CAEP Annual Reporting Measures

CAEP (Council for the Accreditation of Educator Preparation) has developed eight 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 eight reporting measures for the University of Richmond’s initial and advanced licensure programs with links to data or procedures that provide evidence for each measure.

  • Impact of P-12 Learning & Development

    The EPP collects impact on student learning and development data and reports these data for program improvement. Across the last two academic years, the EPP has assigned trained University Supervisors and 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 impact on student learning data.

    Across the Commonwealth of Virginia, Virginia Uniform Performance 7: Student Academic Progress assesses “the work of the teacher results in acceptable, measurable, and appropriate student academic progress (p. 7).” As such, the University of Richmond Teacher Education Program suggests this is the best measure available to EPPs across the Commonwealth. Completers are measured on a 4-point scale on all Virginia Uniform Performance Standards from Unacceptable, Needs Improvement/Developing, Proficient, and Exemplary. Of the 13 cases collected measuring Virginia Uniform Performance Standard 7 as of April, 2021, 85% of completers were rated Proficient and 15% were rated Exemplary.

  • Indicators of Teaching Effectiveness

    The EPP collects teaching effectives data and reports these data for program improvement. Across the last two academic years, the EPP has assigned trained University Supervisors 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 teaching effectiveness data.

    Virginia Uniform Performance Standards 1–6 assess teaching effectiveness as defined by the Virginia Department of Education. As such, the University of Richmond Teacher Education Program suggests the measurement of these six standards are the best available measure to EPPs along with the observational data collected by trained University Supervisors after program completion. Data collected on the Virginia Uniform Performance Standards and University Supervisor/Faculty observation data can be found in the 2020 Impact and Effectiveness Report.

  • Satisfaction of Employers

    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. During the 2019 administration of the Teacher Education Program Employer Survey, the EPP collaborated with Virginia Commonwealth University and the University of Virginia to field identical survey questions and benchmark data for program improvement. In 2020, the survey collaboration grew to include 17 Virginia EPPs through the Virginia Education Assessment Collaborative.

    Educational Leadership and Policy Studies Employer Survey

    Teacher Education Program Employer Survey

  • Satisfaction of Completers

    The EPP collects data on completer satisfaction through fielding annual surveys to both Teacher Education Program completers and Educational Leadership and Policy Studies program completers. 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.

    Educational Leadership & Policy Studies Completer Survey

    Teacher Education Program Completer/VEAC Completer Survey

  • Graduation Rates

    The School of Professional and Continuing Studies programs are designed for adult students who are usually employed and who wish to continue their education or advance in their current profession. The majority of SPCS programs are designed to be pursued part-time (excluding the bachelor’s degree completion programs). This unique mission allows adult students to pursue their education at a customized pace to fit their individual needs. Students are usually able to successfully complete their program within the time period allowed for each program. Of the 2013 entering class, students enrolled in the bachelor’s degree programs on campus completed their degree programs within 7.5 to 18.5 semesters. Students in the graduate certificate programs completed their certificate program within 4 to 5.4 semesters, while students in the master’s degree programs completed their programs in 5.6 to 7.2 semesters. For undergraduate students completing the Teacher Education Minor leading to licensure in the School of Arts & Sciences at the University of Richmond, the overall undergraduate 4-year graduation rate is 88.2%.

  • Ability of Completers to Meet Licensing Requirements

    During the 2019-2020 Academic Year, the EPP had 36 Teacher Education Program completers earn a total of 39 individual endorsements. The EPP had 35 Educational Leadership and Policy Studies completers with 22 seeking the Administration and Supervision preK-12 endorsement. Note that the Educational Leadership and Policy Studies Program includes candidates who are on a non-licensure track who often are employed at independent schools and community organizations.

    Biennial Report

    Virginia Educator Preparation Program Profile

  • Ability of Completers to be Hired in Education Positions

    The Virginia Department of Education (VDOE) provides the EPPs with data on program completers working in Commonwealth of Virginia public schools. From the VDOE 2019 Report, including candidates graduating in the years 2015-2019, 75% of our Educational Leadership and Policy Studies program completers were employed by a Commonwealth of Virginia public school at the May 1, 2019 report deadline. Additionally, for candidates graduating in the years 2015-2019, 54% of our Teacher Education Program completers were employed by a Commonwealth of Virginia school at the May 1, 2020, report deadline. Note these results do not consider candidates not teaching in the Commonwealth, candidates hired prior to completing the teaching internship, nor candidates who began employment after the report deadline. In addition to VDOE data, the EPP collects employment data for the annual completer and employer survey. For the 2021 survey, the EPP found that 97% of 2019-2020 completers were employed in teaching or education positions. In a review of all Educational Leadership and Policy Studies program completers, 64.04% have received a promotion to a leadership role. Leadership roles include Head of School, Principal, Associate Principal, Dean of Students, Specialist, Project Manager, Program Director, Coordinator, Senior Teacher, and other roles in Central Office or School Administration.

    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
    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

    Award Year Award Type Graduation Year Division
    2020-21 R.E.B. Award for Distinguished Educational Leadership 2011 Hanover County
    2020-21 Highland Spring High School Teacher of the Year Current Henrico County
    2020-21 R.E.B. Award for Distinguished Educational Leadership 2013 Richmond City
    2020-21 Christie Award - Exceptional Education Award 2019 Henrico County
    2019-20 R.E.B. Award for Teaching Excellence 2019 Richmond City
    2018-19 Linwood Holton Elementary Teacher of the Year 2015 Richmond City
    2018-19 Harrowgate Elementary Teacher of the Year 2019 Chesterfield County
    2018-19 Henrico County Teacher of the Year Finalist 2016 Henrico County
    2018-19 Swansboro Elementary Teacher of the Year 2018 Richmond City
    2017-18 National Social Studies Teacher of the Year 2017 Chesterfield County
    2016-17 R.E.B Award for Teaching Excellence 2018 Henrico County
    2016-17 R.E.B Award for Teaching Excellence 2016 Richmond City

     

    Completer’s Continuing Education

    From the Educational Leadership and Policy Studies program, the EPP has verified that at least 17 completers are currently enrolled or have completed EdD, PhD, or JD programs.

  • Consumer Information

    The University of Richmond provides data required by the Higher Education Opportunity Act and the Commonwealth of Virginia’s State Council of Higher Education. Please contact the Office of Institutional Effectiveness or University of Richmond Office of Financial Aid for questions regarding University of Richmond consumer data.

    The University of Richmond’s loan default rate is 2.1% according to the University of Richmond Office of Financial Aid.

    Additionally, the Virginia Department of Education publishes annual salary data for full-time teachers, assistant principals, and principals in the annual Teacher Salary Survey Report by School Division.

Contact

Please contact Joel Hanel for questions related to the CAEP Annual Reporting Measures.

The Commonwealth of Virginia requires that all state EPPs complete the CAEP accreditation process for both initial and advanced programs. The Teacher Education Program and Educational Leadership and Policy Studies program at the University of Richmond were awarded accreditation through TEAC Quality Principles through the Council for the Accreditation of Educator Preparation (CAEP) System for a period of seven years, from October 1, 2015 to October 1, 2022. Additionally, on October 17, 2019, the Virginia Board of Education on approved the University of Richmond’s education endorsement programs. 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 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: April 20, 2021