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CAEP ACCREDITATION

Teachers College Performance – An Impressive Class of Graduates

WGU is a Pathway for Independent Achievers to Reach Their Career Goals


The Teachers College at Western Governors University is granted accreditation at the initial-licensure level from CAEP, the Council for the Accreditation of Educator Preparation, 1140 19th St NW, Suite 400 Washington, DC 20036 (202) 223-0077. CAEP is the only recognized national accreditor for educator preparation. WGU is the first competency-based online university to receive CAEP accreditation for its degree programs that lead to teacher licensure.

Our graduates go on to lead classrooms and schools with innovative insights they gained from their competency-based education at WGU.

Graduates of the WGU Teachers College include not only many Teacher of the Year recipients, but also recipients of the Gates Millenium Scholarship, Intel Grant for Mathematics and Technology, Claes Nobel Educator of Distinction Award, Milken Family Foundation National Educator Award, Association of Public Charter Schools Educator of the Year Award, and Henry Ford Innovation Nation Teacher Innovator Awards.

Our Programs Are Nationally Recognized

The following programs are nationally recognized by their respective Specialized Professional Association (SPA):

  • TESOL (Teachers of English to Speakers of Other Languages) for our English-language learning programs (M.A. and endorsement preparation).
  • NCTM (National Council of Teachers of Mathematics) for all our math education programs that lead to initial teacher licensure (B.S. and MAT).
  • ACEI (American Association of Childhood Education International) for our elementary education programs (B.S., post-baccalaureate, and MAT).
  • NSTA (National Science Teachers Association) for all our science education programs that lead to initial teacher licensure (B.S. and MAT).
  • NCTE (National Council for Teachers of English) for our MAT English Education program.

Our Programs Share CAEP Annual Measures of Student and Graduate Performance with the Public

Data below are from September 1, 2020 - August 21, 2021, unless otherwise noted.

View Survey Results

To view Measures 1-4, the charts, pass rates, and commentary pertinent to CAEP accreditation, view the PDF below.

Measure 1: Completer Effectiveness (Initial Level)

WGU surveys TC completers teaching in their fields 2, 3, and 5 years after graduation to discover how well the program prepared them for the classroom. Employers of these completers are surveyed on the same topic when the completers grant permission and provide contact information.

Initial Licensure program completers contribute to P-12 student-learning growth.

The majority of completers and their employers report that graduates are prepared to have a positive impact on P-12 student growth as defined in the INTASC Standard of Learners and Learning.

 

LEARNER AND LEARNING:

Completer Survey Results

In the area of Learner and Learning, my WGU teacher education program prepared me to:

Very Well

Extremely Well

Total

1.  Create a productive learning environment with high expectations for all students.

39%

51%

90%

2.  Adapt instruction to address students’ cultural differences.

25%

46%

71%

3.  Utilize varied strategies to support the development and use of academic language so that all students learn.

37%

45%

82%

4.  Involve all students in self-assessment, goal setting, and monitoring progress.

31%

41%

72%

5.  Provide quality and timely feedback to students.

30%

49%

79%

6.  Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.

38%

45%

83%

In the area of Learner and Learning, my WGU teacher education program prepared me to:

Very Well

In the area of Learner and Learning, my WGU teacher education program prepared me to:

Extremely Well

In the area of Learner and Learning, my WGU teacher education program prepared me to:

Total

1.  Create a productive learning environment with high expectations for all students.

39%

1.  Create a productive learning environment with high expectations for all students.

51%

1.  Create a productive learning environment with high expectations for all students.

90%

2.  Adapt instruction to address students’ cultural differences.

25%

2.  Adapt instruction to address students’ cultural differences.

46%

2.  Adapt instruction to address students’ cultural differences.

71%

3.  Utilize varied strategies to support the development and use of academic language so that all students learn.

37%

3.  Utilize varied strategies to support the development and use of academic language so that all students learn.

45%

3.  Utilize varied strategies to support the development and use of academic language so that all students learn.

82%

4.  Involve all students in self-assessment, goal setting, and monitoring progress.

31%

4.  Involve all students in self-assessment, goal setting, and monitoring progress.

41%

4.  Involve all students in self-assessment, goal setting, and monitoring progress.

72%

5.  Provide quality and timely feedback to students.

30%

5.  Provide quality and timely feedback to students.

49%

5.  Provide quality and timely feedback to students.

79%

6.  Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.

