CAEP Annual Reporting Measures
CAEP (Council for the Accreditation of Educator Preparation) has developed four annual reporting measures for Educator Preparation Providers (EPP), which are used to provide information to the public on program outcomes and program impact.
The following licensure programs are offered at the University of Richmond through the School of Arts and Sciences and the School of Professional and Continuing Studies.
- Initial Licensure: Graduate and Undergraduate programs in Dance Arts PreK-12; Elementary Education PreK-6; English; Foreign Languages PreK-12 – French, German, Spanish & Latin; History and Social Sciences; Mathematics; Science – Biology; Science – Chemistry; Science – Physics; Theatre Arts PreK-12; and Visual Arts PreK-12
- Advanced Licensure: Graduate programs in Administration and Supervision PreK-12
Below are the CAEP annual reporting measures for the University of Richmond’s initial and advanced licensure programs with links to data, reports, and procedures.
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Measure 1: Completer Effectiveness and Impact on P-12 Learning & Development
The University of Richmond annually collects completer effectiveness and impact on student learning and development data and reports these data for program improvement in our initial licensure programs. Across the last four academic years, the University of Richmond EPP has assigned trained university supervisors and full-time faculty the role of observing and collecting completer’s Virginia Uniform Performance Standard Summative Evaluations (VDOE, 2012). Additionally, the EPP has worked with completers digitally and personally to collect or self-report effectiveness and impact on student learning data using in-state data collection systems. These data are triangulated with employer surveys, completer surveys, focus groups, and in-program assessments to continuously improve our educator preparation programs.
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Measure 2: Satisfaction of Employers & Stakeholder Involvement
The University of Richmond annually surveys the employers of program completers in both our initial and advanced programs.
The EPP collects data on employer satisfaction through annual surveys completed by Teacher Education Program completers’ principals and Educational Leadership and Policy Studies program completers’ administrators. The surveys are aligned, where appropriate, to the Virginia Uniform Performance Standard and InTASC Standards. Current job placement and contact information are collected via the Virginia Department of Education (VDOE) report on completers working in Commonwealth of Virginia public schools. Additional contact information was collected by the Director of Clinical Practice and chair of the Education Leadership and Policy Studies program. Beginning in 2019, the Teacher Education Program collaborated with the Virginia Education Assessment Collaborative (VEAC) to field identical survey questions and benchmark data for program improvement. In spring 2024, the University of Richmond was recognized at the Virginia Association of Colleges and Teacher Educators conference for participation and leadership in VEAC.
Educational Leadership and Policy Studies Employer Survey
Teacher Education Program Employer Survey
The EPP engages with school division and community partners through the Education Advisory Board, Next Generation Leadership Academy (NGLA), Teacher LEAD, and Provisional Licensure Support (PLuS) program.
The EPP reports back to the community partners through the twice annual Graduate Education Newsletter.
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Measure 3: Candidate Competency at Program Completion
The University of Richmond assesses teacher candidate competency at program completion through the Teacher Education Final Evaluation and Capstone Portfolio assignments. These assessments are completed in conjunction with the Teaching Internship at the conclusion of the program. Data are reported by term to the Teacher Education Program (TEP) Working Group and utilized for annual review each January.
The University of Richmond assesses Educational Leadership and Policy Studies candidates at program completion through the Final Evaluation and Capstone Assignment. These assessments are completed in conjunction with the Leadership Internship at the conclusion of the program by leadership mentors. Data are reported by term to the Educational Leadership and Policy Studies (ELPS) Working Group and utilized for annual review each summer.
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Measure 4: Ability of Completers to Be Hired in Education Positions for Which They Have Prepared
Annually, the Virginia Department of Education (VDOE) provides EPPs with data on program completers working in Commonwealth of Virginia public school divisions. According to the VDOE 2023-2024 Report, including candidates graduating in the years 2019-2022, 62% of our licensed Educational Leadership and Policy Studies program completers were employed by a Commonwealth of Virginia public school in October 2023. Additionally, for candidates graduating in the years 2019-2022, 60% of our Teacher Education Program licensed completers were employed by a Commonwealth of Virginia public school at the October 2023 report deadline. Note these results do not consider candidates not teaching in the Commonwealth, candidates hired before completing the teaching internship, or candidates who began employment after the reporting deadline.
