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Accreditation Statement

The American University School of Education Educator Preparation Programs were re-accredited by the Council for the Accreditation of Educator Preparation (CAEP) in November 2015. The Office of the State Superintendnt of Education (OSSE) approves all programs in conjunction with CAEP accreditation. All programs are approved until January 2024.

The AU Undergraduate and Graduate Educator Preparation programs are committed to continuous improvement and assessment. We make decisions based on evidence we collect and analyze in classrooms, field experiences, and other learning environments. We use data to inform program modifications and changes. Below is information regarding our measures of impact and candidate success.

Programs reviewed and accredited by OSSE and CAEP:

Initial Licensure Level

  • Early Childhood Education (MAT)
  • Elementary Education (BA, MAT)
  • Math Secondary Education (BA, MAT)
  • Science Secondary Education (BA, MAT)
  • Social Science Secondary Education (BA, MAT)
  • English Secondary Education (BA, MAT)
  • English to Speakers of Other Languages (MAT) 
  • Special Education (MA)

Advanced Licensure Level

  • Antiracist Administration Supervision and Leadership (Certificate)

To gather data for Impact on P-12 Student Learning and Development and Indicators of Teaching Effectiveness,  American University School of Education relied upon multiple data.

Impact on P-12 Student Learning:

There are no direct pathways to collecting data on completers impact on student learning. The SOE is engaged with OSSE and district partners to establish a plan to collect these data for program review and improvement. One opportunity to collect these data was available in 2021, through a unique partnership with DCPS related to the IMPACT data. To gather data for Impact on P-12 Student Learning and Development, we coordinated with DCPS in 2021 to identify AU graduates with initial licensure within the previous five years and aggregated their IMPACT data. IMPACT component scores are all based on the 1.0-4.0 scale 

 

IMPACT Teacher Assessed Student Achievement is a measure of a teacher’s students’ learning over the course of the year, as evidenced by rigorous assessments other than the PARCC.

To gather data for Impact on P-12 Student Learning and Development and Indicators of Teaching Effectiveness,  American University School of Education relied upon multiple data.

 

Impact on P-12 Student Learning:

There are no direct pathways to collecting data on completers impact on student learning. The SOE is engaged with OSSE and district partners to establish a plan to collect these data for program review and improvement. One opportunity to collect these data was available in 2021, through a unique partnership with DCPS related to the IMPACT data. To gather data for Impact on P-12 Student Learning and Development, we coordinated with DCPS in 2021 to identify AU graduates with initial licensure within the previous five years and aggregated their IMPACT data. IMPACT component scores are all based on the 1.0-4.0 scale 

 

IMPACT Teacher Assessed Student Achievement is a measure of a teacher’s students’ learning over the course of the year, as evidenced by rigorous assessments other than the PARCC.

IMPACT Measure

IMPACT Averages AU graduates

Standard Deviation

Teacher Assessed Student Achievement

2018-19

(n=11)

2019-20

(n=16)

2020-21

(n=

2018-19

2019-20

2020-21

3.6

NA*

NA*

0.50

NA*

NA*

 

* During the SY19-20 DCPS transitioned to virtual instruction in mid-March given COVID-19. As such, teachers did not receive their Cycle 3 Essential Practices Observation, their Cycle 2 Commitment to School Community score, and TAS and IVA were exempted from IMPACT. Given these adjustments, we only have 2018-19 IMPACT data (n=11) to share.

Indicators of Teaching Effectiveness

To gather data for Indicators of Teaching Effectiveness, we utilized the American University School of Education; 2022 Education Preparation Provider Report as well as a unique plan for current employers of AU SOE alumni to formally observe the alumni while they were teaching using the AU SOE Observation criteria.

American University School of Education; 2022 Education Preparation Provider Report data:

This report was generated by the Office of the State Superintendent of Education (OSSE) indicates that 100% of AU SOE alumni teaching in DCPS were evaluated and determined to be “effective” during their first year of teaching.  These data are drawn from District of Columbia (DC) approved Education Preparation Providers (EPPs) and DC local education agencies (LEAs) and include data from five sources:

1. EPP candidate and program completer rosters for Sept. 1, 2020 to Aug. 31, 2021, provided by EPPs.

2. LEA Faculty and Staff data collected annually in Oct. 2021.

3. LEA student enrollment data collected annually in Oct. 2021.

4. Praxis data from Educational Testing Service (ETS) from Sept. 1, 2020 to Aug. 31, 2021.

5. Educator credentialing data from the Office of the State Superintendent of Education (OSSE) educator credentialing data system from Sept. 1, 2020 to Aug. 31, 2021.

Accreditation

Employers’ formal observations of AU SOE Alumni (n=3)

Majors: Special Education Learning Disabilities, Secondary Social Studies, Secondary English Language Arts

Criteria

Performance Level

Comments (optional)

Learning Environment

Meeting/Exceeding Expectations

Teacher is using all components of Level 4 in her learning environment. Even with all the methodologies in place, there are times when students are not respectful to one another. Teacher is developing her skill set to prevent such behaviors from happening. Teacher at this time is still strengthening, not her knowledge of the methods, but the actual practice in the use of techniques until they become a natural part of her teaching. Teacher has faced challenges but been respectful, professional, and open to learning from these challenges.  