38%

6.  Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.

45%

6.  Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.

83%

Employer Survey Results

In the area of Learner and Learning, how well did the WGU teacher education program prepare me to:

Very Well

Extremely Well

Total

1.  Create a productive learning environment with high expectations for all students.

47%

44%

91%

2.  Adapt instruction to address students’ cultural differences.

55%

31%

86%

3.  Utilize varied strategies to support the development and use of academic language so that all students learn.

59%

31%

90%

4.  Involve all students in self-assessment, goal setting, and monitoring progress.

53%

22%

75%

5.  Provide quality and timely feedback to students.

50%

44%

94%

6.  Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.

52%

38%

90%

In the area of Learner and Learning, how well did the WGU teacher education program prepare me to:

Very Well

In the area of Learner and Learning, how well did the WGU teacher education program prepare me to:

Extremely Well

In the area of Learner and Learning, how well did the WGU teacher education program prepare me to:

Total

1.  Create a productive learning environment with high expectations for all students.

47%

1.  Create a productive learning environment with high expectations for all students.

44%

1.  Create a productive learning environment with high expectations for all students.

91%

2.  Adapt instruction to address students’ cultural differences.

55%

2.  Adapt instruction to address students’ cultural differences.

31%

2.  Adapt instruction to address students’ cultural differences.

86%

3.  Utilize varied strategies to support the development and use of academic language so that all students learn.

59%

3.  Utilize varied strategies to support the development and use of academic language so that all students learn.

31%

3.  Utilize varied strategies to support the development and use of academic language so that all students learn.

90%

4.  Involve all students in self-assessment, goal setting, and monitoring progress.

53%

4.  Involve all students in self-assessment, goal setting, and monitoring progress.

22%

4.  Involve all students in self-assessment, goal setting, and monitoring progress.

75%

5.  Provide quality and timely feedback to students.

50%

5.  Provide quality and timely feedback to students.

44%

5.  Provide quality and timely feedback to students.

94%

6.  Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.

52%

6.  Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.

38%

6.  Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.

90%

Initial Licensure program completers are effective in applying professional knowledge, skills, and dispositions.

The majority of completers and employers reported that graduates are prepared to effectively apply professional knowledge skills, and dispositions as defined by INTASC Standard of Instructional Planning and Professional Responsibilities.

 

INSTRUCTIONAL PLANNING:

Completer Survey Results

In the area of Instructional Planning, my WGU teacher education program prepared me to:

Very Well

Extremely Well

Total

1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.

35%

44%

79%

2. Implement instruction that supports development of critical thinking, inquiry and problem solving.

31%

46%

77%

3. Use assessment data from a variety of sources to establish learning goals.

35%

46%

81%

4. Use assessment data to differentiate and modify instruction.

44%

37%

81%

5. Incorporate multiple perspectives in the subject matter being taught.

32%

46%

78%

6. Use technology to support and enhance your instruction.

30%

46%

76%

In the area of Instructional Planning, my WGU teacher education program prepared me to:

Very Well

In the area of Instructional Planning, my WGU teacher education program prepared me to:

Extremely Well

In the area of Instructional Planning, my WGU teacher education program prepared me to:

Total

1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.

35%

1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.

44%

1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.

79%

2. Implement instruction that supports development of critical thinking, inquiry and problem solving.

31%

2. Implement instruction that supports development of critical thinking, inquiry and problem solving.

46%

2. Implement instruction that supports development of critical thinking, inquiry and problem solving.

77%

3. Use assessment data from a variety of sources to establish learning goals.

35%

3. Use assessment data from a variety of sources to establish learning goals.

46%

3. Use assessment data from a variety of sources to establish learning goals.

81%

4. Use assessment data to differentiate and modify instruction.

44%

4. Use assessment data to differentiate and modify instruction.

37%

4. Use assessment data to differentiate and modify instruction.

81%

5. Incorporate multiple perspectives in the subject matter being taught.

32%

5. Incorporate multiple perspectives in the subject matter being taught.

46%

5. Incorporate multiple perspectives in the subject matter being taught.

78%

6. Use technology to support and enhance your instruction.

30%

6. Use technology to support and enhance your instruction.

46%

6. Use technology to support and enhance your instruction.

76%

Employer Survey Results

In the area of Instructional Planning, my WGU teacher education program prepared me to:

Very Well

Extremely Well

Total

1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.

