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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 University is 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

  • • 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, CAEP accredited. Click here for more information.

  • CAEP Accreditation 2019 Reports

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    CAEP Self-Study 2018

    CAEP Addendum 2019

  • CAEP 2023 Programs

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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 BA

    Secondary Biology PB

    Secondary Chemistry BA 

    Secondary Chemistry PB 

    Secondary English/Language Arts BA

    Secondary English/Language Arts PB

    Secondary Mathematics BA

    Secondary Mathematics PB

    Secondary Mathematics MS

    Secondary Social Science BA

    Secondary Social Science PB

    Special Education

    Advanced Programs:

    Educational Administration - Principal Preparation

    Interdisciplinary Leadership - Superintendent Preparation

    School Psychology

    EPP Advanced Programs Accredited by Other Professional Organizations:

    School Counseling

    School Social Worker

    School Speech Language Pathologist

  • CAEP 2023 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.

    Overall,GSU completers are rated at Proficient or Excellent by their employer.  These data reflect the impact of COVID-19 in AY2020-21 and AY2021-22 in the number of completers whose skills need improvement. A major focus has been to enhance partnerships with school districts to increase the number of mentors for candidates throughout their educator preparation programs.

    Program CodeNeeds improvementProficientExcellent% Proficient and Excellent
    Secondary English Language Arts2231395%
    LBSI Special Education4181489%
    Secondary Mathematics4151187%
    Early Childhood2471197%
    Elementary4873497%
    Secondary Biology  93100%
    Secondary Chemistry 1 100%

    ISBE APR Report – Demonstrated Intervention and Leading Skills

    Advanced degree programs leading to initial licensure as school support personnel or school/district leadership are evaluated on performance. 

    School (principal) and district (superintendent) leadership programs combined demonstrate a 96% proficient+excellent rating. 

    Program CodeUnsatis-factoryNeeds improvementProficientExcellent% Proficient and Excellent
    School Counseling  1 100%
    Speech Language Pathologist  22100%
    School Social Work  1 100%
    Principal11343097%
    Superintendent1 2175%
    Principal + Superintendent21363196%

  • CAEP 2023 Measure 2: Satisfaction of employers and stakeholder involvement. (R4.2|R5.3|RA4.1)

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    The Employer Satisfaction Survey for the teachers is aligned to the Danielson Rubric, which is designed on a 4-point scale, ranging Unsatisfactory - Excellent. The results below show candidates during their first year of teaching performed at the levels of excellent on the indicators of classroom management and organization (53.85%), interpersonal relationships with students (53.85%), ability to work with diverse P-12 students and their families (53.85%), and collaboration with peers and administration (61.54%).  The ability to build relationships with students, families, and colleagues can be a predictor of teacher retention.

    First Year Teaching Impact Survey by Administrator
    Please rate the GSU prepared teacher (identified in the email) performance as a first-year teacher based on the Standards below.
    IndicatorsNeeds Improve-mentProficientExcellentTotal% Proficient + ExcellentWeighted Average (4-point scale)
    Ability to plan, including long-range and short-range plans.0.00%053.85%746.15%613100%3.46
    Ability to assess student learning, including formative and summative assessments.7.69%161.54%830.77%41392%3.23
    Holding high expectations for all learners.0.00%053.85%746.15%613100%3.46
    Knowledge of content and management of instructional time in the classroom.0.00%053.85%746.15%613100%3.46
    Ability to monitor student learning and adjust instruction to meet  student learning needs.7.69%146.15%646.15%61392%3.38
    Classroom organization and management.0.00%046.15%653.85%713100%3.54
    Personal and professional development.0.00%061.54%838.46%513100%3.38
    Interpersonal relationships with students.0.00%046.15%653.85%713100%3.54
    Reflective decision-making based on student performance.0.00%053.85%746.15%613100%3.46
    Ability to work with diverse P-12 students and their families.0.00%046.15%653.85%713100%3.54
    Collaboration with peers and administration.0.00%038.46%561.54%813100%3.62
    Ability to impact student learning as evidenced by student data.7.69%153.85%738.46%51392%3.31

    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 Unsatisfactory - Excellent.  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.    

    Administrator Impact Survey by Superintendent 
    Please rate the GSU-prepared administrator (identified in the email) performance as a new administrator based on the Standards below.
    IndicatorsProficientExcellentTotal% Proficient + ExcellentWeighted 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.60.00%340.00%25100%3.4
    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.40.00%260.00%35100%3.6
    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.20.00%180.00%45100%3.8
    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.40.00%260.00%35100%3.6
    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.60.00%340.00%25100%3.4
    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.40.00%260.00%35100%3.6
    The administrator understands and demonstrates 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.40.00%260.00%35100%3.6

  • CAEP 2023 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.

    The Knowledge and Skills for Teaching domain measured by ISBE  evaluates how well candidates perform on state teaching assessments and how well candidates believe their program has prepared them for the classroom.

    This domain provides the most direct evidence that programs are equipping candidates who complete the program with the knowledge of their teaching subjects, an understanding of their role as teachers, and the teaching experience and skill required to be successful with students when they enter the teaching profession.

    This chart displays the percentage of candidates who passed a content area exam on any attempt, the average program scores, and average state scores.

    ProgramMeets CountPossible CountPercentage metDomain Indicator State Minimum StandardDomain Indicator State TargetContent Test GSU Candidate AverageContent Test State Average
    Early Childhood Education829190%80%100%242.3245.9
    Elementary Education9292100%80%100%242.7251.2
    English Language Arts323786%80%100%236253.4
    Learning Behavior Specialist I (LBS I)232592%80%100%254.6261.2
    Mathematics295454%80%100%209247.1
    Science - Biology   80%100%Limited Data Available247.3


    • CAEP 2023 Measure 4: Ability of completer to be hired

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      All program completers are eligible for hire upon graduation.  The AY2020-21 and the fall of 2021 were exceptions due to the COVID pandemic.  Under Gubernatorial Executive Order, candidates were allowed to graduate without passing the content test for licensure. Candidates who graduated without passing the test are not considered completers and, therefore, not represented in the data below. 

      These charts display full time employment in an Illinois public school. 

      2020-21 Initial Licensure Completers Employed in Illinois Public School Districts during 2021-22
      ProgramTotal CompletersPlacedNot Placed
      English Language Arts330
      LBSI220
      Mathematics110
      Early Childhood16106
      Elementary22193
      School Counseling651
      School Language Pathology201010
      School Psychology220

      2018-19 Principal Preparation Completers Employed as Administrators in Illinois Public School Districts during 2021-22
      Total CompletersAdministrative RoleTeacher PositionNot Employed in Illinois Public School
      2812122

    • 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 BA

      Secondary Biology PB

      Secondary Chemistry BA 

      Secondary Chemistry PB 

      Secondary English/Language Arts BA

      Secondary English/Language Arts PB

      Secondary Mathematics BA

      Secondary Mathematics PB

      Secondary Mathematics MS

      Secondary Social Science BA

      Secondary Social Science PB

      Special Education

      Advanced Programs:

      Educational Administration - Principal Preparation

      Interdisciplinary Leadership - Superintendent Preparation

      School Psychology

      EPP Advanced Programs Accredited by Other Professional Organizations:

      School Counseling

      School Social Worker

      School Speech Language Pathologist

      Measure 1: Completer Effectiveness (R4.1)

      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)

      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)

      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 

       

      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