Teacher Education Accreditation Council/Council for the Accreditation of Educator Preparation TEAC/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 and the Ohio Department of Higher Education . Case Western Reserve University’s Visual Arts and Music licensure programs are nationally accredited by the Teacher Education Accreditation Council (TEAC) which is part of the National Council for the Accreditation of Educator Preparation(CAEP). In addition, the teacher education programs offered through the Music Department are accredited by the National Association of Schools of Music (NASM).

The TEAC/CAEP Principles

TEAC/CAEP has three Quality Principles that guide each institution in seeking national accreditation.

Quality Principle I: Evidence of candidate learning (Educational Leadership components in italics

Programs must provide sufficient evidence that candidates have learned and understood the teacher education curriculum. Each component and cross-cutting theme of QP I must contribute to the overall goal of producing competent, caring and qualified teachers.

    • Evidence of candidate’s subject matter knowledge

Evidence of candidate’s professional knowledge

    • Evidence of candidate’s Pedagogical knowledge

Evidence of candidate’s strategic decision-making

    • Evidence of candidate’s caring and effective teaching skill

Evidence of candidate’s caring leadership skills

Evidence of the cross-cutting liberal education themes:

  • Learning how to learn
  • Multicultural perspectives and accuracy
  • Technology
  • Evidence of valid interpretations of the assessments

Quality Principle II: Evidence of faculty learning and inquiry

  • Rationale for assessments
  • Program decisions and planning based on evidence
  • Influential quality control system
  • Curriculum meets professional license requirements
  • Faculty accept TEAC/CAEP goal and program’s Inquiry Brief and
    have an accurate and balanced understanding of the field
  • Candidates: admissions policies encourage diversity and service in
    high-demand areas and student services contribute to candidate success in learning
  • Resources: monitored and enhanced by the program’s quality control
    systemQuality Principle III: Evidence of Institutional commitment and capacity for program quality
  • Commitment (parity)
  • Curriculum meets institutional standards and degree requirements
  • Faculty qualifications are equal to or better than the statistics
    for the institution as a whole
  • Facilities are proportionate to the overall institutional resources
  • Fiscal and administrative resources adequate to promote candidate
    learning as required by Quality Principle 1 and in parity with the
    institution
  • Candidate support equal to the level of support services provided
    by the institution as a whole
  • Candidate complaints proportionally no greater or significant than
    the complaints by candidates in the institution’s other programs
  • Capacity (sufficiency)
  • Curriculum reflects an appropriate number of credits and credit
    hour requirements for the components of Quality Principle 1
  • Faculty are qualified for their teaching assignments
  • Facilities are appropriate and adequate to promote success in
    candidate learning as required by Quality Principle 1
  • Fiscal and administrative: institution is financially sound and
    there is an appropriate level of institutional resources for faculty development
  • Candidate support services are sufficient to support successful
    completion of the program

Policies and practices are adequate for program quality and
satisfy federal requirementsThe Teacher Education Program at Case Western Reserve University makes four claims that are aligned with TEAC Quality Principle I and provides evidence of the success of the program in meeting these claims:

  1. CWRU program completers understand the subject matter they intend to teach.
  2. CWRU program completers understand pedagogy and child development, can successfully convert subject matter knowledge into effective lessons, and utilize appropriate formal and informal assessments.
  3. CWRU program completers are caring and competent educators who are proactive in their professional responsibilities.
  4. CWRU program completers are reflective practitioners who engage in opportunities to grow professionally and foster relationships with school colleagues, parents, and agencies in the larger community.

Current Status

The Case Western Reserve University Teacher Education Programs in Visual Arts and Music at Case Western Reserve University are awarded TEAC accreditation by the Inquiry Brief Commission of the Council for the Accreditation of Educator Preparation(CAEP) for a period of seven years, from April 2015 to April 2022. All Teacher Education Programs, including the AYA 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, TEAC/CAEP commended our distinctive, longstanding relationships with the Cleveland Institute of Art and the Cleveland Institute of Music.


CAEP ANNUAL REPORTING

  • Impact on P-12 learning & development
  • 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 provided by the completer. With Co-Vid restrictions and interruptions to schooling, no data were available regarding completer impact on P-12 learning.
  • Indicators of teaching effectiveness
  • Employer survey data was the only measure available for the 2019-2020 year assessing completer teaching effectiveness. Completer effectiveness was scored 3.28/4.00 with 4.00 indicating the most positive.
  • Satisfaction of employers & employment milestones
  • Employer survey data was the only measure available for the 2019-2020 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.
  • Satisfaction of completers
  • Multiple measures are used to ascertain completer satisfaction. These include an Exit Survey and an Entry-Year Survey for those employed as teachers and a Transition to Teaching Survey. Cumulative and combined scores for the exit and entry-year surveys result in an average score of 3.77/4.0, with 4.0 indicating strong agreement with exceptional program preparation. The average response scores for the Transition to Teaching Survey, indicating the degree of successful preparation provided by the program, was 3.55/4.0.
  • Graduation rates
  • CWRU teacher licensure graduation rate is 100%.
  • Ability of completers to meet licensing requirements
  • 100% of teacher candidates met the licensing requirements for the 2019-2020 year.
  • Ability of completers to be hired in licensure areas of preparation
  • 100% of completers were hired in the licensure area of preparation for the 2019-2020 year.
  • Student loan default rates
  • CWRU as a University has a default rate of 1.7% as of 2017. This is the latest data available.