2023 Annual Accreditation Report
| CAEP ID: | 10318 | AACTE SID: | 3210 |
| Institution: | Montana State University - Bozeman | ||
| Unit: | College of Education, Health & Human Development | ||
Section 1. EPP Profile Updates in AIMS
After reviewing and/or updating the Educator Preparation Provider's (EPP's) profile in AIMS, check the box to indicate that the information in the system is up-to-date and accurate.
1.1 Update Contact Information in AIMS:
1.1.1 I confirm that the EPP has listed and updated the contact information for the individual(s) designated as "EPP Head."
[The individual(s) identified as the EPP head should be authorized to receive time-sensitive CAEP- accreditation related communications.]
Agree Disagree
|
1.1.2 I confirm that the EPP has listed and updated the contact information for the individual(s) designated as "CAEP Coordinator". [The individual(s) identified as the CAEP Coordinator is primarily assigned the role in coordinating accreditation activities. This contact may be carbon copied on communications to the EPP head and should be authorized by the EPP to receive CAEP-accreditation related communications.] |
|
| Agree Disagree |
1.1.3 I confirm that the EPP has provided updated contact information for two distinct people for these roles.
[CAEP requires that EPPs provide information for at least two distinct contact persons
to ensure that automatic communications sent from AIMS are received by the EPP in
the event of personnel turnover.]
Agree Disagree
1.2 Update EPP Information in AIMS:
1.2.1 Basic Information - I confirm that the EPP's basic information (including mailing address and EPP name) are up to date and accurately reflected in AIMS.
[The individual(s) identified as the EPP head should have authority over the EPP.
This contact may receive time-sensitive communications related to the accreditation
of the EPP.]
Agree Disagree
|
1.2.2 EPP Characteristics and Affiliations - I confirm that the EPP characteristics and affiliations (including Carnegie classification, EPP type, religious affiliation, language of instruction, institutional accreditation, and branch campuses/sites) are up to date and accurately reflected in AIMS [The individual(s) identified as the CAEP Coordinator should have a role in coordinating accreditation activities. This contact may be carbon copied on communications to the EPP head.] |
|
| Agree Disagree |
1.2.3 Program Options - I confirm that EPP's licensure area listings (including program title, licensure
level, degree or certificate level, licensure(program) category, and program review
option) are up to date and accurately reflected in AIMS under Program Options, for
all licensure areas that fall within CAEP's scope of accreditation; (programs outside
of CAEP's scope of accreditation should either be marked as non-CAEP review or archived,
as applicable, in AIMS).
Agree Disagree
Section 2. EPP's Program Graduates [Academic Year 2021-2022]
2.1 What is the total number of candidates who graduated from programs that prepared them to work in P-12 settings during Academic Year 2021-2022?
Enter a numeric value for each textbox.
| 2.1.1 Number of graduates in programs leading to initial teacher certification or licensure1 | 164 | ||
| 2.1.2 Number of graduates in advanced programs or programs leading to a degree, endorsement, or some other credential that prepares the holder to serve in P-12 schools (Do not include those completers counted above.)2 | |||
| 13 | |||
| Total number of program graduates | 177 |
1In Section 2 of the Annual Report, the EPP will provide the total number of graduates
who finished the program and licensing requirements in the academic year specified.
2For a description of the scope for Initial and Advanced programs, see Policy II in
the CAEP Accreditation Policies and Procedures
Section 3. Substantive Changes
Please report on any substantive changes that have occurred at the EPP/Institution or Organization, as well as the EPP's current regional accreditation status.
Have any of the following substantive changes occurred at your educator preparation provider or institution/organization during the 2021-2022 academic year?
3.1 Has there been any change in the EPP’s legal status, form of control, or ownership?
 |
Change |  |
No Change/Not Applicable |
3.2 Has the EPP entered a contract with other providers for direct instructional services, including any teach out agreements?
|
Change | |
No Change/Not Applicable |
3.3 Since the last reporting cycle, has the EPP seen a change in state program approval?
|
Change | |
No Change/Not Applicable |
3.4. What is the EPP’s current regional accreditation status?
Accreditation Agency:
| Northwest Commission on Colleges and Universities (NWCCU) |
Status:
| Accredited |
Does this represent a change in status from the prior year?
|
Change | |
No Change/Not Applicable |
3.5 Since the last reporting cycle, does the EPP have any other substantive changes to report to CAEP per CAEP’s Accreditation Policy?
|
Change | |
No Change/Not Applicable |
Section 4. CAEP Accreditation Details on EPP's Website
Please update the EPP's public facing website to include: 1) the EPP's current CAEP accreditation status with an accurate listing of the EPP's CAEP (NCATE, or TEAC) reviewed programs, and 2) the EPPs data display of the CAEP Accountability Measures for Academic Year 2021-2022.
4.1. EPP's current CAEP (NCATE/TEAC) Accreditation Status & Reviewed Programs
4.1 Provider shares a direct link to the EPP's website where information relevant to the EPP's current accreditation status is provided along with an accurate list of programs included during the most recent CAEP (NCATE or TEAC) accreditation review.
| https://www.montana.edu/education/accreditation/TEaccreditation/ |
4.2. CAEP Accountability Measures (for CHEA Requirements) [2021-2022 Academic Year]
Provider shares a direct link to its website where the EPP's display of data for the
CAEP Accountability Measures, as gathered during the 2021-2022 academic year, are
clearly tagged, explained, and available to the public.
