EPP Accreditation And Assessment
The Helen DeVos College of Education is accredited through the Council for the Accreditation of Educator Preparation (CAEP).
As part of the Helen DeVos College of Education’s continued effort towards improved teacher preparation, annual assessments are conducted at the federal, state, and institutional level. The following two reports provide detailed program information.
The US Department of Education describes the federal, Title 2 report this way, “Title II of the Higher Education Act requires three annual reports on the quality of teacher preparation. Schools of education are to report to states the pass rates of their graduates on state certification assessments and other program data in April. States in turn are required to report to the U.S. Department of Education information on certification and licensure requirements, pass rates on state assessments disaggregated and ranked by institution, and other information in October.”
The Helen DeVos College of Education’s Title 2 Reports can be found here:
|2020 Title 2 Report||2019 Title 2 Report||2018 Title 2 Report||2017 Title 2 Report|
|2020 Traditional Preparation||2019 Traditional Preparation||2018 Traditional Preparation||2017 Traditional Preparation|
|2020 Alternative Preparation||2019 Alternative Preparation||2018 Alternative Preparation||2017 Alternative Preparation|
The Tennessee Higher Education Commission describes Tennessee’s EPP report card this way, “In 2007, the Tennessee General Assembly passed legislation requiring the publication of a report on the effectiveness of teacher preparation programs throughout the state. Tennessee Code requires reporting on three indicators: placement and retention rates, Praxis II scores, and teacher effect data based on Tennessee Value-Added Assessment System (TVAAS) scores. Through First to the Top, the report now includes a demographic and academic profile of each teacher preparation program and trend data on the effectiveness of program completers over time. The Report allows programs access to data from which to make targeted improvements and provides the public information on the effectiveness of teacher program completers.”
The Helen DeVos College of Education’s THEC Report Cards can be found here:
|2019 Report Card||2018 Report Card|
|2017 Report Card|
The Council for the Accreditation of Educator Preparation requires the following information on Completer Effectiveness, Employer Satisfaction, Candidate Competency, and Candidate Employment.
All initial licensure programs in the Helen DeVos College of Education are approved by the Tennessee Department of Education and the Council for the Accreditation of Educator Preparation (CAEP). The following link lists all initial licensure programs reviewed and approved by both TNDOE and the CAEP in the Fall of 2017. The sole advanced program, Educational Leadership, has been approved by TNDOE and is currently under review by the CAEP. No data is provided for the sole, advanced program in Educational Leadership due to the three-year sample size being below ten completers.
Measure 1 - Completer effectiveness. (R4.1)
Tennessee’s State Board of Education produces EPP Report Cards annually. Provider impact can be found on this page of Lee University’s most recent report. Six metrics use three unique, state-wide assessments to gauge impact on learning and development by completers serving in Tennessee’s public schools: Observation Scores, TVAAS (value-added) Scores, and Level of Effectiveness Scores which include school-based evaluations of completers’ professional knowledge, skills, and dispositions. Observation and TVAAS scores are disaggregated by program and content area.
Measure 2 - Satisfaction of employers and stakeholder involvement. (R4.2|R5.3| RA4.1)
This link shows results from TNDOE’s Employer Completer Satisfactions survey administered in spring of 2021. These surveys are given to LEA principals and administrators for their assessment of Lee University graduates. Graduates are assessed against the state average for all EPPs. Data is collected around the following: Preparedness from Coursework, Preparedness from Clinical Experiences, and Overall Preparedness.
Measure 3 - Candidate competency at completion. (R3.3)
Title II licensure data can be found here. Pedagogical Assessment (edTPA) and Content Assessment (Praxis) data can be found here.
Measure 4 - Ability of completers to be hired (in positions for which they have prepared.)
Tennessee’s State Board of Education produces EPP Report Cards annually. Employment data can be found on this page of Lee University’s most recent Report Card. Data reported on this measure is somewhat misleading in that 1) approximately 52% of all undergraduate completers choose to teach in a state other than Tennessee (or directly begin graduate education), and 2) later graduate school enrollment and transitions out of state are unaccounted for. Specific to the most recent cohort of completers for the EPP, less than eight percent were either unable to be contacted or found not employed in their certification field.
- Cleveland City Schools Primary Partnership Agreement
- Athens City Schools SRPA
- Bradley County Schools SRPA
- Hamilton County Schools SRPA
- Meigs County Schools SRPA
- Polk County Schools SRPA
- Rhea County Schools SRPA
- Sevier County Schools SRPA
For more information on these partnerships, please contact Dr. Shane Brown, Director of Teacher Education at (423) 614-8481 or firstname.lastname@example.org.