Educator Preparation: Accreditation & Outcomes

Millersville University is accredited by the Council for the Accreditation of Educator Preparation (CAEP). The following educator preparation programs are approved through the Pennsylvania Department of Education (PDE) and included in this accreditation.

Initial Certification Programs

• Early Childhood Education (PK–4)
• Middle Level Education (Grades 4–8)
• Special Education (PK–12) 

Secondary Education (Grades 7–12):

• Biology
• Chemistry
• Earth & Space Science
• English
• Mathematics
• Physics
• Social Studies

PK–12 Certification Programs:

• Art Education
• Music Education
• Technology & Engineering Education
• English as a Second Language (ESL)

Advanced Certification Programs

• Principal (PK–12)
• Superintendent (PK–12)

Specialized Instructional Roles:

• Reading Specialist (PK–12)
• Instructional Technology Specialist (PK–12)
• Supervisor of Curriculum & Instruction
• Supervisor of Special Education

Pupil Services Programs:

• School Counseling (PK–12)
• School Psychology (PK–12)
• School Social Worker (PK–12)
• Home and School Visitor
• School Nurse (PK–12)

Endorsements

• STEM Endorsement
• Gifted Education (PK–12)
• Instructional Coaching

Previously approved world language programs (French, Spanish, German PK–12) are not currently offered.

Millersville University submits an annual report to CAEP that includes data on candidate performance, program outcomes, and continuous improvement efforts.

2022-2023 ANNUAL REPORT

2023-2024 ANNUAL REPORT

2024-2025 ANNUAL REPORT

Completer effectiveness is evaluated through performance-based assessments during student teaching. The Pennsylvania Department of Education (PDE 430) evaluation is used across initial certification programs to assess candidate performance in planning, instruction, and professional responsibilities.

Data from the 2024–2025 academic year indicate that nearly all candidates met or exceeded expectations across all evaluation domains, with no ratings at the unsatisfactory level.

Completer Effectiveness (PDE 430 Summary, 2024–2025)

 Full Reports Available: Fall 2024, Spring 2025

Stakeholder feedback is gathered through the Professional Education Unit Advisory Board, which includes school-based partners, administrators, and faculty. The PEU Advisory Board meets regularly to identify patterns in candidate performance and to provide feedback on program effectiveness and emerging needs in the field.

Recent feedback indicates that candidates are consistently strong in content knowledge, relationship-building with students, and the use of instructional technology. Stakeholders also identified areas for continued growth, including classroom management, instructional planning, and the development of professional dispositions as candidates transition from students to emerging professionals.

This feedback has informed several program-level and cross-program improvements. These include the development of an early professional dispositions assessment implemented in field experiences, increased coordination and use of professional development plans across programs, and expanded opportunities for candidates to engage in structured interview preparation through school-based partnerships. Additionally, classroom management has been identified as a focal area within coursework and program design.

Stakeholder feedback continues to be used to inform ongoing program refinement and alignment with partner expectations. Patterns identified through PEU Advisory Board discussions are reviewed alongside program-level assessment data to support cross-program alignment.

 Candidate competency is demonstrated through a combination of licensure assessments and program-based evaluations aligned to professional standards.

Pass rates on required licensure assessments (e.g., Praxis) indicate that candidates meet state expectations for certification.

In addition, candidates complete program-level key assessments, such as student teaching evaluations and capstone or clinical assessments, which provide evidence of readiness for professional practice.

 2024-25 one year praxis pass rates-by test area

2022-2025 three year praxis trend report

Clinical evaluation data collected through the MU Adapted Danielson Framework indicate that teacher candidates consistently met or exceeded expectations across domains aligned to effective professional practice during the 2024–2025 academic year. These external evaluations provide evidence that candidates are well prepared to assume professional responsibilities in P–12 settings.

Completer employment outcomes are monitored through institutional data sources, including alumni placement reporting and follow-up surveys. Data for the 204-2025 reporting cycle, 89.8% reported employment in a position related to their major, and 90.8% reported employment within a school district. Available data across the 2022–2024 reporting cycles indicate that a high percentage of initial certification program completers are employed in positions related to their field of preparation, with approximately 94–96% reporting employment in education or closely related roles.

A three-year summary of completer employment outcomes is provided below. 

Three-year trend of initial certification completers employed in positions related to their field of preparation (2022–2024). 

Full Danielson Data: MU Adapted Danielson (24-25)

Full 24-25 Alumni Job Placement Survey: Alumni Job Placement Survey (BSE, 24-25)

Full 22-24 Alumni Job Placement Survey: Alumni Job Placement Survey-Three Year Report (2022-2024)