WGU's Teacher Licensure Programs are Accredited by AAQEP
AAQEP-Accredited Teacher Licensure Degree Programs
The teacher initial licensure programs offered through the WGU Teachers College have been awarded full accreditation by the Association for Advancing Quality in Educator Preparation (AAQEP) through June 30, 2026. Full accreditation acknowledges that a program prepares effective educators who continue to grow as professionals and that the program has demonstrated the commitment and capacity to continue to do so.
In 1997, Western Governors University (WGU) pioneered competency-based education measuring learning rather than time. Competency units correlate to course outcomes without regard for the time it takes a student to master them. Students receive course credit when they have passed the required objective and performance assessments. WGU’s high standard of mastery has been designed to equate between a 3.00 and 4.00 on a 4.00 scale. All WGU courses are designed to equate the competency units with traditional credit hours. For example, the learning outcomes and course objectives that would be appropriate for a traditional 3-credit course are included and assessed in a 3-competency-unit course at WGU.
Founded in 2003 with a grant from the United States Department of Education, WGU’s Teachers College (TC) serves over 24,000 candidates with a global network of more than 34,000 graduates. TC is one of four colleges within WGU and is led by a Senior Vice President, an Academic Vice President (AVP), and a Vice President for Operations (VPOP). Under the overall strategic and operational direction of the Senior Vice President, the AVP ensures program quality, adequacy of resources, faculty quality and sufficiency, and future programming. The VPOP is responsible for student-facing operations, including the areas for Field Experience, Teacher Principal Success, and Mentoring.
TC prepares professional educators by cultivating their life experiences into the qualities of nurturing practitioners. Graduates affirm the value of diversity and are cross-culturally competent; they embody equity and fairness and are committed to the belief that all students can learn.
Initial preparation programs align to the following standards: (1) national accreditation bodies like AAQEP, (2) teacher performance expectations and practices (i.e., InTASC Model Core Teaching Standards), (3) content area standards defined by the Specialized Professional Associations (SPAs), and (4) state standards (when applicable). Based on national standards and comprised of uniform courses, assessments, and experiences, TC offers programs in multiple licensure areas which meet many jurisdictional requirements. TC maintains program approvals in 10 states (Utah, California, Indiana, Kentucky, Missouri, Nevada, North Carolina, Ohio, Tennessee, and Washington) while preparing candidates to enter the workforce in all American jurisdictions.
The TC Way guides how we implement the WGU mission “to change lives for the better by creating pathways to opportunity.”
- We can change lives for the better by catalyzing next-generation teaching and leading across the education spectrum.
- To catalyze next-generation teaching and leading, our students need to experience next-generation teaching and leading.
- This transformative work needs a transformative work environment—we want to foster organizational systems and a cultural that allow TC team members to do their life’s best work.
Programs accredited by AAQEP in 2019 are:
Bachelor's degrees with licensure.
- Elementary Education – B.A.
- Special Education and Elementary Education (Dual Licensure) – B.A.
- Special Education (Mild-to-Moderate) – B.A.
- Mathematics Education (Middle Grades) – B.S.
- Mathematics Education (Secondary) – B.S.
- Science Education (Middle Grades) – B.S.
- Science Education (Secondary Chemistry) – B.S.
- Science Education (Secondary Physics) – B.S.
- Science Education (Secondary Biological Science) – B.S.
- Science Education (Secondary Earth Science) – B.S.
Master's and post-baccalaureate degrees with licensure.
- Teaching, Elementary Education – M.A.
- Teaching, English Education (Secondary) – M.A.
- Teaching, Mathematics Education (Middle Grades) – M.A.
- Teaching, Mathematics Education (Secondary) – M.A.
- Teaching, Science Education (Secondary) – M.A.
- Post-Baccalaureate, Elementary Education (TC retired this program in 2020)
Please note that all data in this report were current as of August 31, 2021
Enrollment and Completion Data
The table below shows enrollment and completion data from the most recently completed academic year for each program included in the AAQEP review.