CAEP Accountability Measures (for CHEA Requirements) [2021-2022 Academic Year]
- Measure 1 (Initial): Completer3 effectiveness. (R4.1) Data must address: (a) completer impact in contributing to P-12 student-learning growth AND (b) completer effectiveness in applying professional knowledge, skills, and dispositions.
- Measure 2 (Initial and Advanced): Satisfaction of employers and stakeholder involvement.
(R4.2|R5.3| RA4.1)
Data provided should be collected on employers' satisfaction with program completers. - Measure 3 (Initial and Advanced): Candidate competency at completion. (R3.3)
Data provided should relate to measures the EPP is using to determine if candidates are meeting program expectations and ready to be recommended for licensure. (E.g.: EPP's Title II report, data that reflect the ability of EPP candidates to meet licensing and state requirements or other measures the EPP uses to determine candidate competency at completion.) - Measure 4 (Initial and Advanced): Ability of completers to be hired (in positions for which they have prepared.)
3For the CAEP Accountability Measures, the EPP will share information on the website pertaining to completer data per CAEP's definition of the term completer: "A candidate who successfully satisfied all program requirements of a preparation program at least six months previously and who is employed in a position for which they were prepared for state licensure."
CAEP Accountability Measures (Initial) [LINK]
| https://www.montana.edu/education/accreditation/TEaccreditation/iando.html |
CAEP Accountability Measures (Advanced) [LINK]
| https://www.montana.edu/education/grad/edlead/edlead_acc.html |
Section 5. Areas for Improvement, Weaknesses, and/or Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the last Accreditation Action/Decision Report. The EPP will continue to report its action and progress on addressing its AFI(s), weaknesses and/or stipulations until the EPP's next CAEP Accreditation Site Review.
This section is blank because MSU—Bozeman's Teacher Education Program had no Areas for Improvement, Weaknesses, and/or Stipulations cited in the last Accreditation Action/Decision Report.
Section 6. EPP's Continuous Improvement & Progress on (advanced level) Phase-in Plans and (initial-level) Transition Plans
Please share any continuous improvement initiatives at the EPP, AND (if applicable) provide CAEP with an update on the EPP's progress on its advanced level phase-in plans and/or initial level transition plans.
6.1 Summarize any data-driven EPP-wide or programmatic modifications, innovations,
or changes planned, worked on, or completed in the last academic year.
This is an opportunity to share targeted continuous improvement efforts your EPP is
proud of. Focus on one to two major efforts the EPP made and the relationship among
data examined, changes, and studying the results of those changes.
| In preparing and submitting our Self-Study Report as well as receiving and responding
to the Site Team’s Formative Feedback Report, our EPP has undergone a productive and
in-depth program review. In addition to expanding the Assessment and Alignment Committee
to create a protocol for Validity/Reliability for EPP created assessments and surveys,
we have also established a protocol for data-driven decision-making tracking. The
EPP has created and established a new data management system that includes the process for which data is stored, accessed, organized, and aligned with CAEP Standards. Our new data protocol systems were utilized department-wide when reviewing Employer Survey data, analyzing the quantitative and qualitative themes, and having full-faculty discussions regarding these themes. The Data-Driven Decisions Template was utilized and piloted during full-faculty/staff input sessions. Based on the discussion of the data, the EPP was able to identify areas in courses where changes have already been made as well as facilitate conversations regarding where additional content or emphasis of content can be addressed in course work to correspond with employer feedback. |
6.1.2 Optional Comments
| A.4.1 Satisfaction of Employers
A.5.1 Quality and Strategic Evaluation A.5.2 Quality and Strategic Evaluation A.5.3 Continuous Improvement A.5.4 Continuous Improvement A.5.5 Continuous Improvement R3.2 Monitoring and Supporting Candidate Progression R4.2 Satisfaction of Employers R5.1 Quality Assurance System R5.2 Data Quality R5.4 Continuous Improvement |
Upload data results or documentation of progress on phase-in/transition plans if applicable (This is optional and for the EPP's records as it prepares for the next CAEP review).
Section 8: Feedback for CAEP & Report Preparer's Authorization
8.1 . [OPTIONAL] Just as CAEP asks EPPs to reflect on their work towards continuous improvement, CAEP endeavors to improve its own practices. To this end, CAEP asks for the following information to identify areas of priority in assisting EPPs.
8.1 Questions: Does the EPP have any questions about CAEP Standards, CAEP sufficiency criteria, or the CAEP accreditation process generally?
| No |
8.2 Preparer's authorization.By checking the box below, I indicate that I am authorized by the EPP to complete the 2023 EPP Annual Report, and that the details provided in this report and linked webpages are up to date and accurate at the time of submission.
I am authorized to complete this report.
Report Preparer's Information
| Name: | Rebecca Turk | ||
| Position | Director of Accreditation | ||
| Phone: | 406-994-4537 | ||
| E-mail: | rebecca.turk@montana.edu |
Secondary Contact Person for Annual Report Feedback(Notification of Annual Report Feedback will be sent to the report preparer and the secondary contact person listed to ensure receipt of feedback in the event of EPP turnover.)
| Name: | Sarah Pennington | ||
| Position | Department Head | ||
| Phone: | 406-994-5952 | ||
| E-mail: | sarah.pennington2@montana.edu |
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation, continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training, research and data review. CAEP reserves the right to compile and issue data derived from accreditation documents.
Acknowledge
