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. 

  • Accreditation Approval

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    ISBE approved, CACREP and CAEP accredited. Click here for more information.

  • CACREP

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    GSU's Counseling Program is CACREP accredited. View the vital statistics report.

  • CAEP Accreditation 2019

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  • CAEP 2022 Annual Report:

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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 CAEP Accountability Measures (for CHEA Requirements) for the following programs:

    Initial Licensure Programs:

    Early Childhood

    Elementary 

    Secondary Biology

    Secondary Chemistry

    Secondary English/Language Arts

    Secondary Social Science (new)

    Special Education (revised)

    Advance Programs

    Educational Administration - Principal Preparation

    Interdisciplinary Leadership - Superintendent Preparation (new)

    School Psychology (new)

    EPP Advance Programs Accredited by Other Professional Organizations

    School Counseling

    School Social Worker

    School Speech Language Pathologist

  • Measure 1 Completer Effectiveness (R4.1)

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    ISBE APR Report – Demonstrated Teaching Skills

    The demonstrated teaching skills and impact on K-12 students report visualizes the performance evaluations of completers

    Candidate Performance as a Classroom Teacher

    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 and are employed in an Illinois public school. 

     

    All GSU completers are rated at Proficient or Excellent by their employer. 

    Program Code

    Proficient

    Excellent

    Initial Licensure

    Math

     

    1

    Early Childhood

    5

     

    Elementary

    3

     

    Secondary Biology

     

    1

    Advance

    Principal

    4

    3

    Speech Language Pathologist

    1

     

  • Measure 2: Satisfaction of employers and stakeholder involvement. (R4.2|R5.3|RA4.1)

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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 a First Year Teaching Survey completed by the school administrator (supervisor) responsible for evaluating the teacher.   

    The Employer Survey for the teachers is aligned to the Danielson Rubric, which is designed on a 4-point scale, ranging Excellent - Unsatisfactory.    The demonstrated teaching skills and impact on P-12 students report visualizes the performance of candidates who have completed a program at Governors State University.  The results below show that all candidates perform at the Excellent and Proficient levels during their first year of teaching. 

     

    The Employer Survey for the administrators is aligned to the NELP standards for building administrators.  The Survey was designed on a 4-point scale, ranging Excellent – Unsatisfactory.  This survey is sent out 4 years after completion, which is the average time to transition to administration according to Education Week. The demonstrated administrative skills and impact on P-22 students report visualizes the performance of candidates who have completed a program at Governors State University. The results below show that all candidates perform at the Excellent and Proficient levels during their beginning year(s) as an administrator.  

    Teacher Completer Impact on Student Learning

     

     

     

    Danielson Rubric

    EXCEL-LENT

    PROFI-CIENT

    NEEDS

    IMPROVE-MENT

     

    UN SATISFAC-TORY

     

    TOTAL N

    AVERAGE

    Ability to plan, including long range

    and short-range plans.

    44.44%

    4

    55.56%

    5

     

     

    9

    3.44

    Ability to assess student

    learning, including formative

    and summative assessments.

    33.33%

    3

    55.56%

    5

    11.11%

    1

     

    9

    3.22

    Holding high expectations for all

    learners.

    44.44%

    4

    55.56%

    5

     

     

    9

    3.44

    Knowledge of content and

    management of instructional

    time in the classroom.

    44.44%

    4

    55.56%

    5

     

     

    9

    3.44

    Ability to monitor student

    learning and adjust instruction

    to meet student learning

    needs.

    55.56%

    5

    33.33%

    3

    11.11%

    1

     

    9

    3.44

    Classroom organization and

    management.

    55.56%

    5

    44.44%

    4

     

     

    9

    3.56

    Personal and professional

    development.

    44.44%

    4

    55.56%

    5

     

     

    9

    3.44

    Interpersonal relationships with

    students.

    55.56%

    5

    44.44%

    4

     

     

    9

    3.56

    Reflective decision-making

    based on student performance.

    55.56%

    5

    44.44%

    4

     

     

    9

    3.56

    Ability to work with diverse P-12

    students and their families.

    55.56%

    5

    44.44%

    4

     

     

    9

    3.56

    Collaboration with peers and

    administration.

    66.6%

    6

     

    33.3%

    3

     

     

    9

    3.67

    Ability to impact student

    learning as evidenced by

    student data.

    44.44%

    4

    44.44%

    4

    11.11%

    1

     

    9

    3.33

    Teacher Overall Satisfaction

     

    3.47/4.0

    Administrator Impact on Student Learning

     

    Survey Results from Employers.  Survey is aligned to the NELP Standards for building administrators.

     

     

     

     

    NELP Standards

    EXCEL-LENT

    PROFI-CIENT

    NEEDS

    IMPROVE-MENT

     

    UN SATISFAC-TORY

     

    TOTAL N

    AVERAGE

    The administrator understands and demonstrate the capacity to collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

    50.00%

    50.00%

     

     

    8

    3.5

    The administrator understands and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.

    50.00%

    50.00%

     

     

    4

    3.5

    The administrator understands and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.

    75%

    25%

     

     

    8

    3.75

    The administrator understands and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.

    75%

    25%

     

     

    8

    3.75

    The administrator understands and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.

    50.00%

    50.00%

     

     

    8

    3.5

    The administrator understands and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.

    75%

    25%

     

     

    8

    3.75

    The administrator understands and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.

    50.00%

    50.00%

     

     

    8

    3.5

    Administrator Overall Satisfaction

     

    3.58/4.0

  • Measure 3:Candidate competency at completion. (R3.3)

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    The Mastery of Teaching Subjects report visualizes the institution averages and percentages of ILTS content area test scores.

    PROGRAM CODE

    INSTITU-TIONAL AVERAGE

    STATE AVERAGE

    PROGRAM NAME

    COUNT

    Initial Licensure

    ELA

    262.73

    253.73

    ENGLISH LANGUAGE ARTS

    11

    LBSI

    261.75

    255.00

    LEARNING BEHAVIOR SPECIALIST

    8

    MATH

    232.70

    241.59

    MATH

    27

    SCG3

    255.62

    247.73

    EARLY CHILDHOOD

    48

    SCIB

    255.00

    248.86

    SCIENCE – BIOLOGY

    7

    SCIC

    273.00

    248.00

    SCIENCE – CHEMISTRY

    2

    Advance

    PRIN

    256.87

    252.70

    PRINCIPAL

    208

    SCOU

    259.31

    262.38

    SCHOOL COUNSELOR

    16

    SLPN

    259.67

    259.20

    SPEECH AND LANGUAGE PATHOLOGIST

    61

    SPSY

    247.14

    245.36

    SCHOOL PSYCHOLOGIST

    14

    SSW

    257.29

    262.00

    SCHOOL SOCIAL WORKDER

    14

    SUPT

    218.00

    263.00

    SUPERINTENDENT

    1

    • Measure 4: Ability of completer to be hired

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      All program completers are eligible for hire upon graduation.  AY 2020 and 2021 were exceptions due to the COVID pandemic.  Under Gubernatorial Executive Order, candidates were allowed to graduate without passing the content test and licensure. Candidates who graduated without passing the test are not considered completers and therefore, not represented in the data below. 

       

      The Placement report visualizes full time employment in an Illinois public school.

       

      PROGRAM CODE

      NOT PLACED

      PLACED

      Initial Licensure

      SLPN

      15

      11

      ELA

      3

      2

      SCGE

      2

      2

      SCOU

      2

      8

      MATH

      1

      4

      SCGE

      1

      4

      SCIB

      1

      1

      Advance

      PRIN

      0

      11