Program Specification: Enrollment and Completers for Academic Year 2020-2021 (Sept 1, 2020-August 31, 2021)
Degree or Certificate
granted by the institution/organization
State Certificate, License, Endorsement, or Other Credential
Number of Candidates
currently enrolled
Number of Completers
in 2020-21
BA, Elementary Education
Elementary Education
10,445
2,478
Post Bac, Elementary Education
Elementary Education
14
32
MAT, Elementary Education
Elementary Education
3,683
619
BA, Special Education (K–12)
Note: dual licensure with special education and elementary education
Elementary Education and
Mild/Moderate Special Education
1,632
663
BA, Special Education (K–12)
Note: dual licensure with special education and elementary education (Redesigned)
Elementary Education and
Mild/Moderate Special Education
3,859
120
BA, Special Education-Mild to Moderate
Mild/Moderate Special Education
786
86
MAT, Special Education K-12
Special Education K-12: Mild/Moderate
323
0
MAT, English Education (Secondary)
English Endorsement
585
157
BS, Mathematics Education (Middle Grades)
Mathematics Endorsement
511
73
MAT, Mathematics Education (Middle Grades)
Mathematics Endorsement Middle Grades
255
149
BS, Mathematics Education (Secondary)
Mathematics Endorsement Secondary
584
28
MAT, Mathematics Education (Secondary)
Mathematics Endorsement Secondary
468
129
BS, Science Education (Middle Grades)
Science Middle Grade
650
60
BS, Science Education (Secondary Chemistry)
Chemistry Secondary
104
15
BS, Science Education (Secondary Physics)
Physics Secondary
90
14
BS, Science Education (Secondary Earth Science)
Earth Science Secondary
180
19
BS, Science Education (Secondary Biological Science)
Biological Science Secondary
747
135
MAT, Science Education (Secondary)
(includes Chemistry, Biological Sciences, Earth Science and Physics)
Science Education Secondary
445
122
TOTALS:
25,361
4,899
NOTE:
Added: MAT, Special Education K-12 (added on May 1, 2021)
Discontinued: PB, Elementary Education (discontinued in 2020 in teach out) Post-Baccalaureate, Elementary Education (Retired in 2020. TC is no longer enrolling candidates.)
Program performance indicators.
Completer Survey Results
INTASC Standards
Content Knowledge
Learner and Learning
Instructional Planning
Professional Responsibility
Extremely Well
37.42%
36.82%
37.51%
40.81%
Very Well
41.97%
42.34%
39.88%
39.93%
Total
79.39%
79.16%
77.39%
80.73%
Employer Survey Results
INTASC Standards
Content Knowledge
Learner and Learning
Instructional Planning
Professional Responsibility
Extremely Well
38.80%
36.89%
37.43%
42.62%
Very Well
54.37%
51.64%
48.36%
43.99%
Total
93.17%
88.53%
85.79%
86.61%
Candidate academic performance indicators.
The tables below report on select measures of candidate/completer performance related to AAQEP Standards 1 and 2, including the program’s expectations for successful performance and indicators of the degree to which those expectations are met.
Expectations and Performance on Standard 1: Candidate and Completer Performance
Provider-Selected Measures
Explanation of Performance Expectation
Level/Extent of Success in Meeting Expectation
WGU-TC is a competency-based program. All courses and all programs have embedded competencies.
In order pass a course, candidates must all demonstrate competencies at 3.0 GPA equivalent. In order to meet program completion requirements, candidates must pass all courses.
100% of completers meet program competencies.
Demonstration Teaching (DT) Final Evaluation
DT evaluation is scored and evaluated by INTASC standards, with multiple aspect ratings within each standard. Candidates need an overall score of 3.0, with all standards passed. Scoring levels are as follows:
0 = Not Observed. The candidate did not demonstrate the teaching practice.
1 = Emerging. The candidate demonstrates through their knowledge or skills that they require significant remediation to improve the teaching practice. The candidate requires sustained, intensive support in order to achieve success.
2 = Learning. The candidate demonstrates through their knowledge or skills that they are learning and require some additional practice to fully demonstrate competency for the teaching practice. The candidate lacks professional confidence and requires additional support in order to achieve success.
3 = Competent. The candidate demonstrates through their knowledge or skills that they are fully competent to meet the teaching practice. The candidate is generally confident, competent, and demonstrates potential for success.
Data reflect cumulative ratings, or all iterations of the assessments taken by all students during the designated data cycle.
Spring 2020 = 3.57
Fall 2020 = 3.51
Spring 2021 = 3.57
Licensure Exams
Pass with score greater than 80%
The overall pass rate on Praxis was 84% in 2020-2021.
Expectations and Performance on Standard 2: Completer Professional Competence and Growth
Provider-Selected Measures
Explanation of Performance Expectation
Level/Extent of Success in Meeting Expectation
Ed TPA
The overall pass rate for the edTPA for TC is greater than 90%. Candidates are expected to achieve the minimum cut score for Utah or for the licensing state if higher.
