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Accreditation and Reporting

The University of North Georgia’s College of Education is fully accredited by the National Council for Accreditation of Teacher Education (NCATE). In July 2013, the consolidation of NCATE and the Teacher Education Accreditation Council (TEAC) resulted in the creation of the Council for the Accreditation of Educator Preparation (CAEP) – a new, national accreditor for education preparation programs.

UNG’s Educator Preparation Provider (EPP) is a College of Education unit consisting of both undergraduate and graduate teacher preparation programs that collaborate on the design, delivery, approval and accreditation of all programs.

1. Impact on P-12 Learning and Development (Component 4.1)

Measure 1. Impact on P-12 Learning and Development (Component 4.1)

The provider documents multiple growth measures that completers contribute to student learning.  

Data to evidence the impact of completers’ impact on P-12 student learning and development are provided in Table 1 below from the Georgia Department of Education (GaDOE) data collections. Programs are included in the table if data were available for at least one year for fields in which student growth percentiles are calculated by the state. Additionally, the Georgia Professional Standards Commission (GaPSC) administers an induction teacher survey to completers who are in their first year of teaching. Tables 2 and 3 include the average of respondents’ ratings for each survey question.  Preparation Program Effectiveness Measure (PPEM) data are collected by the Georgia Professional Standards Commission. Later in 2019, Teacher PPEM and Leader PPEM data will be available to provide additional evidence of student growth. Additionally, the UNG College of Education Office of Accreditation and Assessment is currently interviewing stakeholders to qualitatively document completers’ impact on P-12 student learning and development.

Supporting Evidence:

2. Indicators of Teaching Effectiveness (Component 4.2)

Measure 2. Indicators of Teaching Effectiveness (Component 4.2)

The provider demonstrates that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve. 

The Georgia Professional Standards Commission (GaPSC) administers an induction teacher survey to completers who are in their first year of teaching. Tables 2 and 3 include the average of respondents’ ratings for each survey question. Data to evidence teaching effectiveness are provided in Table 4 below from the Georgia Department of Education (GaDOE) data collections. Programs are included in the table if data were available for at least one year for fields in which Teaching Effectiveness Measures were calculated by the state.  Additionally, Preparation Program Effectiveness Measure (PPEM) data are collected by the GaPSC. Later in 2019, Teacher PPEM and Leader PPEM data will be available to provide additional evidence of teaching effectiveness. The UNG College of Education Office of Accreditation and Assessment is currently interviewing stakeholders to qualitatively document teaching effectiveness through annual case studies.

Supporting Evidence:

3. Satisfaction of Employers and Employment Milestones (Component 4.3| A.4.1)

Measure 3. Satisfaction of Employers and Employment Milestones (Component 4.3| A.4.1)

The provider demonstrates that employers are satisfied with completers’ preparation and that completers reach employment milestones such as promotion and retention. 

The Georgia Professional Standards Commission (GaPSC) administers an induction employer survey to principals who are supervising first year teachers in Georgia public schools. Tables 5 and 6 include the average of respondents’ ratings for each survey question.

Supporting Evidence:

4. Satisfaction of Completers (Components 4.4 | A.4.2)

Measure 4. Satisfaction of Completers (Components 4.4 | A.4.2)

The provider demonstrates that program completers perceive their preparation as relevant to the responsibilities they confront on the job, and that the preparation was effective.  

The Georgia Professional Standards Commission (GaPSC) administers an induction teacher survey to completers who are in their first year of teaching. Tables 2 and 3 include the averages of respondents’ ratings for each survey question. In addition, the GaPSC surveys program completers about their capabilities and preparation near the end of the completers’ first year of teaching. Tables 7 and 8 include the averages of completers’ ratings for each survey question. The UNG College of Education Office of Accreditation and Assessment employs a survey of completers at the time of matriculation to ascertain their responses on eighteen factors of satisfaction. Table 9 provides an overview of completers’ feedback on each factor, and Table 10 provides insights into overall completer satisfaction.

Supporting Evidence:

5. Graduation Rates ( Initial & Advanced Levels)

Measure 5. Graduation Rates (Initial & Advanced Levels)

The graduation data included in Table 11 were collected through the University of North Georgia Banner System. To determine graduation rates, the graduation term data was compared to the admissions term data collected in the College of Education Program Admissions Office. Table 11 includes the graduation rates for all initial and advanced level programs.

Supporting Evidence:

6. Ability of Completers to Meet Licensing (Certification) and Any Additional State Requirements; Title II (Initial & Advanced Levels)
7. Ability of Completers to be Hired in Education Positions for Which they Have Prepared (Initial & Advanced Levels)

Measure 7. Ability of Completers to be Hired in Education Positions for Which they Have Prepared (Initial & Advanced Levels)

The Georgia Professional Standards Commission (GaPSC) surveys program completers about their capabilities and preparation near the end of the completers’ first year of teaching. One question asks completers to identify whether they accepted a teaching position “in-field” or in a field added via the test-in option. Table 15a identifies the percent of completers who accepted a position “in-field” or via the test-in option. The GaPSC also administers an induction teacher survey to completers who are in their first year of teaching. One question asks whether the inductee was "in-field" during the first year of teaching. Table 15b identifies the percent of inductees who reported they were “in-field” or not “in-field”. 

Supporting Evidence:

Table 15a Completers’ Self-reported Accepted Positions

Table 15b Inductees’ Self-reported Teaching Field Status

8. Student Loan Default Rates and Other Consumer Information (Initial & Advanced Levels)

Measure 8. Student Loan Default Rates and Other Consumer Information (Initial & Advanced Levels)

Supporting Evidence:

Inductee Student Loan Default Rates

National Center for Educational Statistics College Navigator

UNG Tuition Generator

Information on teacher education salaries in Georgia and GaPSC tiered certification

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