In April 2015, the Continuous Improvement Commission of the Council for the Accreditation of Educator Preparation (CAEP) continued National Council for Accreditation of Teacher Education (NCATE) accreditation at the initial level and granted NCATE accreditation at the advanced level. The next reaccreditation site visit is scheduled for Spring 2020.
The Teacher Education Program at Mars Hill University is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on April 19-21, 2020. Interested parties are invited to submit third-party comments to the site team.
Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent’s relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.
We invite you to submit written testimony to:
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: firstname.lastname@example.org
CAEP accepts written comments from stakeholders up to six (6) weeks before the site visit (Deadline: March 6, 2020) and provides these comments to the Teacher Education Program. Such comments must be based on the core tenets of CAEP accreditation standards of excellence, which recognize that:
- In CAEP’s performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
- A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
CAEP has eight annual reporting measures which are used to provide information to the public on both program outcome and program impact.
Following is the list of the CAEP measures with links to data that provide supporting evidence for each measure:
MEASURES OF PROGRAM IMPACT:
- Value-Added ratings — state ratings of teachers’ impact on gains in student learning, as measured by standardized test scores of the students in their classes.
- NCEES— principal ratings of the competence of recent graduates, as mandated under the North Carolina Teacher Evaluation System, which is aligned with the North Carolina Professional Teaching Standards.
- Principal survey — a survey of principals’ perception of recent MHU Teacher Education program graduates currently working at their schools.
- Graduate survey — a survey of in-service teachers who completed the Mars Hill University Teacher Education Program.
MEASURES OF PROGRAM OUTCOME AND CONSUMER INFORMATION:
- Completer graduation rates — aggregate completion rates for the Teacher Education Program and institutional graduation rates.
- State licensure exam results — including most recent year pass rates by program area and summary pass rates by year.
- State survey of employment — average 4-year employment rates, based on information from the North Carolina Department of Public Instruction.
- Student Loan Default— University-wide rate of default on student loans for the years 2013, 2014 and 2015 and other consumer information, based on data provided by the MHU Financial Aid Office.