College of Arts and Sciences – Department of Education Accreditation

The educator preparation programs at the New York Institute of Technology are accredited by the Council for the Accreditation of Educator Preparation (CAEP) through June 30, 2026. This accreditation covers initial teacher preparation programs (Early Childhood Education, Childhood Education and Master of Arts in Teaching) and advanced educator preparation programs (Instructional Technology and School Leadership and Technology). CAEP is recognized the Council for Higher Education Accreditation to accredit programs for the preparation of teachers and other professional school personnel.

CAEP Accountability Measures (for CHEA Requirements) for 2021–2022 Academic Year

Measure 1 (Initial): Completer Impact and Effectiveness. (Component R4.1)

(a) Completers contribute to P–12 student–learning growth

In prior academic years, the EPP had conducted a pilot of a study using a multiple-case study design to measure the impact of program completers on their P–12 students. The sources of evidence of P–12 impact used data from multiple observations, completer interviews, and the Annual Professional Performance Review (APPR) data. After modifications suggested in the pilot study analysis were made, the EPP applied for and received IRB approval for a new, expanded study. The EPP planned to actively recruit study participants from additional completers to produce a more representative sample for the ongoing study. However, before arrangements could be made for the expanded study, COVID-19 caused most schools to be closed to in-person instruction and schools moved to fully online instruction. Program completers we contacted were reluctant or unwilling to participate in case studies while they struggled with the additional pressures of moving their traditional instruction to fully online mode. Plans are now underway to recruit additional completers to participate in upcoming studies during the 2023–2024 academic year.

(b) Completer effectiveness in applying professional knowledge, skills, and dispositions in P–12 classrooms

New York State Annual Professional Performance Review (APPR) data were provided by participants in the prior pilot case study mentioned in Component R4.1. Completers were rated as "effective" or "highly effective" in the majority of domains. None of the completers in the study received a rating of "ineffective" in any of the categories. Completers who were part of the pilot case study were observed by EPP-based observers based on the Danielson rubric. All observed participants were rated as either "Proficient (level 3) or Distinguished (level 4) in all four domains in the rubric. Similar data collection processes were planned for completers who would participate in the next case study until COVID-19 forced schools to close for in-person instruction. Plans are now underway to recruit additional completers to participate in upcoming studies during the 2023–2024 academic year.

Measure 2 (Initial and Advanced): Satisfaction of Employers and Stakeholder Involvement (R4.2 | R5.3 | RA4.1)

(a) Satisfaction of employers (Component R4.2 | RA4.1)

Employer satisfaction data is collected every two years. The last round of data collection was April 2023, with a 35% total response rate. For initial programs, overall employer satisfaction rating was 3.62 on a 4-point scale (with 4 meaning very satisfied with the quality of our completers). By program, the satisfaction results were: 3.75 for M.S. Childhood Education; 3.3 for M.S. Early Childhood Education; and 4.0 for Master of Arts in Teaching.

Link to: Employer Satisfaction Survey Results

(b) Stakeholder involvement (Component R5.3 | RA5.3)

The EPP regularly meets with the Education Advisory Board. Our Fall 2021 meeting was on November 17, 2021 and focused on the idea of assessment in the COVID era, both in terms of how do we assess students, and how do we measure teacher impact. We also discussed what lessons we can learn regarding sustaining high-quality teacher preparation programs, and how we can continue to maintain high quality university P–12 partnerships.

In addition to the Advisory Board, we meet annually with our P–12 partners and local educational leaders during our Leadership Forum. At our December 2021 meeting, we wanted to take the pulse of our local school leaders, teachers, and the educational community as we continued to navigate through the pandemic. We brought forth the discussion and ideas that were generated from the Advisory Board meeting, and dove deeper into the best ways to assess students and teacher impact in the new era.

Alumni survey data is collected every two years to collect additional stakeholder feedback. Alumni rated how well the program prepared them for their positions in education. The last round of data collection was March 2023. The overall rating for initial preparation programs was 3.58 on a 4-point scale with a rating of 4 meaning very well prepared. The initial program alumni had a response rate of 20%. By program, the results were: 3.5 for M.S. in Childhood Education; 4 for M.S. Early Childhood Education; and 3.6 for Master of Arts in Teaching.

Link to: Education Division Advisory Board
Link to: Alumni Survey Data

Measure 3 (Initial and Advanced) Candidate Competency at Program Completion (Component R3.3 | RA3.4)

Graduates by Academic Year 2021–2022

In order to be approved for graduation, candidates must successfully complete all program course requirements with a minimum G.P.A. of 3.0, demonstrate professional dispositions, complete all required state workshops, document minimum clinical experience hours for the program, and be approved and recommended by the program chairperson. Total number of initial program completers in AY 2021–2022: 47 (15 Childhood, 18 Early Childhood, 14 MAT). Total number of advanced program completers in AY 2021–2022: 32 (22 MSIT, 10 SLT)

Ability of Completers to Meet Licensing and State Requirements

Passing rates are calculated based upon the test results that were reported to New York Institute of Technology from NYSED as of March 31, 2023. Candidates take the exams towards the end of their program, or even after program completion.

Link to: State Certification Exam Passing Rates

Measure 4 (Initial and Advanced): Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared.

The data below is calculated to the best of our ability.

Not all candidates seek certification after graduation if they are working in private/charter schools, relocate outside of New York, or take time off before gaining employment. Additionally, not all students and their certification information can be located in the NY State Teacher Certification System (TEACH), due to name changes. Candidate employment is only recorded if the alumni self-report their employment status to the department. Candidates in the advanced programs (MSIT & SLT) are already certified and employed.

Results are reported as of cohort year admitted, not the number of graduates in that academic year. Depending on the speed in which a student takes the program, it can alter how long it takes them to graduate.

Childhood Education 17–18 AY 18–19 AY 19–20 AY 20–21 AY
Completers 15 16 12 9
Teachers Certified 10 12 9 5
Candidates Employed 10 10 6 6
Early Childhood Education 17–18 AY 18–19 AY 19–20 AY 20–21 AY
Completers 19 19 21 7
Teachers Certified 14 13 14 6
Candidates Employed 4 8 7 1
MAT 17–18 AY 18–19 AY 19–20 AY 20–21 AY
Completers 6 14 10 12
Teachers Certified 3 10 7 11
Candidates Employed 2 6 4 3
MSIT 17–18 AY 18–19 AY 19–20 AY 20–21 AY
Completers 27 24 20 4
SLT 17–18 AY 18–19 AY 19–20 AY 20–21 AY
Completers 18 9 5 3