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CAEP Annual Reporting Measures

CAEP (Council for the Accreditation of Educator Preparation) has developed eight annual reporting measures for Educator Preparation Providers (EPP), which are used to provide information to the public on program outcomes and program impact.

The following licensure programs are offered at the University of Richmond through the School of Arts and Sciences and the School of Professional and Continuing Studies.

  • Initial Licensure: Graduate and Undergraduate programs in Dance Arts PreK-12; Elementary Education PreK-6; English; Foreign Languages PreK-12 – French, German, Spanish & Latin; History and Social Sciences; Mathematics; Science – Biology; Science – Chemistry; Science – Physics; Theatre Arts PreK-12; and Visual Arts PreK-12
  • Advanced Licensure: Graduate programs in Administration and Supervision PreK-12

Below are the CAEP annual reporting measures for the University of Richmond’s initial and advanced licensure programs with links to data, reports, and procedures.

Measure 1: Completer Effectiveness and Impact on P-12 Learning & Development

The University of Richmond annually collects completer effectiveness and impact on student learningand development data and reports these data for program improvementin our initial licensure programs. Across the last fouracademic years, the University of Richmond EPPhas assigned trained university supervisors and full-time faculty the role of observing and collecting completer’s Virginia Uniform Performance Standard Summative Evaluations (VDOE, 2012). Additionally, the EPP has worked with completers digitally and personally to collect or self-reporteffectiveness andimpact on student learning datausing in-state data collection systems. These data are triangulated with employer surveys, completer surveys, focus groups, and in-program assessments to continuously improve our educator preparation programs.

Measure 2: Satisfaction of Employers & Stakeholder Involvement

The University of Richmond annually surveys the employers of program completers in both our initial and advanced programs.

The EPP collects data on employer satisfaction through annual surveys completed by Teacher Education Program completers’ principals and Educational Leadership and Policy Studies program completers’ administrators. The surveys are aligned, where appropriate, to the Virginia Uniform Performance Standard and InTASC Standards. Current job placement and contact information are collected via the Virginia Department of Education (VDOE) report on completers working in Commonwealth of Virginia public schools. Additional contact information was collected by the Director of Clinical Practice and chair of the Education Leadership and Policy Studies program. Beginning in 2019, the Teacher Education Program collaborated with the Virginia Education Assessment Collaborative (VEAC) to field identical survey questions and benchmark data for program improvement. There are currently 27 partners participating in VEAC. 

Educational Leadership and Policy Studies Employer Survey

Teacher Education Program Employer Survey

The EPP engages with school division and community partners through the Education Advisory Board. The board meets twice a year to review program data, discuss current trends or issues impact P-12 educators, and network to improve the effectiveness of program completers, programs, and engagement. The EPP reports the agenda for each Education Advisory Board meeting.

Measure 3: Candidate Competency at Program Completion

The University of Richmond assesses teacher candidate competency at program completion through the Teacher Education Final Evaluation and Capstone Portfolio assignments. These assessments are completed in conjunction with the Teaching Internship at the conclusion of the program. Data are reported by term to the Teacher Education Program (TEP) Working Group and utilized for annual review each January.

The University of Richmond assesses Educational Leadership and Policy Studies candidates at program completion through the Final Evaluation and Capstone Assignment. These assessments are completed in conjunction with the Leadership Internship at the conclusion of the program by leadership mentors. Data are reported by term to the Educational Leadership and Policy Studies (ELPS) Working Group and utilized for annual review each summer.

Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Prepared

Annually, the Virginia Department of Education (VDOE) provides EPPs with data on program completers working in Commonwealth of Virginia public school divisions. From the VDOE 2020-2021 Report, including candidates graduating in the years 2015-2019, 70% of our Educational Leadership and Policy Studies program completers were employed by a Commonwealth of Virginia public school at the May 1, 2020, report deadline. Additionally, for candidates graduating in the years 2016-2020, 58% of our Teacher Education Program completers were employed by a Commonwealth of Virginia public school at the May 1, 2020, report deadline. Note these results do not consider candidates not teaching in the Commonwealth, candidates hired before completing the teaching internship, or candidates who began employment after the reporting deadline.

In addition to VDOE data, the EPP collects employment data for the annual completer and employer surveys. For the 2021 survey, the EPP found that 89% of 2018-2021 completers were employed in teaching or education positions. In a review of all Educational Leadership and Policy Studies program completers, 87% of all graduates have received a promotion to a leadership role. Leadership roles include Head of School, Principal, Associate Principal, Dean of Students, Specialist, Project Manager, Program Director, Coordinator, Senior Teacher, and other roles in Central Office or School Administration.

In addition to data on completers hired in education positions, the EPP tracks Teacher Education Program and Educational Leadership and Policy Studies completer awards.

