The College of Education has
two major, nationally recognized accrediting bodies for their programs – the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and the Council
for the Accreditation of Education (CAEP).
CACREP
The Division of Psychology and Counseling offers two degrees accredited by CACREP. The master’s degree has specializations in clinical mental health counseling, marital/couple/family counseling, and school counseling. The doctoral degree is in Counselor Education and Supervision.
CACREP Accreditation provides recognition that the content and quality of the program has been evaluated and meets standards set by the profession. The student, as a consumer, can be assured that appropriate knowledge and skill areas are included and that the program is stable, professionally and financially.
CAEP
The Educator Preparation
Provider (EPP) at Governors State University (GSU) is continuously accredited
by CAEP, formerly the National Council for Accreditation of Teacher Education
(NCATE). The CAEP Accreditation Council
found that GSU met all five of the national standards for educator
preparation. This accreditation is
recognized by the Illinois State Board of Education
The Council for the Accreditation of
Educator Preparation (CAEP) announced on November 12, 2019 that Governors State Universityis one
of 59 providers from 24 states, the District of Columbia, and Puerto Rico to
receive accreditation for their educator preparation programs. The fall 2019
review by the CAEP Accreditation Council resulted in 59 newly-accredited EPPs,
bringing the total to 281 providers approved under the CAEP Teacher
Preparation Standards – rigorous,
nationally recognized standards that were developed to ensure excellence in
educator preparation programs.
CAEP is the sole nationally recognized
accrediting body for educator preparation. Accreditation is a nongovernmental
activity based on peer review that serves the dual functions of assuring
quality and promoting improvement. CAEP was created by the consolidation of the
National Council for Accreditation of Teacher Education and the Teacher
Education Accreditation Council. It is a unified accreditation system intent on
raising the performance of all institutions focused on educator preparation.
Approximately, 800 educator preparation providers participate in the CAEP
Accreditation system, including some previously accredited through former
standards.
Educator preparation providers (EPPs) seeking
accreditation must pass peer review on five standards, which are based on two
principles:
- Solid
evidence that the provider’s graduates are competent and caring educators,
and
- Solid
evidence that the provider’s educator staff have the capacity to create a
culture of evidence and use it to maintain and enhance the quality of the
professional programs they offer.
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ISBE approved, CACREP and CAEP accredited. Click here for more information.
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GSU's Counseling Program is CACREP accredited. View the vital statistics report.
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CAEP Accreditation 2019
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The Council for the Accreditation of Educator Preparation
(CAEP), the accrediting body for Governors State University’s Education
Preparation Provider Unit (EPPU), requires EPPUs to disseminate information on
the Eight Annual Reporting Measures annually to the public, prospective teacher
candidates, policy makers, and the media to provide information on both program
outcome and program impact. The CAEP measures with links to supporting evidence
for each of these eight measure are as follows:
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I. Impact on P-12 Student Learning and Development (4.1)
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Impact
on Student Learning - is an opportunity for providers, the state, and the
candidates themselves, to examine their effect on P-12 student growth. For
initial candidates, Impact on Student Learning is measured through the Illinois
State Board of Education / Partnership for Educator Preparation ISBE/PEP Impact
on Student Learning Data. The demonstrated teaching skills and impact on P-12
students report visualizes the performance evaluations of candidates who have
completed a program at the institution and employed in an Illinois, public
school. The advanced candidates’ Impact
on Student Learning is measured through the Principal Preparation School Improvement
Plan, which includes the development of a strategic plan. It is aligned to
identify areas of need. The percentage of teachers prepared by GSU that meet a minimum of proficiency level is presented in the tables below.
The
demonstrated teaching skills and impact on K-12 students report visualizes the
performance evaluations of candidates who have completed a program at the
institution.
2020
Based on 2018-19 data
Program | N | Unsatisfactory | Needs
Improvement | Proficient | Excellent |
Initial
Licensure |
| | No | % | No | % | No | % | No | % |
Early Childhood / SCG3 | 3 | - | - | - | - | 3 | 100% | - | - |
Elementary / SCGE | 10 | - | - | - | - | 9 | 90% | 1 | 10% |
Biology/SCIB | 1 | - | - | - | - | 1 | 100% | - | - |
Chemistry | 0 | - | - | - | - | - | - | - | - |
English / ELA | 1 | - | - | - | - | 1 | 100% | - | - |
Mathematics / MATH | 2 | - | - | - | - | 1 | 50% | 1 | 50% |
Special Education / LBSI | 1 | - | - | - | - | - | - | 1 | 100% |
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II. Indicators of Teaching Effectiveness (4.2)
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Indicators of Teaching Effectiveness – GSU’s EPP demonstrates through structure and validated observation instruments that program completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve. Initial candidates’ indicators of teaching effectiveness is measured through the unit-level Danielson and Disposition assessments, which measure candidates’ ability to plan and implement instruction. The advanced candidates’ indicators of teaching effectiveness are measured through the unit-wide initial or advanced dispositions assessment. The levels of proficiency/target for initial and advanced candidates are presented in the tables below.
