Accreditation Information

SPRING ARBOR UNIVERSITY SCHOOL OF EDUCATION

The Council for the Accreditation of Educator Preparation (CAEP) recognizes the School of Education at Spring Arbor University as a fully accredited educator preparation program. The next CAEP accreditation visit will occur in Spring 2025.
The Michigan Department of Education requires that all educator preparation programs receive national accreditation status. Upon successfully completing the chosen program of study candidates participating in the Spring Arbor University School of Education accredited program are eligible to become recognized “certified teachers” by the Michigan Department of Education.


CAEP Annual Report (2021)

Impact Measures

4.1  Impact on P-12 Learning and Development

The School of Education has selected the following evidence as indicators of the impact SAU completers have on the learning and development of P-12 learners.

SAU Completer Effectiveness Case Study. Ten SAU-trained teachers submitted either last year’s annual evaluations (EOY 2019) or a recently completed lesson observation with documentation of their impact on student learning and development.

  • The range of experience for this group of teachers varied from one to four years of classroom teaching.
  • Three completers submitted lesson observations conducted by their school administrator with evidence of teaching effectiveness.
  • Seven completers submitted EOY evaluations with documented evidence of their teaching effectiveness.
  • Seven completers taught in elementary settings; four taught in secondary settings
  • Three completers were special education teachers: two elementary and one secondary. One was a secondary art teacher.
  • Nine of the completers taught in public schools.

Refer to the following link to access this report:

SAU Trained Teacher Effectiveness Data – (EOY). The report includes an analysis of five cycles of end-of-year evaluation ratings for SAU-trained teachers who were continuously employed during the academic years 2015-2016, 2016-2017, 2017-2018, 2018-2019, and 2019-2020. 

  • 98% of The SAU-trained teachers were consistently rated “effective” or “highly effective” on annual teacher evaluations for the EOY reporting periods.

Refer to the following link to access this report:

Partnership Teacher Effectiveness Ratings. The Spring Arbor University School of Education has signed partnerships with seven local school districts and one charter academy (total = eight partnerships).  End of Year evaluations of SAU trained teachers employed by partner school districts for 2016, 2017, 2018, 2019, and 2020 indicated that:

  • 100% of SAU-trained teachers hired to teach in partner districts/schools were rated “effective” or “highly effective” during their time of employment.

Refer to the following link to access this report:

Completer Employment Demographics (2019-2020) MDE data helped identify where SAU-trained teachers were employed across the state of Michigan for the 2019-2020 academic year.  

  • SAU-trained teachers are affecting student learning in multiple types of schools and settings across the state of Michigan.

4.2 Indicators of Teaching Effectiveness

The School of Education has selected four pieces of evidence as indicators of the teaching effectiveness of individuals trained at SAU.

SAU Trained Teacher Effectiveness Data – Five-Year (EOY).

Refer to the following link to access this report:

Partnership Teacher Effectiveness Ratings.

Refer to the following link to access this report:

School Administrator (Preparedness & Satisfaction) Survey.

  • 98% of school administrators completing the survey agreed or strongly agreed that beginning teachers trained at SAU were well prepared.

Refer to the following link to access this report and survey:

Spring Arbor University School of Education Promise. The Promise proclaims that any teacher from a School of Education program who receives an annual evaluation rating less than “effective” may appeal to the School of Education for mentoring and ongoing faculty support to remedy any areas of deficiency as defined in the annual teacher evaluation.

  • Since its initiation, only two SAU-trained teachers have sought assistance from the School of Education Promise.

Refer to the following link to access this report:

4.3 Satisfaction of Employers and Employment Milestones

The School of Education has selected three pieces of evidence as indicators of employer satisfaction and employment milestones of SAU completers.

School Administrator (Preparedness & Satisfaction) Survey.

See: Question # 3 & 4.

  • 100% of school administrators reported being satisfied with SAU-trained teachers they hired in the past three years!
  • 50% of SAU-trained teachers hired in the past three years had advanced into a school leadership role.

Refer to the following link to access this report and survey:

Beginning Teacher Survey Report 2020.

  • 34.09% responded that they had advanced in a leadership role at their school and that 25.00% of them had enrolled in a Master’s degree program.

Refer to the following link to access this report:

Partnership Teacher Effectiveness Ratings.

Refer to the following link to access this report:

4.4 Satisfaction of Completers

The School of Education has selected two pieces of evidence as indicators of the satisfaction of program Completers.

MDE SAU Teacher Year-Out Survey Report (2019). Each year the Michigan Department of Education identifies and contacts EPP program completers with a request to complete a two-part survey that addresses questions regarding their job search preparation and eight critical areas of teaching effectiveness:

  • Designing high-quality learning experiences
  • Applying critical thinking
  • Connecting real-world problems locally and globally
  • Addressing the needs of special populations
  • Organizing the learning environment
  • Using technology to maximize student learning
  • Effective use of assessments and data
  • Field experiences and clinical practices.

The data indicates that:

  • 85.2% – Finding a job in their certification area was very or somewhat easy.
  • 94.2% – The SAU teacher education program holds a positive reputation among prospective employers.
  • All teachers stated that their SAU teacher training was critical to the eight common teacher practices surveyed.
  • Revealed they were not as well prepared to teach English language learners.

Refer to the following link to access this report:

Beginner Teacher Survey. The data indicates that:

  • 94.8% – SAU education program prepared them well to be a teacher. 
  • 100% – Were prepared for meeting the expected levels of content preparation and knowledge levels.
  • 100% – Were prepared to provide an inclusive learning environment.
  • 97.2% – Were prepared to develop quality assessments to test for student understanding of lessons.
  • 97.2% – Were prepared to work effectively with the school culture.

Refer to the following link to access this report and survey:

Outcome Measures

5. Graduation Rates

The data below was provided to the EPP by the the Spring Arbor University Office for Institutional Assessment and the Office of Registration and Records.

6. Ability of Completers to Meet Licensing (Certification)

The Summary Pass Rate data is from the EPP’s Title II Report 2019-2020

7. Ability of Completers to be Hired in Education Positions for which they are Prepared

The EPP has selected the following evidence for this section of the report.

Data from the Year Out Data Report (2019-2020), indicates that

  • Nine out of ten completers responding to the MDE Year-Out Survey reported they “obtained employment” in a school setting as a teacher.

Data from the Beginning Teacher Satisfaction Survey indicated that:

  • Fifty-one (94.44%) of completers responding to the EPP Teacher Satisfaction Survey reported they found employment in their area of certification
    • Elementary (n=28)
    • Secondary (n=23)

8. Student Loan Default Rate

The data for this section was provided to the EPP by the the Spring Arbor University Financial Aid Office. National default rates are published at: https://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html

 


Other Accreditation Information

Title II Program Report