Teacher Education Program Completers Awards

Award Year Award Type Graduation Year School & Division
2021-22 Henrico County Teacher of the Year 2021 Pemberton Elementary School (Henrico County)
2021-22 Teacher of the Year 2019 Broad Rock Elementary School (Richmond City)
2021-22 Teacher of the Year 2018 L.L. Beazley Elementary School (Prince George County)
2021-22 Teacher of the Year 2018 Enon Elementary School (Chesterfield County)
2021-22 Teacher of the Year 2015 R.C. Longan Elementary School (Henrico County)
2021-22 Teacher of the Year 2019 Parkway Elementary School (Crowley Independent School District, Texas)
2021-22 Teacher of the Year 2016 Laburnum Elementary School (Henrico County)
2021-22 First-Year Teacher of the Year 2021 Pinchbeck Elementary School (Henrico County)
2021-22 First-Year Teacher of the Year 2021 Shady Grove Elementary School (Henrico County)
2020-21 Hanover County Innovator of the Year 2006 South Anna Elementary School (Hanover County)
2020-21 First Year Teacher of the Year 2020 Fair Oaks Elementary School (Henrico County)
2019-20 First Year Teacher of the Year 2018 Beaverdam Elementary School (Hanover County)
2018-19 Teacher of the Year 2014 Hungary Creek Middle School (Henrico County)
2018-19 Teacher of the Year 2017 Bon Air Elementary School (Chesterfield County)
2018-19 First Year Teacher of the Year 2017 Baker Elementary School (Henrico County)
2018-19 First Year Teacher of the Year 2018 Moody Middle School (Henrico County)
2018-19 First Year Teacher of the Year 2018 Pocahontas Middle School (Henrico County)
2018-19 First Year Teacher of the Year 2018 Trevvett Elementary School (Henrico County)

 

Educational Leadership and Policy Studies Program Completers Awards

Award Year Award Type Graduation Year Division
2021-22 VASSP Outstanding Secondary School Assistant Principal 2017 Chesterfield County
2021-22 VASCD Impact Award 2019 Chesterfield County
2021-22 L.D. Wilder Middle School Teacher of the Year 2019 Henrico County
2021-22 Holman Middle School Teacher of the Year 2021 Henrico County
2021-22 Highland Springs High School Teacher of the Year 2021 Henrico County
2021-22 Swift Creek Middle School Teacher of the Year 2021 Chesterfield County
2021-22 Quioccasin Middle School Teacher of the Year 2021 Henrico County
2021-22 Richard Tilghman Family Master Teaching Chair 2021 St. Catherine’s School
2020-21 R.E.B. Award for Distinguished Educational Leadership 2011 Hanover County
2020-21 Highland Springs High School Teacher of the Year 2020 Henrico County
2020-21 R.E.B. Award for Distinguished Educational Leadership 2013 Richmond City
2020-21 Christie Award - Exceptional Education Award 2019 Henrico County
2019-20 R.E.B. Award for Teaching Excellence 2019 Richmond City
2018-19 Linwood Holton Elementary Teacher of the Year 2015 Richmond City
2018-19 Harrowgate Elementary Teacher of the Year 2019 Chesterfield County
2018-19 Henrico County Teacher of the Year Finalist 2016 Henrico County
2018-19 Swansboro Elementary Teacher of the Year 2018 Richmond City
2017-18 National Social Studies Teacher of the Year 2017 Chesterfield County
2016-17 R.E.B Award for Teaching Excellence 2018 Henrico County
2016-17 R.E.B Award for Teaching Excellence 2016 Richmond City

From the Educational Leadership and Policy Studies program, the EPP has verified that at least 26 program completers (10% of all graduates) are currently enrolled or have completed Ed.D, Ph.D., or J.D. programs.

Contact

Please contact Dr. Tom Shields for questions related to the CAEP Annual Reporting Measures.

The Commonwealth of Virginia requires that all state EPPs complete the CAEP accreditation process for both initial and advanced licensure programs. The Teacher Education Program and Educational Leadership and Policy Studies program at the University of Richmond were awarded accreditation through TEAC Quality Principles through the Council for the Accreditation of Educator Preparation (CAEP) System for a period of seven years, from October 1, 2015, to October 1, 2022. Additionally, on October 17, 2019, the Virginia Board of Education approved the University of Richmond’s education endorsement programs. The Regulations Governing the Review and Approval of Education Programs in Virginia (8VAC20-542-10 et seq.) require colleges and universities that offer programs for the preparation of professional school personnel to obtain program (endorsement area) approval from the Virginia Board of Education through the review of biennial reporting of seven accountability measures and program alignment with endorsement area competencies.

Last updated: April 19, 2022