In addition to VDOE data, the EPP collects employment data for the annual completer and employer surveys. For the 2024 survey, the EPP found that 80% of 2020-2023 completers were employed in teaching or education positions. In a review of Educational Leadership and Policy Studies Spring 2021 to December 2023 program completers, 52% of graduates have received a promotion to a leadership role as of April 2024. Leadership roles include Head of School, Principal, Associate Principal, Assistant Principal, Dean of Students, Specialist, Project Manager, Program Director, Coordinator, Senior Teacher, and other roles in Central Office or School Administration. In a review of all ELPS graduates from the last ten year, 90% of those still employed in an educational setting have received promotion to a leadership role as of April 2024.
In addition to data on completers hired in education positions, the EPP tracks Teacher Education Program and Educational Leadership and Policy Studies completer awards.
Teacher Education Program Completers Awards
Award Year Award Type Graduation Year School & Division 2023-24 Beginning Teacher of the Year 2022 J.B. Watkins Elementary School (Chesterfield County) 2023-24 Milken Educator Award 2014 Atlee High School (Hanover County) 2022-23 First Year Teacher of the Year 2022 Carver College and Career Academy (Chesterfield County) 2022-23 Educator of the Year 2015 Jouett Elementary School (Louisa County) 2021-22 Henrico County First Year Teacher of the Year 2021 Pemberton Elementary School (Henrico County) 2021-22 Teacher of the Year 2019 Broad Rock Elementary School (Richmond City) 2021-22 Teacher of the Year 2018 L.L. Beazley Elementary School (Prince George County) 2021-22 Teacher of the Year 2018 Enon Elementary School (Chesterfield County) 2021-22 Teacher of the Year 2015 R.C. Longan Elementary School (Henrico County) 2021-22 Teacher of the Year 2019 Parkway Elementary School (Crowley Independent School District, Texas) 2021-22 Teacher of the Year 2016 Laburnum Elementary School (Henrico County) 2021-22 First Year Teacher of the Year 2021 Pinchbeck Elementary School (Henrico County) 2021-22 First Year Teacher of the Year 2021 Shady Grove Elementary School (Henrico County) 2020-21 Hanover County Innovator of the Year 2006 South Anna Elementary School (Hanover County) 2020-21 First Year Teacher of the Year 2020 Fair Oaks Elementary School (Henrico County) 2019-20 First Year Teacher of the Year 2018 Beaverdam Elementary School (Hanover County) 2018-19 Teacher of the Year 2014 Hungary Creek Middle School (Henrico County) 2018-19 Teacher of the Year 2017 Bon Air Elementary School (Chesterfield County) 2018-19 First Year Teacher of the Year 2017 Baker Elementary School (Henrico County) 2018-19 First Year Teacher of the Year 2018 Moody Middle School (Henrico County) 2018-19 First Year Teacher of the Year 2018 Pocahontas Middle School (Henrico County) 2018-19 First Year Teacher of the Year 2018 Trevvett Elementary School (Henrico County) Educational Leadership and Policy Studies Program Completers Awards
From the Educational Leadership and Policy Studies program, the EPP has verified that at least 26 program completers are currently enrolled or have completed Ed.D, Ph.D., or J.D. programs. Additionally, three recent Educational Leadership and Policy Studies program completers have published in the Virginia Association for Supervision and Curriculum Development (VASCD) Journal.
Contact
Please contact Dr. Tom Shields for questions related to the CAEP Annual Reporting Measures.
The Commonwealth of Virginia requires that all EPPs complete the CAEP accreditation process for both initial and advanced licensure programs. The Teacher Education Program and Educational Leadership and Policy Studies program at the University of Richmond were awarded accreditation through CAEP Standards for a period of seven years, from Fall 2022 to Fall 2029. Additionally, in Fall 2023, the Virginia Board of Education approved the University of Richmond’s education endorsement programs for a period of two years. The Regulations Governing the Review and Approval of Education Programs in Virginia (8VAC20-542-10 et seq.) require colleges and universities that offer programs for the preparation of professional school personnel to obtain program (endorsement area) approval from the Virginia Board of Education through the review of biennial reporting of seven accountability measures and program alignment with endorsement area competencies.
Last updated: May 31, 2024