Accreditation of Educator Preparation Programs

Otterbein's educator preparation programs are accredited by CAEP.

Otterbein’s educator preparation programs are accredited by the Council for the Accreditation of Educator Preparation. (CAEP). This accreditation recognizes that 9i果冻制作厂educator preparation programs meet national professional standards for the preparation of teachers. CAEP accreditation indicates that 9i果冻制作厂teacher candidates know the subject matter they plan to teach, how to teach effectively so that all students learn, and are effective teachers after graduation. The following 9i果冻制作厂education programs are CAEP accredited through 2030:

     

     

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    CAEP’s full report on 9i果冻制作厂educator preparation programs.

    Follow the steps below to review performance reports for Otterbein’s educator preparation programs compiled by the Ohio Department of Higher Education (ODHE):

    1. Visit the聽聽Web site and under聽Private Institutions, click聽9i果冻制作厂.
    2. On this Web site you will be able to download Otterbein’s (PDF) as well as individual program reports.

    For information about Otterbein’s Education program outcomes, download our latest Title II Report (PDF).

    If you have concerns or complaints about the 9i果冻制作厂teacher preparation programs that have not been adequately resolved through the university, you may contact the Council for the Accreditation of Educator Preparation (CAEP) at聽caep@caepnet.org聽or 202-223-0077.

    Council for the Accreditation of Educator Preparation (CAEP) Annual Reporting Measures.

    CAEP Impact Measure 1a: Completer Impact in Contributing to Growth in P-12 Student Learning

    Ohio鈥檚 Value-Added Assessment System (EVAAS) uses a proprietary formula to rank teachers according to student growth on grade 4-8 reading and mathematics achievement tests.

    Otterbein-prepared teachers approximate state averages.

    厂辞耻谤肠别:听

    EVAAS-Evaluated Teachers, Initial Licensure years 2020, 2021, 2022, 2023; Percentage of teachers in each category

    Yellow Green Blue
    9i果冻制作厂(N = 37) 19% 65% 16%
    State of Ohio (N = 2844) 23% 65% 12%

    Yellow: Significant evidence that the school’s students made less growth than expected.

    Green: Evidence that the school’s students made growth as expected.

    Blue: Significant evidence that the school’s students made more growth than expected.

    CAEP Impact Measure 1b: Completer Effectiveness in Applying Professional Knowledge, Skills, and Dispositions

    The Ohio Teacher Evaluation System (OTES) offers a detailed, multifaceted view of early-career teacher performance.

    Source:

    OTES, Initial Licensure Year 2020 – 2023; Percentage of teachers in each category

    Asssociated Teacher Evaluation Classifications
    Initial Licensure Effective Year # Accomplished #Skilled #Developing #Ineffective
    9i果冻制作厂2020 N<10 19 N<10 N<10
    9i果冻制作厂2021 N<10 21 N<10 N<10
    9i果冻制作厂2022 N<10 24 N<10 N<10
    9i果冻制作厂2023 N<10 23 N<10 N<10
    Ohio 2020 575 1735 101 N<10
    Ohio 2021 296 1559 106 N<10
    Ohio 2022 153 1324 126 N<10
    Ohio 2023 109 1530 349 10

     

    CAEP Impact Measure 2: Satisfaction of Employers and Stakeholder Involvement

    NExT Survey of Supervisors of First-Year Teachers from Otterbein, May 2024, N = 10 respondents

    Item Not Able to Observe Disagree Tend to Disagree Tend to Agree Agree
    Effectively teaches the subject matter in his/her licensure area 0% 0% 0% 10% 90%
    Designs and modifies assessments to match learning objectives 0% 0% 0% 20% 80%
    Differentiates assessments for all learners 0% 0% 0% 20% 80%
    Engages students in using a range of technology tools to achieve learning goals 0% 0% 0% 40% 60%
    Helps students develop critical thinking processes 0% 0% 0% 30% 70%
    Differentiates instruction for a variety of learning needs 0% 0% 0% 20% 80%
    Develops and maintains a classroom environment that promotes student engagement 0% 0% 0% 20% 80%
    Clearly communicates expectations for appropriate student behavior 0% 0% 0% 30% 70%
    Helps students regulate their own behavior 0% 0% 0% 40% 60%
    Responds appropriately to student behavior 0% 0% 5% 25% 70%
    Creates a learning environment in which differences such as race, culture, sexual orientation, and language are respected 5% 0% 0% 10% 90%
    Collaborates with parents and guardians to support student learning 0% 0% 0% 22% 78%
    Collaborates with teaching colleagues to improve student performance 0% 0% 0% 20% 80%

     

    CAEP Impact Measure 3: Candidate Competency at Completion

    In Ohio, each initial teacher licensure candidate takes several licensure exams, the Ohio Assessments for Educators (Click for information). Information from the most recently reported cohort is below. (Note that Ohio does not report pass rates when fewer than 10 students take the exam.)

    OAE Pass Rates, 2023-2024 Graduates

    Teacher Licensure Area Test Name 9i果冻制作厂Pass Rate Ohio Pass Rate

    Early Childhood Education (P-3), N=12

    		 OAE 012 Early Childhood Education 67% 96%
    Early Childhood (PK-3), Elementary Education (PK-5), Middle Grades (4-9), N = 19 OAE 190: Foundations of Reading 89% 80%

    Sources:聽 Pearson 2022-2023 cohort OAE data

    CAEP Impact Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

    In Spring 2024, 9i果冻制作厂surveyed 1-year graduates through the Network for Excellence in Teaching (NExT) Consortium.

    30 of 33 (91%) survey respondents received an Ohio teaching license.

    34 of 35 (97%) are employed in an educational setting; 29 of 35 (83%) are employed full-time in an educational setting and 5 (14%) of the 35 work part-time in an educational setting.

    Of the 34 working in education, 25 are classroom teachers, 1 is a short-term substitute, 3 are long-time substitutes, and 1 is a paraprofessional.