53%

38%

91%

2. Implement instruction that supports development of critical thinking, inquiry and problem solving.

46%

35%

81%

3. Use assessment data from a variety of sources to establish learning goals.

51%

30%

81%

4. Use assessment data to differentiate and modify instruction.

48%

35%

83%

5. Incorporate multiple perspectives in the subject matter being taught.

54%

24%

78%

6. Use technology to support and enhance your instruction.

44%

51%

95%

In the area of Instructional Planning, my WGU teacher education program prepared me to:

Very Well

In the area of Instructional Planning, my WGU teacher education program prepared me to:

Extremely Well

In the area of Instructional Planning, my WGU teacher education program prepared me to:

Total

1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.

53%

1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.

38%

1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.

91%

2. Implement instruction that supports development of critical thinking, inquiry and problem solving.

46%

2. Implement instruction that supports development of critical thinking, inquiry and problem solving.

35%

2. Implement instruction that supports development of critical thinking, inquiry and problem solving.

81%

3. Use assessment data from a variety of sources to establish learning goals.

51%

3. Use assessment data from a variety of sources to establish learning goals.

30%

3. Use assessment data from a variety of sources to establish learning goals.

81%

4. Use assessment data to differentiate and modify instruction.

48%

4. Use assessment data to differentiate and modify instruction.

35%

4. Use assessment data to differentiate and modify instruction.

83%

5. Incorporate multiple perspectives in the subject matter being taught.

54%

5. Incorporate multiple perspectives in the subject matter being taught.

24%

5. Incorporate multiple perspectives in the subject matter being taught.

78%

6. Use technology to support and enhance your instruction.

44%

6. Use technology to support and enhance your instruction.

51%

6. Use technology to support and enhance your instruction.

95%

PROFESSIONAL RESPONSIBILITY:

Completer Survey Results

In the area of Professional Responsibility, my WGU teacher education program prepared me to:

Very Well

Extremely Well

Total

1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.

42%

48%

90%

2. Collaborate with colleagues to plan and evaluate instruction.

35%

46%

81%

3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.

28%

41%

69%

4. Analyze educational research finds and to incorporate new information into my practice as appropriate.

37%

41%

78%

5. Engage in professional learning to strengthen my instructional practice.

39%

48%

87%

6. Reflect on personal and professional biases.

35%

51%

86%

In the area of Professional Responsibility, my WGU teacher education program prepared me to:

Very Well

In the area of Professional Responsibility, my WGU teacher education program prepared me to:

Extremely Well

In the area of Professional Responsibility, my WGU teacher education program prepared me to:

Total

1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.

42%

1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.

48%

1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.

90%

2. Collaborate with colleagues to plan and evaluate instruction.

35%

2. Collaborate with colleagues to plan and evaluate instruction.

46%

2. Collaborate with colleagues to plan and evaluate instruction.

81%

3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.

28%

3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.

41%

3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.

69%

4. Analyze educational research finds and to incorporate new information into my practice as appropriate.

37%

4. Analyze educational research finds and to incorporate new information into my practice as appropriate.

41%

4. Analyze educational research finds and to incorporate new information into my practice as appropriate.

78%

5. Engage in professional learning to strengthen my instructional practice.

39%

5. Engage in professional learning to strengthen my instructional practice.

48%

5. Engage in professional learning to strengthen my instructional practice.

87%

6. Reflect on personal and professional biases.

35%

6. Reflect on personal and professional biases.

51%

6. Reflect on personal and professional biases.

86%

Employer Survey Results

In the area of Professional Responsibility, my WGU teacher education program prepared me to:

Very Well

Extremely Well

Total

1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.

49%

37%

86%

2. Collaborate with colleagues to plan and evaluate instruction.

37%

54%

91%

3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.

