National Accreditation

Dickinson State University’s teacher education program is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP). CAEP is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation as the professional accrediting body for teacher preparation. CAEP advances excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. More than 900 educator preparation providers participate in the CAEP accreditation system. The CAEP Standards for Accreditation of Educator Preparation focus on five areas:

  • Content and Pedagogical Knowledge
  • Clinical Partnerships and Practice
  • Candidate Quality, Recruitment, and Selectivity
  • Program Impact
  • Provider Quality Assurance and Continuous Improvement

Accreditation Visit

The Teacher Education program at Dickinson State University is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on September 23-25, 2018. Interested parties are invited to submit third-party comments to the site team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).

We invite you to submit written testimony to:

CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org

Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:

  • In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
  • A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
  • Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.

State Program Approval

The Teacher Education Program at Dickinson State University is also approved by the North Dakota Education Standards and Practices Board (ESPB), which sets the standards pertaining to teacher licensure, teacher education program approval (accreditation), and professional development of educators. North Dakota Administrative Rule 67.1-02-02-02 requires all applicants for an initial teacher license to complete a minimum of a four-year bachelor’s degree from a state agency-approved teacher education program. The approved program must include a general studies component, a professional pedagogy core, and a North Dakota recognized program area major based upon the North Dakota standards for teacher education program approval.

Evidence of Program Effectiveness

Impact on P-12 Learning and Development

  • The EPP requires student teachers to complete an impact on student learning project measuring their impact on student learning in the schools. The EPP is the process of collecting qualitative data from a sample of completers to determine impact in the schools beyond student teaching.

Indicators of Teaching Effectiveness

  • The EPP relies on the expert input of cooperating teachers to assess teaching effectiveness of our candidates who are student teaching. The linked data shows the combined scores of the 2017-18 student teachers and a three-year average of scores.

Satisfaction of Employers and Employment Milestones

  • The EPP sends out an employer satisfaction survey to administrators who have hired graduates. This survey goes out at the end of each academic year to administrators who have hired completers from the previous year’s cohort group.

Satisfaction of Completers

  • The EPP sends out an exit survey to candidates after student teaching is completed. For completers who have indicated to the EPP that they have a full-time job as a teacher (i.e., not as a paraeducator or long-term substitute), the EPP follows up with a Transition To Teaching survey.

Graduation Rates

Ability to Meet Licensing Requirements

  • Completing all licensure exams for the major field(s) (i.e., the PLT for the appropriate level and the content-area Praxis exam) is a requirement to be allowed to student teach. As such, all program completers have successfully passed all licensure exams. The pass rates provided are those for Praxis I exams which must be passed to be fully accepted into the program.

Ability of Completers to Be Hired in Education Positions for Which They Have Been Prepared

  • 2015-16, 34 completers, 15 obtained employment in education (44.1%).
  • 2016-17, 16 completers, 13 obtained employment in education (81.3%).
  • Among 2017-18 completers, 22 obtained employment in education (81.5%) and 1 chose to pursue graduate education (3.7%).
  • Note: Employment data is self-reported by completers. If the completer indicated a position as a paraeducator or a long-term substitute, we do not count that as employment. We assume employment to mean full-time employment as a classroom teacher, resource room teacher, intervention teacher, or other similar teaching position.

Student Loan Default Rates and Other Consumer Information

  • Specific student loan default rate information is not tracked by the university by major. General student consumer information and policies can be found at the provided link: