CAEP
CAEP is a professional accreditor who reviews departments, schools, and colleges which prepare teachers and other educators. After completing a program, teachers seek licensure or certification from the state in which they wish to teach.
Accreditation is quality assurance through external peer review. When an institution or specialized program is accredited, it has demonstrated that it meets standards set by organizations representing the academic community, professionals, and other stakeholders. To maintain accreditation the institution or program must undergo a similar review on a regular basis. Typically reviews are conducted every 7 to 10 years.
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Annual Reports
Each year Millersville’s College of Education and Human Services (EDHS) teacher certification programs submit an annual report to CAEP that gather common data for eight annual measures. These measures demonstrate impact around student learning, teacher effectiveness, employer and completer satisfaction, and specific outcomes and consumer information, such as graduation, licensure, employment, and student loan default rates. EDHS can use the data in their self-studies to analyze trends and demonstrate their use in their continuous improvement efforts.
2023-24 Annual Report
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CAEP Standards
Advanced Program StandardsThe CAEP Standards for Initial and Advanced Programs and their components flow from two principles:
- Solid evidence that the provider’s graduates are competent and caring educators, and
- There must be solid evidence that the provider’s educator staff have the capacity to create a culture of evidence and use it to maintain and enhance the quality of the professional programs they offer.
The five CAEP Standards flow from these principles and the standards of evidence that define them are the backbone of the accreditation process. They define quality in terms of organizational performance and serve as the basis for accreditation reviews and judgments.
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CAEP Accountability Measure 1: Effectiveness (Professional Behaviors)
All candidates in education licensure programs will be assessed by faculty using the Disposition and Professional behavior rubrics as a requirement for formal admission (APS for teacher candidates, degree candidacy for advanced programs) and at least one other time prior to the culminating field-based experience. Evaluation of dispositions is used primarily for candidate self-reflection and growth. The Professional Behavior Rubric will also be used as part of a formal review process (defined by Professionalism Policy) when substantial concerns arise. The Professional Behavior rubric can be used in making decisions about candidate progression through the program.
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CAEP Accountability Measure 1: Effectiveness (Competency)
These data show responders strongly agree they have enough knowledge to teach and work with all students effectively. Analysis of the semesters of data showed overall student teachers felt well prepared or sufficiently prepared in all areas of teacher preparation through fall 2024.
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CAEP Accountability Measure 1: Effectiveness (Impact on P-12)
Evaluation of impact on student learning is done in several additional ways for student teachers. First, it is done through the PDE 430 evaluation of Professionalism and criteria related to reflection on evidence of student learning.
Second, it is done with the MU Adapted Danielson Evaluation and specifically the first component of Reflection in the Professionalism Domain. The “Proficient” criteria of this rubric require that “The teacher candidate makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. The teacher candidate makes some specific suggestions of what could be tried another time the lesson is taught.” *Please see the above Professional Behaviors Data
Both the third and fourth ways are more direct. Students complete case studies in their EDSE 471 Differentiated Instruction in the Classroom course about impact on student learning. Rubrics and data from this course are provided below. In addition, the mission of our Professional Development School program emphasizes that the most important purpose of our placement of candidates in year-long internships is to benefit the learning of secondary students. This is important to us because of national research showing that the novice abilities of student teachers can have a subtractive effect in “sink or swim” models of student teaching.
PDS Mission Statement: The mission of the Professional Development School (PDS) at Millersville University is to improve the teaching and learning for area P-12 students. To accomplish this mission we commit to utilize a co-teacher, inquiry method of teacher preparation in a full-year, intensive placement that enables our pre-service teachers to develop the craft of teaching by working alongside a mentor teacher. We aim to foster strong partnerships with local school districts where we develop each other’s strengths and together help our pre-service teachers learn the art of teaching through a research-supported methodology that benefits all members of the learning community.
In our most recent survey of cooperating teachers, we are pleased with the question responses that are directly related to the impact on the 7-12 students. The results show the majority of responses are positive and reflect MU candidates are making a positive impact on their classrooms. A review of the following questions asked on the COOP survey shows our candidates positively impact the learning taking place in the COOP’s classroom with a MU student teacher. We are particularly proud that 95% of our COOPS see our observation/evaluation instruments work as tools that improve teaching in their classroom. During the fall 2025 semester, the CEHS intends to repeat this survey as an update.
The attachment titled State Standards Aligned with Programs, provides evidence Millersville programs ensure candidates demonstrate skills and commitment that afford all P-12 students access to rigorous college- and career-ready standards via meeting the Common Core State Standards. All of Millersville’s teacher education programs, INT and ADV, are approved by the Pennsylvania State Department of Education (PDE) as evidenced by the program approval process outlined in the Major Review.
CAEP Standard 4 addresses educator preparation program completers' results. The evidence provided in response to CAEP standard 4, presents data that shows the effectiveness of completers when they are on the job. Millersville's College Of Education and Human Services (EDHS) monitors data from EDHS interviews with completers, school district standardized measures required by the PA State Department of Education, and teaching evaluations shared by completers as a means to evaluate completer progress, inform EDHS programs for any needed adjustments, and to post the completer data on our website for purposes of accountability to stakeholders and of informing potential candidates of our completers' success in the P-1 schools. Please see attachment titled: Impact on P-12 Learning and Development.completer impact on p-12: differentiating instruction (AY23-24)
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CAEP Accountability Measure 2: Satisfaction of Employers & Involvement
The College of Education Employer surveys are sent out every spring semester to the previous academic years' completers. The employment list is downloaded from the Pennsylvania State Department of Education (PDE) website including the principal's email address and the completer(s) they employ.
The University launched Alumni Job Satisfaction and Job Placement or “AJPS”, which we have administered annually in the fall semester since 2013, asks questions of the previous year’s graduates. The College of Education and Human Services added “supplemental” questions for education department graduates to the survey in Fall 2018, and it has gone out several times since. The programs Education shares with other colleges for content preparation includes content course work in the college of Arts, Humanities, and Social Sciences and the College of Science and Technology for grades 7-12 content areas in Art, English, Biology, Chemistry, and Math are included in the 2023-24 results.
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CAEP Accountability Measure 3: Ability of Completers to Meet Requirements
Abilities of Completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)
TITLE II TRADITIONAL completers DATA 2023-2024
Recommended for Teaching Licensure by Program
Individuals pursuing Pennsylvania teacher licensing must complete an approved teacher education program and a minimum of a bachelor’s degree, which should include a recommendation from the institution attended for a teaching certificate. The institutional recommendation verifies to the Department of Education that the applicant has completed state-mandated requirements for coursework in core subjects including mathematics, English, ESL education, and teaching skills, as well as a teaching internship. Below includes data for Millersville University post-baccalaureate and certification students who obtained their bachelors' degrees elsewhere.
2023-24 POST-BACC Recommendations
Please see data for Professional Behaviors, MU Adapated Danielson (cooperating teacher and University Supervisor for additional insights about Millersville University's educator preparation. These documents reveal consistent trends in supporting graduates' embodiment of professional dispositions, content/instructional expertise, and student engagement. The Praxis Summary reports listed below show a strong trend of both foundational and content knowledge for all certification programs.
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CAEP Accountability Measure 4: Ability to Be Hired
Over the past three years, on average, 90 percent of baccalaureate degree recipients have rated the quality of their education in their major program of study as “good” or “excellent” six to ten months after graduation. Millersville graduates consistently rate the overall quality of education at Millersville University nearly as high as the quality of education within their major. Also, given the opportunity to reflect on the value of their Millersville experience, recent alumni report similar or higher ratings than they did as seniors.
MU 2023-2024 CEHS ALUMNI JOB PLACEMENT SURVEY DATA
MU 2024 CEHS graduate exit SURVEY DATA*
*Additional data for the 2023-2024 AY, related to Measure Four: Candidate Ability to be Hired, is being processed. *This data will be available as soon as possible.
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INTASC standards and categories
The Interstate New Teacher Assessment and Support Consortium (INTASC) is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers. CAEP considers the InTASC Standards to be important because they represent best professional practices and strongly influence the CAEP, state, and Specialized Professional Association accountability standards.
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PA State Standards and Program Approval
The Pennsylvania State Department of Education (PDE) requires all higher education teacher certification preparation program providers to design a program of study that is aligned with competencies set forth by PDE’s Program Framework Guidelines. Millersville’s College of Education and Human Services (EDHS) teacher preparation candidates engage in courses, field experiences and culminating clinical experiences. From these varied experiences, they are required to demonstrate competency as gauged by faculty designed assessments. These critical competency-based assessments attest to the candidates’ performance in each program. They allow for assessment of the individual, and the aggregate of these results speak to the quality of program. The data collected is quantifiable and, when examined in the self-study, should lead the program provider to identification of areas of strength and areas for improvement.
State Standards aligned with program courses
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Diversity
The Demographics in District Type Student Teaching Placements School District Student Teaching Placements utilize data collected from the Pennsylvania State Department of Education (PDE) and the census data obtained from http://nces.ed.gov. These PDE data reflect potential areas of teacher shortages that are present in the Millersville’s EDHS school partner districts available to our candidates.
Millersville’s College of Education and Human Services (EDHS) Demographics of P12 students in clinical sites data table displays the percentages of placement characteristics used by EDHS clinical sites. The data in both tables display the intentionality of the College of Education and Human Services Department of Field Services (DFS) when placing EDHS teacher candidates in districts that are populated with underrepresented groups of students and community members. The attention to the demographic composition of our district partners serves to increase opportunities for our candidates to utilize clinical experiences and instructional expertise for all P-12 students.