The Mastery
of Teaching Subjects report visualizes the institution averages and percentages
of edTPA scores by Handbook and Rubric.
2020
Based on 2018-19 data
Program | N | PASS | NOT
PASS |
Initial
Licensure |
| | No | % | No | % |
Early Childhood / SCG3 | 14 | 14 | 100% | - | - |
Elementary / SCGE | 15 | 15 | 100% | - | - |
Biology/SCIB | 4 | 4 | 100% | - | - |
Chemistry | 0 | 0 | 100% | - | - |
English / ELA | 1 | 1 | 100% | - | - |
Mathematics / MATH | 10 | 10 | 100% | - | - |
Special Education / LBSI | 3 | 3 | 100% | - | - |
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III. Satisfaction of Employers Milestones (4.3/A.4.1)
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Satisfaction of Employers' Milestones – GSU’s EPP demonstrates satisfaction of employers' milestones using measures that result in valid and reliable data and includes employment milestones. The EPP measures the Satisfaction of Employers' Milestones using the Demonstrated Teaching Skills from the ISBE/PEP Report for initial candidates and the Case-Study for the advanced candidate report. Please note, the case-study report is pending results. The percentage of teacher's level of performance/satisfaction is presented in the tables below.
2020
Based on 2018-19 data
| Excellent/Proficient |
Early Childhood / SCG3 | 100% |
Elementary / SCGE | 100% |
Biology/SCIB | 100% |
Chemistry | 100% |
English / ELA | 100% |
Mathematics / MATH | 100% |
Special Education / LBSI | 100% |
| |
Advance Candidates |
Educational Administration / PRIN | 100% |
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IV. Satisfaction of Completers
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Satisfaction of Completers - GSU’s EPP demonstrates satisfaction of completers using measures that result in valid and reliable data that program completers perceive their preparation as relevant to the responsibilities they confront on the job. GSU’s satisfaction of completers is measured through the ISBE Completer Survey for initial candidates.
The College of Education’s Educational Administration
(Principal) Graduate/Completer Survey was administered as a Program requirement
to the Educational Administration Candidates upon graduating (Summer
2019). The results of this Survey will
be analyzed, shared, and discussed to make continuous improvement in the
Program.
A summary of the survey results are presented in the tables below.
2020
Based on 2018-19 data
Very
Valuable | N | Coursework | Instructors | Field
Experiences | Student
Teaching |
Early Childhood / SCG3 | 9 | 7 | 7 | 8 | 9 |
Elementary / SCGE | 7 | 2 | 4 | 7 | 7 |
Biology/SCIB | | | | | |
Chemistry | | | | | |
English / ELA | 2 | 2 | 2 | 1 | 2 |
Mathematics / MATH | | | | | |
Special Education / LBSI | 2 | 1 | 1 | - | - |
Valuable | N | Coursework | Instructors | Field
Experiences | Student
Teaching |
| | | | | |
Early Childhood / SCG3 | 9 | 1 | 1 | 1 | 1 |
Elementary / SCGE | 7 | 5 | 2 | - | - |
Biology/SCIB | | | | | |
Chemistry | | | | | |
English / ELA | 2 | - | - | 1 | - |
Mathematics / MATH | | | | | |
Special Education / LBSI | 2 | 1 | 1 | - | - |
Somewhat
Valuable | N | Coursework | Instructors | Field
Experiences | Student
Teaching |
| | | | | |
Early Childhood / SCG3 | 9 | 1 | 1 | 1 | 1 |
Elementary / SCGE | 7 | - | 1 | - | - |
Biology/SCIB | | | | | |
Chemistry | | | | | |
English / ELA | 2 | - | - | - | - |
Mathematics / MATH | | | | | |
Special Education / LBSI | 2 | - | - | 1 | 1 |
| | | | | |
Not
Valuable | N | Coursework | Instructors | Field
Experiences | Student
Teaching |
Early Childhood / SCG3 | 9 | - | - | - | - |
Elementary / SCGE | 9 | - | - | - | - |
Biology/SCIB | | | | | |
Chemistry | | | | | |
English / ELA | | | | | |
Mathematics / MATH | | | | | |
Special Education / LBSI | 2 | - | - | - | - |
Advance Completers
The College of Education’s Educational Administration
(Principal) Graduate/Completer Survey was administered as a Program requirement
to the Educational Administration Candidates upon graduating (Summer
2019). The results of this Survey will
be analyzed, shared, and discussed to make continuous improvement in the
Program.
