The College of Education has
two major, nationally recognized accrediting bodies for their programs – the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and the Council
for the Accreditation of Education (CAEP).
CACREP
The Division of Psychology and Counseling offers two degrees accredited by CACREP. The master’s degree has specializations in clinical mental health counseling, marital/couple/family counseling, and school counseling. The doctoral degree is in Counselor Education and Supervision.
CACREP Accreditation provides recognition that the content and quality of the program has been evaluated and meets standards set by the profession. The student, as a consumer, can be assured that appropriate knowledge and skill areas are included and that the program is stable, professionally and financially.
CAEP
The Educator Preparation
Provider (EPP) at Governors State University (GSU) is continuously accredited
by CAEP, formerly the National Council for Accreditation of Teacher Education
(NCATE). The CAEP Accreditation Council
found that GSU met all five of the national standards for educator
preparation. This accreditation is
recognized by the Illinois State Board of Education
The Council for the Accreditation of
Educator Preparation (CAEP) announced on November 12, 2019 that Governors State Universityis one
of 59 providers from 24 states, the District of Columbia, and Puerto Rico to
receive accreditation for their educator preparation programs. The fall 2019
review by the CAEP Accreditation Council resulted in 59 newly-accredited EPPs,
bringing the total to 281 providers approved under the CAEP Teacher
Preparation Standards – rigorous,
nationally recognized standards that were developed to ensure excellence in
educator preparation programs.
CAEP is the sole nationally recognized
accrediting body for educator preparation. Accreditation is a nongovernmental
activity based on peer review that serves the dual functions of assuring
quality and promoting improvement. CAEP was created by the consolidation of the
National Council for Accreditation of Teacher Education and the Teacher
Education Accreditation Council. It is a unified accreditation system intent on
raising the performance of all institutions focused on educator preparation.
Approximately, 800 educator preparation providers participate in the CAEP
Accreditation system, including some previously accredited through former
standards.
Educator preparation providers (EPPs) seeking
accreditation must pass peer review on five standards, which are based on two
principles:
- Solid
evidence that the provider’s graduates are competent and caring educators,
and
- Solid
evidence that the provider’s educator staff have the capacity to create a
culture of evidence and use it to maintain and enhance the quality of the
professional programs they offer.
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ISBE approved, CACREP and CAEP accredited. Click here for more information.
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GSU's Counseling Program is CACREP accredited. View the vital statistics report.
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CAEP Accreditation 2019
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CAEP 2022 Annual Report:
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The Council for the Accreditation of Educator Preparation
(CAEP), the accrediting body for Governors State University’s Education
Preparation Provider Unit (EPPU), requires EPPUs to disseminate information on
the CAEP Accountability Measures (for CHEA Requirements) for the following programs:
Initial Licensure Programs:
Early Childhood
Elementary
Secondary Biology
Secondary Chemistry
Secondary English/Language Arts
Secondary Social Science (new)
Special Education (revised)
Advance Programs
Educational Administration - Principal Preparation
Interdisciplinary Leadership - Superintendent Preparation (new)
School Psychology (new)
EPP Advance Programs Accredited by Other Professional Organizations
School Counseling
School Social Worker
School Speech Language Pathologist
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Measure 1 Completer Effectiveness (R4.1)
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ISBE APR Report – Demonstrated Teaching Skills
The demonstrated teaching skills and
impact on K-12 students report visualizes the performance evaluations of
completers
Candidate
Performance as a Classroom Teacher
The demonstrated teaching skills and
impact on K-12 students report visualizes the performance evaluations of
candidates who have completed a program at the institution and are employed in
an Illinois public school.
All GSU completers are rated at
Proficient or Excellent by their employer.