Learning Target and Directions

Meeting Expectations

Teacher developed the curricula from State Standards and with the support of her mentor teacher and colleagues. Over the course of the year of Teacher has begun to re-envision what the curricula will look like in the future. We are striving to go deeper to make more connections using meta-standards. Teacher provided sound directions to the students during this observation.  Teacher articulated strong directions, makes sound connections, is still developing connections to be made from the past into the modern era, and is working to develop the sequencing across standards.

Engaging Students in Learning

Meeting/Exceeding Expectation

This is level in which the Teacher crossed between the levels during the lesson. As the Teacher continues to improve pacing and ways to redirect their students in class this area will greatly improve. The teacher uses quite a bit of class-time for direct instruction as there are multiple challenges placed upon their time. The serpentine schedule, students who are not yet strong in transition, and students who talk to the others have at times forces the Teacher to talk more than they would like to the students. They have a strong lesson planned for think-pair-shares, small group response and gallery walks, but at times the stressors against time, lead them to instruct directly. The Teacher is learning from other teachers how make changes in this area. Again, the Teacher is open to growth and learning. 

Varied Examples and Contrasting Non-Examples

Emerging/Meeting Expectations

Teacher uses such examples often

Effortful Thinking

Meeting/Exceeding Expectations

In the Teacher’s classroom students are provided the opportunity and are learning to take the chance with this type of thinking. Many/most have not had this opportunity in the past and the effort can be daunting.

Attention to Meaning

Meeting Expectations

The Teacher works diligently to make everything they do in the classroom matter. They do not lose track of the content with the students, are not pulled off topic, but do need to redirect students' self-management behavior which can lead them off topic.

Use of Subject Specific Pedagogy

Meeting Expectations

 

Checking for Understanding and Adjusting Instruction through Formative Assessment

Meeting/Exceeding Expectations

The Teacher was always checking for understanding and does adjust their lesson for students' needs.

Digital Tools and Resources

Meeting/Exceeding Expectations

 

Application of Previous Feedback

Exceeding Expectations

 

 

   
             
           

 

* During the SY19-20 DCPS transitioned to virtual instruction in mid-March given COVID-19. As such, teachers did not receive their Cycle 3 Essential Practices Observation, their Cycle 2 Commitment to School Community score, and TAS and IVA were exempted from IMPACT. Given these adjustments, we only have 2018-19 IMPACT data (n=11) to share.

Indicators of Teaching Effectiveness

To gather data for Indicators of Teaching Effectiveness, we utilized the American University School of Education; 2022 Education Preparation Provider Report as well as a unique plan for current employers of AU SOE alumni to formally observe the alumni while they were teaching using the AU SOE Observation criteria.

American University School of Education; 2022 Education Preparation Provider Report data:

This report was generated by the Office of the State Superintendent of Education (OSSE) indicates that 100% of AU SOE alumni teaching in DCPS were evaluated and determined to be “effective” during their first year of teaching.  These data are drawn from District of Columbia (DC) approved Education Preparation Providers (EPPs) and DC local education agencies (LEAs) and include data from five sources:

1. EPP candidate and program completer rosters for Sept. 1, 2020 to Aug. 31, 2021, provided by EPPs.

2. LEA Faculty and Staff data collected annually in Oct. 2021.

3. LEA student enrollment data collected annually in Oct. 2021.

4. Praxis data from Educational Testing Service (ETS) from Sept. 1, 2020 to Aug. 31, 2021.

5. Educator credentialing data from the Office of the State Superintendent of Education (OSSE) educator credentialing data system from Sept. 1, 2020 to Aug. 31, 2021.

Employers’ formal observations of AU SOE Alumni (n=3)

Majors: Special Education Learning Disabilities, Secondary Social Studies, Secondary English Language Arts

Criteria

Performance Level

Comments (optional)

Learning Environment

Meeting/Exceeding Expectations

Teacher is using all components of Level 4 in her learning environment. Even with all the methodologies in place, there are times when students are not respectful to one another. Teacher is developing her skill set to prevent such behaviors from happening. Teacher at this time is still strengthening, not her knowledge of the methods, but the actual practice in the use of techniques until they become a natural part of her teaching. Teacher has faced challenges but been respectful, professional, and open to learning from these challenges.  

Learning Target and Directions

Meeting Expectations

Teacher developed the curricula from State Standards and with the support of her mentor teacher and colleagues. Over the course of the year of Teacher has begun to re-envision what the curricula will look like in the future. We are striving to go deeper to make more connections using meta-standards. Teacher provided sound directions to the students during this observation.  Teacher articulated strong directions, makes sound connections, is still developing connections to be made from the past into the modern era, and is working to develop the sequencing across standards.