The summary is based on the questions related to completer
satisfaction and program quality.
N=18 | |
Attitude toward
GSU (positive/strongly positive) | 78% |
Would attend
GSU again | 67.6% |
Agree prepared
for the licensure exam (strongly agree/agree) | 88.24% |
Agree prepared
for Qualified Evaluator Training (strongly agree/agree) | 82.36% |
Valuable of the
following during practicum (very valuable/valuable) | 76.47% |
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Graduation Rates – GSU’s EPP presents the graduation rates through 4-year and 6-year models for Initial and Advanced programs in the tables below.
2020
Based on 2018-19 data
Program | N | Graduated In
4 Years | 4-Year
Rate | Graduated In
6 years | 6-Year
Rate |
Initial
Licensure |
Early Childhood / SCG3 | 35 | 18 | 51.4% | 22 | 62.8% |
Elementary / SCGE | 48 | 26 | 54.1% | 33 | 68.8% |
Biology/SCIB | 6 | 3 | 50.0% | 4 | 66.7% |
Chemistry | - | - | | - | |
English / ELA | 7 | 5 | 71.4% | 6 | 85.7% |
Mathematics / MATH | 12 | 9 | 75.0% | 10 | 83.3% |
Special Education / LBSI | 3 | 2 | 66.7% | 2 | 66.7% |
|
Advance Licensure |
Educational Administration / PRIN | 18 | 14 | 77.8% | 17% | 94.4% |
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VI. Ability of Completers to meet Licensing & State Requirements
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Ability of Completers to meet Licensing and State Requirements – GSU’s EPP measures the initial candidates' ability to meet licensing and state requirements through the Title II Report content exam pass rates. The Title II content pass rate results are meant to hold IHE’s accountable and improve teacher quality. The advanced completers are also measured through the Illinois Licensure Testing System content pass rate. The content pass rates for initial and advanced completers are presented in the tables below.
2020
Based on 2018-19 data
Program | N | Licensure Pass Rate |
Early Childhood / SCG3 | 11 | 100% |
Elementary / SCGE | 28 | 100% |
Biology/SCIB | 4 | 100% |
Chemistry | 0 | - |
English / ELA | 6 | 100% |
Mathematics / MATH | 6 | 100% |
Special Education / LBSI | 10 | 100% |
| | |
| | |
PRIN | 18 | 100% |
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VII. Ability of Completers hired in Educational Position
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Ability of Completers to be hired in Educational Positions – GSU’s EPP measures the ability of completers to be hired in Educational Positions based on the number of completers meeting the licensure requirements. Additional information is provided through the ISBE/PEP report to show the number of initial candidates who work in Illinois public schools. The ability of completers who meet the criteria to be hired in an educational position for initial and advanced is presented in the table below. In addition, the percentage of completers, as indicated in the ISBE/PEP report who work in Illinois public schools, are also presented in the table below.
2020
Based on 2018-19 data
Program | N | Pass Rate |
Early Childhood / SCG3 | 11 | 100% |
Elementary / SCGE | 28 | 100% |
Biology/SCIB | 4 | 100% |
Chemistry | 0 | - |
English / ELA | 6 | 100% |
Mathematics / MATH | 6 | 100% |
Special Education / LBSI | 10 | 100% |
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| | |
PRIN | 18 | 100% |
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VIII. Student Loan Default Rate and other Consumer Information
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Loan Default Rate - GSU's EPP measures the percentages of loans that have been charged off after a prolonged period of missed payments through the federally reported Loan Default Rate for the institution. The loan default rates for initial and advanced programs are based on the most recently available 2018 Three-Year Cohort Default Rate presented in the table below.
2020
Based on 2018-19 data
| GSU | State | National |
All Program Completers | 6.3% | 13.4% | 10.8% |