The overall pass rate on edTPA was 90.7% for 2020-2021.
Demonstration Teaching (DT) Final Observation
DT evaluation is scored and evaluated by INTASC standards, with multiple aspect ratings within each standard. Candidates need an overall score of 3.0 with all standards passed in order to successfully complete the demonstration teaching experience. Scoring levels are as follows:
0 = Not Observed. The candidate did not demonstrate the teaching practice.
1 = Emerging. The candidate demonstrates through their knowledge or skills that they require significant remediation to improve the teaching practice. The candidate requires sustained, intensive support in order to achieve success.
2 = Learning. The candidate demonstrates through their knowledge or skills that they are learning and require some additional practice to demonstrate competency for the teaching practice. The candidate lacks professional confidence and requires additional support in order to achieve success.
3 = Competent. The candidate demonstrates through their knowledge or skills that they are fully competent to meet the teaching practice. The candidate is generally confident, competent, and demonstrates potential for success.
4 = Exemplary. The candidate demonstrates through their knowledge and skills above what is expected for a competent candidate related to the teaching practice. The candidate exudes confidence, composure, and competence, is able to work with increasing independence, and demonstrates a strong potential for success.
Data reflect cumulative ratings or all iterations of the assessments taken by all students during the designated data cycle.
Spring 2020 = 3.11
Fall 2020 = 3.18
Spring 2021 = 3.33
Professional Portfolio
Candidates must achieve competency in all performance aspects as measured by the task rubrics.
The scoring levels are:
0 = Not evidence
1 = Approaching competency
2 = Competency achieved
Data reflect cumulative ratings or all iterations of the assessments taken by all candidates during the designated data cycle. All candidates must achieve a final competent rating in order to pass.
Fall 2020 1.83 (0-2 range)
Spring 2021 1.71 (0-2 range)
Notes on progress, accomplishment, and innovation.
This section describes recent program accomplishments, efforts to address challenges, current priorities, and innovations that are in plan or process.
The MATSPED program was launched on May 1, 2021. The program will play an integral part in filling the special education gap at the MAT level at WGU. Furthermore, it aligns with the goals of addressing the national teacher shortages, especially critical in the field of Special Education. TC is also incorporating updated courses in the Bachelor of Arts, Special Education, Mild to Moderate (BASPMM) and Bachelor of Arts, Special Education and Elementary Education (BASPEE) undergraduate programs.
BAES programs were launched on April 1, 2021, to serve as off-ramps for students in initial licensure programs who wish to obtain a degree without pursuing licensure.
About WGU
Employment and Hiring Rates
Data from the 2020 Harris Poll shows that employers hire WGU graduates at higher rates than traditional college students. In fact, 84% of WGU graduates report being employed full time, and 89% report that they are employed in their degree field. This demonstrates that WGU degrees prepare graduates for careers and their future.
Employer Satisfaction Rates
The 2020 Harris Poll gives information on employers and their satisfaction with WGU-graduate employees. This report asked employers specific questions about how they would rate their WGU graduate employees.
Inspiring Stories of WGU-Educated Teachers
"My degree (B.A. Special Education) from WGU has allowed me to help both special-needs students and their families, and I've felt well-prepared since day one on the job." Miranda Good
WGU alum
“Half of what I learned from my master’s at WGU is a model for my classroom: tailoring curriculum for each student, checking in with them while giving them freedom, reducing structure and giving room for kids to learn how they learn best.” Joel Bianchi,
M.A. Science Education (Physics)
Western Governors University Statistics
Tuition
$3,475
per six-month term for undergraduate Teachers College programs.
Completion Time
½–4 years
Time to graduate, varies by program and student.
Graduate Satisfaction
96%
of graduates have recommended WGU.
Teachers in nearly every school district across the nation—and many more across the globe.
Western Governors University has alumni all around the country, and 26% of our students are working toward a Teachers College degree. Our graduates account for hundreds of teachers in nearly every state, demonstrating the impact that WGU has on school districts everywhere.
Connect with Alumni Near and Far
The Night Owl Network is an app—think part Facebook, part LinkedIn—where alumni of WGU can connect on professional and personal interest levels. If you loved the mentoring component of WGU, the Night Owl Network extends that to a professional capacity. Connect, share ideas, plan local events ... network how you want to!