on evidence we collect and analyze in classrooms, field experiences, and other learning environments. We use data to inform program modifications and changes. Below is information regarding our measures of impact and candidate success.

Initial Licensure Level

  • Early Childhood Education (BA, MAT)
  • Elementary Education (BA, MAT)
  • English to Speakers of Other Languages (MAT)Ìý
  • Secondary Biology Education (BA, MAT)
  • Secondary Chemistry Education (BA, MAT)
  • Secondary English Education (BA, MAT)
  • Secondary General Science Education (BA, MAT)
  • Secondary Math Education (BA, MAT)
  • Secondary Physics Education (BA, MAT)
  • Secondary Social Studies Education (BA, MAT)
  • Special Education Learning Disabilities (MAT)

Advanced Licensure Level

  • Antiracist Administration Supervision and Leadership (Certificate)

The Office of the State Superintendent for Education compiles an annual report of the previous year’s completers, employed as first-year teachers and teachers with any years of experience in DC LEAs, who received ratings of effective or higher. The 2022-23 report will be released in summer 2024. The SOE will update Measure 1 with this information by September 30, 2024.

The °¬¿ÉÖ±²¥ University School of Education Teacher Education faculty have established five Learning Outcomes. These outcomes reflect the professional knowledge and skills of an effective teacher. In order to measure Employer Satisfaction (the extent to which a graduate’s employer is satisfied with their teaching performance and believes they were adequately prepared to teach), the SOE engaged in a case study approach and interviewed the supervisor of a 2022 Elementary Undergraduate Completer. Through this method the Teacher Education program faculty/staff learned about the graduate’s performance in the context of their school learning community and, in doing so, will consider if/how the program needs to maintain curricular priorities or make adjustments to better prepare new teachers for students, families, and communities. The Teacher Education Program will continue to gather qualitative data from employers who hired graduates from a variety of majors in order to identify employer satisfaction trends across the profession to inform future programmatic improvements.

While the SOE is extremely proud of their graduates' performance in the field, it is essential to acknowledge the key professional development role that P-12 school partners play with targeted mentoring and coaching of new teachers. The SOE is grateful to partner with outstanding teachers, instructional coaches, and administrators to support the development of excellent teachers to serve in their communities.

Competency at Completion TextView a pdf of these results.

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°¬¿ÉÖ±²¥ University School of Education; Teacher Education
Competency at CompletionÌý

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Dispositional Skills at program completion are measured by the Teacher Education’s final Student Teaching evaluation. This is a valid and reliable national assessment. The spring 2023 data indicates that teacher candidates are completing the program with the essential dispositional skills to be successful teachers.

Content Knowledge at program completion is measured by transcript analysis and licensure exam pass rates. The data show that all Teacher Candidates met acceptable coursework performance of at least a C for UGs and at least a B- for GRs and that overall Praxis data results indicate that teacher candidates successfully meet licensure benchmarks. The School of Education recognizes these standardized assessments have demonstrated patterns of inequitable outcomes, particularly for students of color.

Pedagogical Knowledge and Skills at program completion are measured by the Teacher Education’s final Student Teaching evaluation. This is a valid and reliable national assessment. The spring 2023 data indicates that teacher candidates are completing the program with the essential pedagogical knowledge and skills to be successful teachers.

Technology Skills and Application at program completion are measured formatively, across the program, and culminate in the requirement that all teacher candidates are measured on their ability to successfully implement Technology Enabled Learning in their Practicum (clinical) setting and reflect on the impact of the technology on their students’ content learning.

Competency at Completion TableView a pdf of these results.

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°¬¿ÉÖ±²¥ University carefully tracks the success of our students.

Learn more about the success of our students on ourÌý"We Know Success" website.Ìý

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