Teacher Education Annual Accreditation Reporting

CAEP Accreditation Status and Reviewed Programs

The Council for the Accreditation of Educator Preparation (CAEP) has fully accredited the LSSU teacher preparation programs listed below with the exception of the elementary teaching programs with grade band concentrations. The elementary grade band concentrations were created since the last accreditation visit from CAEP in response to new Michigan standards for preparing teachers and the new programs will be evaluated by CAEP in the future. The next CAEP visit will be in 2025.

Current LSSU teacher education programs:

  • Elementary Teaching with grade band concentrations in birth through kindergarten, prekindergarten through third grade, and third through sixth grade. Future and current teachers may also earn a minor in special education learning disabilities.
  • Secondary Teaching in English, math, integrated science, social studies, and chemistry. Future and current teachers may also earn a minor in special education learning disabilities.
  • Programs currently being taught out:  Elementary Education with concentrations in math and language arts, special education, or early childhood; English Language Arts with elementary teaching, Math with elementary teaching.
  • See Degree Audit Sheets – Lake Superior State University (lssu.edu) for more information about programs.

CAEP Accountability Measures for 2020-2021 Academic Year

Measure 1:  Completer Effectiveness (Component R4.1)

  • A case study of completer impacts has begun. The first results will be available summer 2022.
  • Effectiveness ratings provided by public school administrators in Michigan for the 2020-2021 academic year were available for 20 completers who graduated in the past five years. Eight (40%) were rated highly effective and 12 (60%) were rated effective. Thus, 100% of completers rated, were rated as effective or highly effective.
  • The Michigan Department of Education provides an aggregated summary of their student teacher surveys, which are completed by the student teacher, cooperating teacher, and university supervisor. The data for 2020-2021 student teachers is below.

Measure 2:  Satisfaction of employers and stakeholder involvement (Components R4.2, R5.3)

  • Thirteen out of 16 completers (81%) over the past three years were retained in the same position for their second school year as a teacher.
  • One of the three that changed positions was promoted (i.e. paraprofessional to teacher) in the same school.
  • The case study, which is underway, includes an interview with the principal of each completer studied. Early data will be available in summer 2022.

Measure 3:  Candidate Competency at Completion (Component R3.3)

  • Action research projects are completed during student teaching. For the 2020-2021 academic year, twenty of twenty one student teachers (95%) did action research projects that demonstrated an impact on student learning and development. The presentations of the action research projects at the end of student teaching indicate that as completers the candidates will positively impact P-12 learning and development.
  • Program learning outcomes are assessed in student teaching. All student teachers met all program outcomes in 2020-2021.
  • The Student Teacher Observation Tool (STOT) is the quantitative tool used for the final student teaching report. On the STOT scale, 3.0 is proficient and 2.0 is emerging. Our goal is for every candidate to be at proficient at the end of student teaching. The 2020-2021 completers averaged 3.4 with nearly every student teacher scoring 3.0 or higher as an average for the ten STOT standards.

Measure 4:  Ability of Completers to be Hired 

  • There were 16 completers in 2020-2021 and 12 (75%) of them began working as teachers in the first semester after graduation.  Two (12.5%) are working in other types of careers and two (12.5%) either do not have teaching jobs yet or have not reported to us that they have jobs.