Accreditation
The College of Education and Professional Development (COEPD) at Marshall University was awarded Accreditation by the Accreditation Council of the Council for the Accreditation of Educator Preparation (CAEP) on April 29, 2019.
CAEP 2022 Revised StandardsWhy It Matters
According to CAEP (2021), educator accreditation is a seal of approval that assures quality in educator preparation. Accreditation makes sure that educator programs prepare new teachers to know their subjects, their students, and have the clinical training that allows them to enter the classroom ready to teach effectively.
Accreditation provides a framework that has pushed educator preparation programs to continually self-assess and conduct an evidence-based analysis of their programs and their efficacy. These evidence-based shifts, rooted in continuous improvement, are helping to ensure that preparation programs are more likely to produce successful educators.
Accreditation matters to:
- P-12 Learners – outcomes-based evidence means all learners are at the center of determining the effectiveness of educators.
- Teacher Educators – since the process is infused with research and development, the knowledge base of effective practice will grow.
- State education agencies – provides a strong partner for quality assurance, helps connect the national consensus on preparation to state-level policy and provides support for a state’s own authorization/accountability system.
- Education Professionals – rigorous standards elevate the profession.
CAEP Accountability Measures for Academic Year 2024-2025
CAEP has four accountability measures used to provide information to the public on both program outcome and program impact. The information below provides the four CAEP measures with links to supporting evidence for each measure.
Impact & Outcome Measures for 2024-2025
| Artifact | Description | Artifact File |
|---|---|---|
| Completer Effectiveness Survey for Initial-Level Licensure | The Completer Effectiveness Survey asks first-, second-, and third-year completers from the BA in Elementary Education, BA in Secondary Education, and Master of Arts in Teaching (MAT) teacher education programs to assess their perceived effectiveness on indicators aligned with the West Virginia Professional Teaching Standards.. | BA, Elementary Education |
| Employer Evaluations | The Employer Evaluation Survey asked school employers to assess the effectiveness of first-, second-, and third-year completers of initial-level programs on indicators aligned with the West Virginia Professional Teaching Standards. | |
| National Board Certified Teachers | Since 2018, one hundred fourteen (114) Marshall University graduates from 21 different content areas have become nationally board certified. The highest numbers of NBCT completers are in the areas of Reading-Language Arts/Early and Middle Childhood (31), English Language Arts/Adolescence and Young Adulthood (14), Generalist/ECE (13), Generalist/Middle Childhood (11), and Exceptional Needs Specialist/Early Childhood through Young Adulthood (8). Between 2018 and 2025, COEPD candidates with NBCT designations have been employed in twenty-eight (29) different West Virginia counties sprinkled throughout the state, predominantly in high need areas. |
| Artifact | Description | Artifact File |
|---|---|---|
| Educational Personnel Preparation Advisory Committee (EPPAC) | The EPPAC at the COEPD was established in accordance with West Virginia Board of Education Policy 5100, titled “Approval of Educator Preparation Programs.” This policy mandates that each educator preparation institution form an EPPAC to serve as an advisory body to the institution’s chief educational personnel preparation officer. The committee’s role includes developing and reviewing all programs and policies for the preparation of educational personnel within the institution. | EPPAC Minutes for Fall 2024 and Spring 2025 |
| Employer Survey | Employer Satisfaction Survey Results: Employer Satisfaction of initial- and advanced-level program completers. | Spring 2025 Employer Survey Results |
| Artifact | Description | Artifact File |
|---|---|---|
| Initial-Level Candidate Dispositions | Disposition evaluations of candidates completed during clinical placements, including Level III and Residency II experiences. The Level III Clinical Experience is a semester-long, immersive student teaching assignment that offers Secondary Education and MaSter of Arts in Teaching candidates an in-depth experience within public school classrooms. Residency II is a full-time, semester-long clinical placement that immerses candidates in all aspects of teaching, providing opportunities for sustained practice, reflection, and assessment in a P-12 setting. | Initial-Level Candidate Disposition Evaluations |
| Advanced-Level Candidate Dispositions Evaluation | The Advanced-Level Candidate Dispositions Assessment (ALDA) evaluates advanced-level candidates on professional dispositions across four domains: Commitment to Students, Commitment to Diversity, Commitment to the Profession, and Commitment to Technology. Conducted during capstone, internship, or practicum courses, this assessment uses an evaluation rubric completed by instructors and mentors/field supervisors to measure candidates’ proficiency in these areas. | Advanced-Level Candidate Dispositions Assessment Evaluations |
| Residency I and II and Level II and III Candidate Evaluations | Residency I (Level II) and Residency II (Level III) are sequential clinical experiences in Marshall University’s teacher education programs that provide candidates with progressively intensive opportunities to apply instructional planning, teaching, assessment, and professional practices in P–12 classrooms. Residency I emphasizes guided instructional practice and observation, while Residency II represents the culminating clinical experience in which candidates assume primary responsibility for planning, instruction, classroom management, and assessment under the supervision of cooperating teachers and university faculty. | Danielson Framework for Teaching Evaluations |
| West Virginia Teacher Performance Assessment (WVTPA) | The West Virginia Teacher Performance Assessment (WVTPA) is a comprehensive evaluation completed by teacher candidates during their culminating student teaching experience, requiring them to demonstrate pedagogical and content knowledge through planning and delivering instruction that addresses students’ strengths, needs, and prior experiences. This assessment includes seven performance tasks that collectively provide evidence of the candidate’s impact on student learning. | 2024-2025 WVTPA Evaluation Results |
| Artifact | Description | Artifact File |
|---|---|---|
| Completers Ability to Be Hired | The College of Education and Professional Development (COEPD) at Marshall University monitors the ability of its completers to be hired in positions for which they were prepared using data from the COEPD’s Alumni Contact Information Survey and the Student Center of Professional Education Services (SCOPES) Office. These sources confirm that most completers who seek employment in education are hired in roles aligned with their certification and preparation area. | Ability to Be Hired |