Program
Code | Proficient | Excellent |
Initial
Licensure |
Math | | 1 |
Early Childhood | 5 | |
Elementary | 3 | |
Secondary Biology | | 1 |
Advance |
Principal | 4 | 3 |
Speech Language Pathologist | 1 | |
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Measure 2: Satisfaction of employers and stakeholder involvement. (R4.2|R5.3|RA4.1)
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Impact on Student Learning - is
an opportunity for providers, the state, and the candidates themselves, to
examine their effect on P-12 student growth. For initial candidates, Impact on
Student Learning is measured through a First Year Teaching Survey completed by
the school administrator (supervisor) responsible for evaluating the
teacher.
The Employer Survey for the teachers is aligned
to the Danielson Rubric, which is designed on a 4-point scale, ranging
Excellent - Unsatisfactory. The demonstrated teaching skills
and impact on P-12 students report visualizes the performance of candidates who
have completed a program at Governors State University. The results below
show that all candidates perform at the Excellent and Proficient levels during
their first year of teaching.
The Employer Survey for the administrators
is aligned to the NELP standards for building administrators. The Survey was designed on a 4-point scale,
ranging Excellent – Unsatisfactory. This
survey is sent out 4 years after completion, which is the average time to transition
to administration according to Education Week. The demonstrated administrative
skills and impact on P-22 students report visualizes the performance of
candidates who have completed a program at Governors State University. The
results below show that all candidates perform at the Excellent and Proficient
levels during their beginning year(s) as an administrator.
Teacher Completer
Impact on Student Learning |
Danielson Rubric | EXCEL-LENT | PROFI-CIENT | NEEDS IMPROVE-MENT | UN SATISFAC-TORY | TOTAL N | AVERAGE |
Ability to
plan, including long range and short-range
plans. | 44.44% 4 | 55.56% 5 | | | 9 | 3.44 |
Ability to assess student learning, including formative and summative assessments. | 33.33% 3 | 55.56% 5 | 11.11% 1 | | 9 | 3.22 |
Holding high
expectations for all learners. | 44.44% 4 | 55.56% 5 | | | 9 | 3.44 |
Knowledge of content and management of instructional time in the classroom. | 44.44% 4 | 55.56% 5 | | | 9 | 3.44 |
Ability to
monitor student learning and
adjust instruction to meet student
learning needs. | 55.56% 5 | 33.33% 3 | 11.11% 1 | | 9 | 3.44 |
Classroom organization and management. | 55.56% 5 | 44.44% 4 | | | 9 | 3.56 |
Personal and professional development. | 44.44% 4 | 55.56% 5 | | | 9 | 3.44 |
Interpersonal relationships with students. | 55.56% 5 | 44.44% 4 | | | 9 | 3.56 |
Reflective
decision-making based on
student performance. | 55.56% 5 | 44.44% 4 | | | 9 | 3.56 |
Ability to work with diverse P-12 students and their families. | 55.56% 5 | 44.44% 4 | | | 9 | 3.56 |
Collaboration
with peers and administration. | 66.6% 6 | 33.3% 3 | | | 9 | 3.67 |
Ability to impact student learning as evidenced by student data. | 44.44% 4 | 44.44% 4 | 11.11% 1 | | 9 | 3.33 |
Teacher Overall
Satisfaction | | 3.47/4.0 |
Administrator Impact on Student Learning | |
Survey Results from Employers. Survey is aligned to the NELP Standards for
building administrators. |
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NELP Standards | EXCEL-LENT | PROFI-CIENT | NEEDS IMPROVE-MENT | UN SATISFAC-TORY | TOTAL N | AVERAGE |
The
administrator understands and demonstrate the capacity to collaboratively
evaluate, develop, and communicate a school mission and vision designed to
reflect a core set of values and priorities that include data use, technology,
equity, diversity, digital citizenship, and community. | 50.00% | 50.00% | | | 8 | 3.5 |
The administrator understands and demonstrate the
capacity to reflect on, communicate about, cultivate, and model professional
dispositions and norms (i.e., fairness, integrity, transparency, trust,