44%

49%

93%

4. Analyze educational research finds and to incorporate new information into my practice as appropriate.

46%

24%

70%

5. Engage in professional learning to strengthen my instructional practice.

51%

41%

92%

6. Reflect on personal and professional biases.

51%

35%

86%

In the area of Professional Responsibility, my WGU teacher education program prepared me to:

Very Well

In the area of Professional Responsibility, my WGU teacher education program prepared me to:

Extremely Well

In the area of Professional Responsibility, my WGU teacher education program prepared me to:

Total

1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.

49%

1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.

37%

1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.

86%

2. Collaborate with colleagues to plan and evaluate instruction.

37%

2. Collaborate with colleagues to plan and evaluate instruction.

54%

2. Collaborate with colleagues to plan and evaluate instruction.

91%

3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.

44%

3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.

49%

3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.

93%

4. Analyze educational research finds and to incorporate new information into my practice as appropriate.

46%

4. Analyze educational research finds and to incorporate new information into my practice as appropriate.

24%

4. Analyze educational research finds and to incorporate new information into my practice as appropriate.

70%

5. Engage in professional learning to strengthen my instructional practice.

51%

5. Engage in professional learning to strengthen my instructional practice.

41%

5. Engage in professional learning to strengthen my instructional practice.

92%

6. Reflect on personal and professional biases.

51%

6. Reflect on personal and professional biases.

35%

6. Reflect on personal and professional biases.

86%

Measure 2: Satisfaction of Employers and Stakeholder Involvement (Initial and Advanced Licensure)

Employers report that WGU teacher education programs prepare teachers who succeed in the classroom.

INTASC Standards

Very Well

Extremely Well

Total

Content Knowledge

49%

43%

92%

Learner and Learning

47%

40%

87%

Instructional Planning

45%

40%

85%

Professional Responsibility

44%

45%

89%

INTASC Standards

Very Well

INTASC Standards

Extremely Well

INTASC Standards

Total

Content Knowledge

49%

Content Knowledge

43%

Content Knowledge

92%

Learner and Learning

47%

Learner and Learning

40%

Learner and Learning

87%

Instructional Planning

45%

Instructional Planning

40%

Instructional Planning

85%

Professional Responsibility

44%

Professional Responsibility

45%

Professional Responsibility

89%

Measure 3: Candidate Competency at Completion (Initial and Advanced Licensure)

Initial Licensure Programs

Demonstration Teaching Final

Overall Score 2020/2021
(Range = 1-5)

Elementary Programs

B.A. Elementary Education

4.72

MAT Elementary Education

4.77

Post-Bacc Elementary Education

4.73

Special Education Programs

B.A. Special Education and Elementary Education

4.58

B.A. Special Education (Mild to Moderate)

4.71

MAT Special Education

4.60

Secondary Programs

B.S. Mathematics Education (Secondary)

4.56

B.S. Mathematics Education (Middle Grades)

4.60

B.S. Science Education (Middle Grades)

No Candidates

B.S. Science Education (Secondary Biological Sciences)

4.75

B.S. Science Education (Secondary Chemistry)

4.39

B.S. Science Education (Secondary Earth Science)

4.74

B.S. Science Education (Physics)

No Candidates

MAT English Education (Secondary)

5.00

Post-Bacc Elementary Education

MAT Mathematics Education (Middle Grades)

4.70

MAT Mathematics Education (Secondary)

4.60

MAT Science Education (Secondary)

No Candidates

Demonstration Teaching Final

Overall Score 2020/2021
(Range = 1-5)

Elementary Programs

B.A. Elementary Education

4.72

MAT Elementary Education

4.77

Post-Bacc Elementary Education

4.73

Special Education Programs

B.A. Special Education and Elementary Education

4.58

B.A. Special Education (Mild to Moderate)

4.71

MAT Special Education

4.60

Secondary Programs

B.S. Mathematics Education (Secondary)

4.56

B.S. Mathematics Education (Middle Grades)

4.60

B.S. Science Education (Middle Grades)

No Candidates

B.S. Science Education (Secondary Biological Sciences)

4.75

B.S. Science Education (Secondary Chemistry)

4.39

B.S. Science Education (Secondary Earth Science)

4.74

B.S. Science Education (Physics)

No Candidates

MAT English Education (Secondary)

5.00

Post-Bacc Elementary Education

MAT Mathematics Education (Middle Grades)

4.70

MAT Mathematics Education (Secondary)

