CAEP Accreditation

Council for the Accreditation of Educator Preparation (CAEP)

It is important that programs leading to degrees and Teacher Education in grades PK-12 meet state and national standards of quality in academic learning and performance. To meet this goal, all Teacher Education programs at Case Western Reserve University are approved by the Ohio Department of Education & Workforce and the Ohio Department of Higher Education. Additionally, all Teacher Education programs at CWRU are nationally accredited by CAEP and the teacher education programs offered through the Music Department are accredited by the National Association of Schools of Music (NASM).

As required by Ohio law, national accreditation occurs every seven years.  CWRU  currently holds the status of full accreditation, through June 30, 2029.

As part of the national accreditation process, CWRU teacher education programs leading to licensure must comply with CAEP’s seven standards:

Standard 1. Content and Pedagogical Knowledge

The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards

Standard 2. Clinical Partnerships and Practice

The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development.

Standard 3. Candidate Quality, Recruitment, and Selectivity

The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification. The provider demonstrates that the development of candidate quality is the goal of educator preparation in all phases of the program. This process is ultimately determined by a program’s meeting of Standard 4.

Standard 4. Program Impact

The provider demonstrates the impact of its completers on P-12 student learning and development, classroom instruction, and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation.

 

Standard 5. Provider Quality Assurance and Continuous Improvement

The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates’ and completers’ positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers’ impact on P-12 student learning and development.

Standard 6: Fiscal and Administrative Capacity


The EPP has the fiscal and administrative capacity, faculty, infrastructure (facilities, equipment, and supplies) and other resources as appropriate to the scale of its operations and as necessary for the preparation of candidates to meet professional, state, and institutional standards.

*Only For EPPs seeking access to Title IV funds**
Standard 7: Record of Compliance with Title IV of the Higher Education Act
Freestanding EPPs relying on CAEP accreditation to access Title IV of the Higher Education Act must demonstrate 100% compliance with their responsibilities under Title IV of the Act, including but not limited to, on the basis of student loan default rate data provided by the Secretary, financial and compliance audits, and program reviews conducted by the U.S. Department of Education.
Freestanding EPPs will need to provide narrative and evidence for all components of ST 7

Current Status

The Case Western Reserve University Teacher Education Programs in Music, AYA (English,History,Math,Biology,Chemistry,Physics) and Multi-Age programs in French, Latin, and Spanish at Case Western Reserve University are awarded accreditation by the Council for the Accreditation of Educator Preparation (CAEP) for a period of seven years, from April 2022 to June 2029.   All Teacher Education Programs are approved by the Ohio Department of Higher Education

With sincere appreciation, we thank our faculty, students, alumni, P-12 colleagues, and friends for supporting and contributing to our programs in the teacher education unit.

In addition to recognizing the outstanding quality of our programs and students, CAEP commended our distinctive, longstanding relationships with the Cleveland Institute of Art and the Cleveland Institute of Music.

CAEP ANNUAL REPORTING – ACCOUNTABILITY MEASURES

  • Measure 1: Completer effectiveness
  • To determine completer impact on P-12 learning and development.
  • We used multiple measures. Several measures were embedded in a case study. These included completer reporting of learner growth measures as reported by their school and/or district, employer survey, and individual scores/grades were provided by the completer.  Case Study data compared exit survey ratings with entry year ratings and evaluated three areas in the Transition to Teaching Survey (TTS).  The average score for the exit survey was 3.67 compared to 3.64 for entry year, with 4.0 being the most positive response.  The TTS assessed Program Preparation, average score 3.49; Resources 3.37; and Program Recommendation 3.67 with 4.0 being the most positive response.
  • Employer survey data were the only measure available for the 2022-2023 year assessing completer teaching effectiveness. Completer effectiveness was scored 3.28/4.00 with 4.00 indicating the most positive.
  • Measure 2: Satisfaction of employers and stakeholder involvement
  • Employer survey data were the only measure available for the 2022-2023 year assessing completer teaching effectiveness. Completer effectiveness was scored 3.28/4.00 with 4.00 indicating the most positive.
  • All completers are currently employed in the teaching field for which they were prepared or attending graduate school.
  • Measure 3: Candidate competency at completion
  • CWRU teacher licensure graduation rate is 100%.
  • 100% of teacher candidates met the licensing requirements for the 2022-2023 year.
  • Measure 4: Ability of completers to be hired in licensure areas of preparation
  • 100% of teacher candidates seeking licensure were licensed for the 2022-2023 year.
  • Student loan default rates
  • CWRU as a University has a default rate of 0.0% as of 2021. This is the latest data available as of March 2023.