Engaging Students in Learning

Meeting/Exceeding Expectation

This is level in which the Teacher crossed between the levels during the lesson. As the Teacher continues to improve pacing and ways to redirect their students in class this area will greatly improve. The teacher uses quite a bit of class-time for direct instruction as there are multiple challenges placed upon their time. The serpentine schedule, students who are not yet strong in transition, and students who talk to the others have at times forces the Teacher to talk more than they would like to the students. They have a strong lesson planned for think-pair-shares, small group response and gallery walks, but at times the stressors against time, lead them to instruct directly. The Teacher is learning from other teachers how make changes in this area. Again, the Teacher is open to growth and learning. 

Varied Examples and Contrasting Non-Examples

Emerging/Meeting Expectations

Teacher uses such examples often

Effortful Thinking

Meeting/Exceeding Expectations

In the Teacher’s classroom students are provided the opportunity and are learning to take the chance with this type of thinking. Many/most have not had this opportunity in the past and the effort can be daunting.

Attention to Meaning

Meeting Expectations

The Teacher works diligently to make everything they do in the classroom matter. They do not lose track of the content with the students, are not pulled off topic, but do need to redirect students' self-management behavior which can lead them off topic.

Use of Subject Specific Pedagogy

Meeting Expectations

 

Checking for Understanding and Adjusting Instruction through Formative Assessment

Meeting/Exceeding Expectations

The Teacher was always checking for understanding and does adjust their lesson for students' needs.

Digital Tools and Resources

Meeting/Exceeding Expectations

 

Application of Previous Feedback

Exceeding Expectations

 

 

Initial Programs: Data for this measure were collected as a part of a larger case study related to alumni satisfaction and effectiveness. The case studies are the result of the SOE Teacher Education Alumni Professional Development Initiative. The initiative is available for any Teacher Education alumni who graduated since 2018. We will continue to partner with alumni and their employers in this meaningful professional partnership.

The Learner and Learning

  Survey Statement (n = 3)
Employees = 3
(Graduates of Special Education; Learning Disabilities, Secondary Social Studies, Secondary English)

Strongly Agree/
Agree

Strongly Disagree/
Disagree

1

(InTASC 1)
The teacher understands how learners grow and develop and designs and implements developmentally appropriate and challenging learning experiences 100% 0%
Comment The teacher understands how learners develop, though consistent ongoing support of developmentally appropriate methodology is still an important support. Learning about theory and putting theory into practice takes time. Having an understanding of how the brain develops and how it affects learning and self-managing of behaviors is crucial for young/new to the classroom teachers.    

2

(InTASC 2)

The teacher demonstrates (evidence-based) a positive impact on student learning

and development.
100% 0%
Comment XX  is a strong teacher, they work with our students to develop the best of themselves. They are what Lisa Delpit and others call a "warm demander."    

3

(InTASC 3)

The teacher uses understanding of individual differences and diverse cultures to

enable each learner to meet high standards.
100% 0%
Comment This is a developing characteristic, they come with the understanding, want, and need to be this type of teacher. Now they are learning how. They are proactive in this area of their professional development.    

Content Knowledge

4

(InTASC 4)

The teacher works with others to create environments that encourage positive social

interaction, active engagement in learning, and self-motivation.
100% 0%
Comment The teacher is collaborative, intentionally talks to their counterparts to work together, and is learning about Project Based Learning through school wide professional development.    

5

(InTASC 3)

The teacher creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. 100% 0%
Comment The teacher is developing in this area. They are working towards becoming a teacher of excellence.    

Instructional Practice

6

(InTASC 6)

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving. 100% 0%
Comment yes    

7

(InTASC 7)

 

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learners' decision making. 100% 0%
Comment      

8

(InTASC 8)
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.    
Comment The teacher does use a variety of methodology and is experimenting on the types that work best.    

Professional Responsibility

9

(InTASC 9)

The teacher engages in ongoing professional learning and uses evidence to continually evaluate their practice. 100% 0%
Comment Without a doubt, this is a strength of the teacher’s.    

10

(InTASC 10)

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues and other school professionals, and community members to ensure learner growth and to advance the profession. 100% 0%
Comment The teacher is full member of our community, takes on responsibilities and addresses situations. I am grateful they said yes to our invitation to join our school community.    

Advanced Program: As a new program, the Antiracist Administration Supervision and Leadership Certificate program graduated 2 completers in 2021. Due to the low number, and therefore the lack of anonymity, the SOE is not providing these data. 

Initial Programs:

  • Praxis Exam pass rates:
    • 2020-2021: 89%
    • 2019-2020: 87%
    • 2018-2019: 94%
    • 2017-2018: 91%
    • 2016-2017: 93%
    • 2015-2016: 94%
    • 2014-2015: 99%

Advanced Program:

  • Praxis Exam pass rates:
    • 2019-2020: 100%

American University carefully tracks the success of our students.

Learn more about the success of our students on our "We Know Success" website