4.60

MAT Science Education (Secondary)

No Candidates

edTPA Overall Pass Rates:

edTPA Content Area

Fall 2020

Spring 2021

Elementary Education: Literacy with Math Task 4

86%

90.9%

Elementary Literacy

100%

No Test Takers

Elementary Math

91.3%

92.5%

Middle Grades Education

81.1%

93.3%

Secondary Education

77.4%

84.7%

Special Education

94.5%

97.6%

edTPA Content Area

Fall 2020

edTPA Content Area

Spring 2021

Elementary Education: Literacy with Math Task 4

86%

Elementary Education: Literacy with Math Task 4

90.9%

Elementary Literacy

100%

Elementary Literacy

No Test Takers

Elementary Math

91.3%

Elementary Math

92.5%

Middle Grades Education

81.1%

Middle Grades Education

93.3%

Secondary Education

77.4%

Secondary Education

84.7%

Special Education

94.5%

Special Education

97.6%

Advanced Licensure Programs

Demonstration Teaching Final

Overall Score 2020/2021

M.S. Education Leadership (Range = 1-5)

4.64

M.A. English Language Learning (Range = 1-4)

3.78

Demonstration Teaching Final

Overall Score 2020/2021

M.S. Education Leadership (Range = 1-5)

4.64

M.A. English Language Learning (Range = 1-4)

3.78

Capstone

Overall Score 2020/2021 (Range = 0-2)

M.S. Education Leadership

1.80

M.A. English Language Learning

1.90

Capstone

Overall Score 2020/2021 (Range = 0-2)

M.S. Education Leadership

1.80

M.A. English Language Learning

1.90

Measure 4: Ability of Completers to be Hired in Positions for Which They Have Prepared (Initial and Advanced Licensure)

 

 

Hiring Rates

Programs

Employment Rate

Elementary Programs

B.A. Elementary Education

93.8%

MAT Elementary Education

94.7%

Post-Bacc Elementary Education

100%

Special Education Programs

B.A. Special Education and Elementary Education

96.6%

B.A. Special Education (Mild to Moderate)

100%

MAT Special Education

New Program - No Graduates

Secondary Programs

B.S. Mathematics Education (Secondary)

100%

B.S. Mathematics Education (Middle Grades)

100%

B.S. Science Education (Middle Grades)

50%

B.S. Science Education (Secondary Biological Sciences)

85.7%

B.S. Science Education (Secondary Chemistry)

0

B.S. Science Education (Secondary Earth Science)

0

B.S. Science Education (Physics)

100%

MAT English Education (Secondary)

83.3%

MAT Mathematics Education (Middle Grades)

90%

MAT Mathematics Education (Secondary)

100%

MAT Science Education (Secondary)

100%

Advanced Programs

M.S. Educational Leadership

71%

M.A. English Language Learning

90.5%

Programs

Employment Rate

Elementary Programs

B.A. Elementary Education

93.8%

MAT Elementary Education

94.7%

Post-Bacc Elementary Education

100%

Special Education Programs

B.A. Special Education and Elementary Education

96.6%

B.A. Special Education (Mild to Moderate)

100%

MAT Special Education

New Program - No Graduates

Secondary Programs

B.S. Mathematics Education (Secondary)

100%

B.S. Mathematics Education (Middle Grades)

100%

B.S. Science Education (Middle Grades)

50%

B.S. Science Education (Secondary Biological Sciences)

85.7%

B.S. Science Education (Secondary Chemistry)

0

B.S. Science Education (Secondary Earth Science)

0

B.S. Science Education (Physics)

100%

MAT English Education (Secondary)

83.3%

MAT Mathematics Education (Middle Grades)

90%

MAT Mathematics Education (Secondary)

100%

MAT Science Education (Secondary)

100%

Advanced Programs

M.S. Educational Leadership

71%

M.A. English Language Learning

90.5%

Praxis Pass Rate:

Initial Level = 84%

Advanced Level = 99%

All Programs = 91%

Average Licensure Rates:

100%

Title II

WGU offers programs in and recommends for licensure in all states. We report licensure/certification exam pass rates to the U.S. Education Department for state where we have state program approval. The following are the most recent summary pass rates for all program completers those states, when available. The data are representative of all TC program and completers.