digital citizenship, collaboration, perseverance, reflection, lifelong
learning) that support the educational success and well-being of each student
and adult. | 50.00% | 50.00% | | | 4 | 3.5 |
The
administrator understands and demonstrate the capacity to promote the current
and future success and well-being of each student and adult by applying the
knowledge, skills, and commitments necessary to develop and maintain a
supportive, equitable, culturally responsive, and inclusive school culture. | 75% | 25% | | | 8 | 3.75 |
The administrator understands and demonstrate the
capacity to promote the current and future success and well-being of each
student and adult by applying the knowledge, skills, and commitments
necessary to evaluate, develop, and implement coherent systems of curriculum,
instruction, data systems, supports, and assessment. | 75% | 25% | | | 8 | 3.75 |
The
administrator understands and demonstrate the capacity to promote the current
and future success and well-being of each student and adult by applying the
knowledge, skills, and commitments necessary to engage families, community,
and school personnel in order to strengthen student learning, support school
improvement, and advocate for the needs of their school and community. | 50.00% | 50.00% | | | 8 | 3.5 |
The administrator understands and demonstrate the
capacity to promote the current and future success and well-being of each
student and adult by applying the knowledge, skills, and commitments
necessary to improve management, communication, technology, school-level
governance, and operation systems to develop and improve data-informed and
equitable school resource plans and to apply laws, policies, and regulations. | 75% | 25% | | | 8 | 3.75 |
The
administrator understands and demonstrate the capacity to promote the current
and future success and well-being of each student and adult by applying the
knowledge, skills, and commitments necessary to build the school’s
professional capacity, engage staff in the development of a collaborative
professional culture, and improve systems of staff supervision, evaluation,
support, and professional learning. | 50.00% | 50.00% | | | 8 | 3.5 |
Administrator Overall
Satisfaction | | 3.58/4.0 |
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Measure 3:Candidate competency at completion. (R3.3)
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The Mastery of
Teaching Subjects report visualizes the institution averages and percentages of
ILTS content area test scores.
PROGRAM CODE | INSTITU-TIONAL AVERAGE | STATE AVERAGE | PROGRAM NAME | COUNT |
Initial Licensure |
ELA | 262.73 | 253.73 | ENGLISH LANGUAGE ARTS | 11 |
LBSI | 261.75 | 255.00 | LEARNING BEHAVIOR SPECIALIST | 8 |
MATH | 232.70 | 241.59 | MATH | 27 |
SCG3 | 255.62 | 247.73 | EARLY CHILDHOOD | 48 |
SCIB | 255.00 | 248.86 | SCIENCE – BIOLOGY | 7 |
SCIC | 273.00 | 248.00 | SCIENCE – CHEMISTRY | 2 |
Advance |
PRIN | 256.87 | 252.70 | PRINCIPAL | 208 |
SCOU | 259.31 | 262.38 | SCHOOL COUNSELOR | 16 |
SLPN | 259.67 | 259.20 | SPEECH AND LANGUAGE PATHOLOGIST | 61 |
SPSY | 247.14 | 245.36 | SCHOOL PSYCHOLOGIST | 14 |
SSW | 257.29 | 262.00 | SCHOOL SOCIAL WORKDER | 14 |
SUPT | 218.00 | 263.00 | SUPERINTENDENT | 1 |
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Measure 4: Ability of completer to be hired
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All program completers are eligible for hire upon
graduation. AY 2020 and 2021 were
exceptions due to the COVID pandemic.
Under Gubernatorial Executive Order, candidates were allowed to graduate
without passing the content test and licensure. Candidates who graduated without passing the test are not considered completers and therefore, not represented in the data below.
The Placement report visualizes full time employment in an
Illinois public school.
PROGRAM CODE | NOT PLACED | PLACED |
Initial
Licensure |
SLPN | 15 | 11 |
ELA | 3 | 2 |
SCGE | 2 | 2 |
SCOU | 2 | 8 |
MATH | 1 | 4 |
SCGE | 1 | 4 |
SCIB | 1 | 1 |
Advance |
PRIN | 0 | 11 |