Educator Preparation Accreditation

MTSU’s College of Education has earned national accreditation from the Council for the Accreditation of Educator Preparation (CAEP) through June 30, 2029. This accreditation demonstrates our commitment to excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact, and capacity for continuous improvement. A list of programs that are state-approved and included in this accreditation can be found here.
As a College, we regularly review and analyze our impact and outcome data to inform our work with candidates and make revisions to curriculum, processes, and partnerships. CAEP has four accountability measures guiding the information we share about our programs' impact and outcomes. Furthermore, we are responsible for developing and sharing information about our primary and state-recognized partnerships with school districts. 

Impact Measures

Each year, the Tennessee State Board of Education releases the Tennessee’s Educator Preparation Report Card designed to provide to the public at large information about teacher and school leader preparation in our State. The metrics from MTSU’s Report Card include each of the impact measures below used by MTSU’s College of Education to identify strengths and areas for improvement for our preparation programs. 

Completer Effectiveness

Teachers in Tennessee are evaluated through TEAM classroom observations and student scores using the Tennessee Value Added Assessment System (TVAAS). Teachers also receive level of effectiveness scores (LOE). The LOE score includes all components of the Tennessee teachers’ annual evaluation, which includes TEAM observation scores and TVAAS scores. A level 3 on a scale of 1-5 is considered “at expectations” on all three of these measures.

2021 MTSU's EPP Report Card Effectiveness Data

2020 MTSU's EPP Report Card Effectiveness Data

2019 MTSU’s EPP Report Card Effectiveness Data

2018 MTSU’s EPP Report Card Effectiveness Data  

2017 MTSU’s EPP Report Card Effectiveness Data

Satisfaction of Employers and Stakeholder Involvement

Information about MTSU's teacher candidates and their resulting employment in Tennessee public schools in their first year after graduation and for the following two consecutive years is collected and reported through the Report Card.

2021 MTSU's EPP Report Card Employment and Retention

2020 MTSU's EPP Report Card Employment and Retention

2019 MTSU’s EPP Report Card Employment and Retention

2018 MTSU’s EPP Report Card Employment and Retention  

2017 MTSU’s EPP Report Card Employment and Retention

Employer feedback about our completers has been gathered through MTSU led focus groups, interviews, and surveys.

2021 Employer Feedback - Traditional Initial Licensure Programs - Job-Embedded Programs - Advanced Programs

2019 and 2020 Employer Feedback

Outcome Measures

Outcomes measures are those measures used to help us know more about how our program completers fair as they complete their programs and enter the workforce. These data come from a variety of sources and provide important details about our graduates.

Candidate Competency at Completion

In order for an individual to acquire a teaching license in Tennessee, many requirements must be met. All candidates must pass a series of assessments. The specific assessments measured through the Report Card are the Praxis Principles of Learning and Teaching (PLT) exam and the Praxis Subject Assessments, specific for each endorsement area. The edTPA, a performance assessment completed during the final residency semester, also is required for licensure.

2021 MTSU's EPP Report Card Candidate Assessment

2020 MTSU's EPP Report Card Candidate Assessment

2019 MTSU’s EPP Report Card Candidate Assessment

Title II also provides evidence of performance on qualifying exams (i.e., Praxis). 

Summary of All Traditional Preparation Programs

2020 Title II 3-Year Pass Rate on Qualifying Exams of Completers in Traditional Preparation Programs

2019 Title II 3-Year Pass Rate on Qualifying Exams of Completers in Traditional Preparation Programs

Summary of All Alternative Preparation Programs (Job-Embedded)

2020 Title II 3-Year Pass Rate on Qualifying Exams of Completers in Alternative Preparation Programs

2019 Title II 3-Year Pass Rate on  Qualifying Exams of Completers in Alternative Preparation Programs 

MTSU’s average score on the edTPA, a performance assessment required for licensure, for the past three academic years has well surpassed the state required score of 40.

Academic year 20-21 average score 45.00

Academic year 19-20 average score 45.65

Academic year 18-19 average score 45.82

Academic year 17-18 average score 46.19

State licensure requirements also include an admission to teacher education assessment. The Report Card includes data about candidates who scored at or above the required score on the admission to teacher education qualifying assessments.

2021 MTSU's EPP Report Card Qualifying Assessment Score

2020 MTSU's EPP Report Card Qualifying Assessment Score

2019 MTSU’s EPP Report Card Qualifying Assessment Score

2018 MTSU’s EPP Report Card Qualifying Assessment Score  

2017 MTSU’s EPP Report Card Qualifying Assessment Score

Ability of Completers to be Hired

Completers of MTSU’s educator preparation programs are hired for teaching positions in the endorsement areas for which they have been prepared. MTSU’s EPP Report Card provides data about employment in Tennessee’s public schools.

2021 MTSU's EPP Report Card Employment

2020 MTSU's EPP Report Card Employment

2019 MTSU’s EPP Report Card Employment

2018 MTSU’s EPP Report Card Employment  

2017 MTSU’s EPP Report Card Employment

Primary and State Recognized Partnerships

In accordance with Tennessee Educator Preparation Policy 5.504  EPPs are required to develop formalized partnership agreements with their district partners. These partnership agreements detail how they will collaborate to ensure that candidates meet the district needs (demographic and skill-specific) and how educator and instructional leader candidates will participate in high-quality clinical experiences.

Primary Partnership Agreements

Establishes how an EPP and primary partner district will collaboratively engage to meet key partnership expectations.

State-Recognized Partnership Agreements

Establishes the roles and responsibilities of EPP faculty and district staff regarding the delivery of candidate support and evaluation.