Accreditation Information

SPRING ARBOR UNIVERSITY SCHOOL OF EDUCATION

The School of Education at Spring Arbor University has been granted probationary accreditation for the next two years by The Council for the Accreditation of Educator Preparation (CAEP). The fall 2018 review by the CAEP Accreditation Council resulted in Spring Arbor University and 52 other providers from 27 states and Puerto Rico to receive accreditation for their education preparation programs.

The Michigan Department of Education requires that all educator preparation programs be nationally accredited. Upon successfully completing the chosen program of study in which they choose to be certified, candidates participating in the Spring Arbor University School of Education accredited program will be certified by the Michigan Department of Education.

In preparation for the review visit in 2020, Spring Arbor University School of Education will be focusing on the stipulation in Standard 5 as follows:

  1. The EPP’s quality assurance system will be comprised of multiple measures that monitor candidate progress, completer achievements, and operational effectiveness.
  2. The EPP-created assessments will meet the criteria of reliability and validity so that the data from these assessments will be systematically analyzed.

Spring Arbor University joins a total of 196 other educator preparation providers nation-wide to receive CAEP Accreditation.


CAEP Annual Report (2019)

4.1  Impact on P-12 Learning and Development

The Michigan Department of Education (MDE) provides teacher preparation programs with two reports important to the impact program Completers have on P-12 learning.  In addition, the Spring Arbor University School of Education piloted a small Case Study that gathered data from Completers on their teaching impact on P-12 learners.

A.  The Education Preparation Institute Score/Rating (EPI Score) provides a score and ranking for each institution based on three criteria:

  • The three-year percentage related to the Michigan Test for Teacher Certification pass rate.
  • The survey completion rate (Teacher Candidates, Classroom Teachers, and Supervisors) during the final Internship Phase (Student Teaching) of the program.
  • The Efficacy rating of program Completers.

Spring Arbor University’s teaching program was ranked #12th among 32 Michigan institutions with an overall score of 91.4%.

  • Spring Arbor University was scored higher than 11 state universities and 8 independent (private) colleges.
  • Spring Arbor University joined 7 other state institutions ranked with a score in the 91st percentile score.

For further data and graphically represented evidence, please follow the links below:

B.  The MDE also provides “Year Out” Data which tracks employed program Completers and identifies their level of performance success, i.e., their end-of-the-school-year evaluation rating (Highly Effective, Effective, Minimally Effective, Ineffective) for each of their first three years of teaching.

*Data for the 2016-2017 academic year has not been released.

95.8% of Spring Arbor University trained teachers (n = 158/165) were rated Highly Effective or Effective in their first three years of teaching (2013-2016).

For further data and graphically represented evidence, please follow the link below:

C. SAU Completer Case Study (SP 2019)

The School of Education reached out to six recent Completers currently teaching in their first, second, or third year.  Each completer was requested to (a) share their formal end of year evaluation and (b) provide evidence of their instructional impact on their learners. Four (n=4) Completers responded to the request.

*Note: This is an ongoing case study and will be updated periodically, as additional data is obtained.

Analysis Highlights:

  • All four (n-4) (100%) of the Completers were evaluated as “Effective”.
  • Three of the Completers (n=3) submitted student learning data (District and/or Classroom) indicating positive impacts on student-learning.

For further data and graphically represented evidence, please follow the link below:

4.2 Indicators of Teaching Effectiveness

The School of Education has selected five pieces of evidence as indicators of the teaching effectiveness of program Completers.

  • MDE “Year Out” Performance Evaluation Data
  • Partner School Teacher Evaluation Data
  • Completer Case Study
  • School Administrator Survey
  • School of Education Promise

A.  MDE “Year Out” Performance Evaluation Data (See 1.B)

  • 95.8% of Spring Arbor University trained teachers (n = 158/165) were rated Highly Effective or Effective in their first three years of teaching (2013-2016).

B.  Partner School Teacher Evaluation Data

Teacher effectiveness data was collected from three partner school districts (Northwest Community Schools, Western School District, and Springport Public Schools).

  • Each of the partner school districts identified the 5 Dimensions of Teaching and Learning as the approved Michigan Department of Education evaluation tool used to assess the performance of their teachers.
  • The partner schools provided teacher effectiveness data for 108 SAU Completers (n=108) .

Analysis Highlights:

  • 100% (n=108) of Spring Arbor University trained teachers (Completers) were evaluated as Effective (48.1%) (n=52) or Highly Effective (51.9%) (N=56)

C.  SAU Completer Case Study (SP 2019)

The School of Education reached out to six recent Completers currently teaching in their first, second, or third year.  Each completer was requested to (a) share their formal end of year evaluation and (b) provide evidence of their instructional impact on their learners. Four (n=4) Completers responded to the request.

*Note: This is ongoing case study and will be updated periodically as additional data is obtained.

Analysis Highlights:

  • All four (n-4) (100%) of the Completers were evaluated as “Effective”.
  • Three of the Completers (n=3) submitted data (District & Classroom) indicating their impact on student-learning growth.

For further data and graphically represented evidence, please follow the link below:

D.  School Administrator Survey (Spring 2019)

Due to the absence of a comprehensive employer satisfaction survey by the Michigan Department of Education and seeking to address CAEP Standard 4.2 & 4.3 (Indicators of Teacher Effectiveness; Satisfaction of Employers), the School of Education adopted the survey used by the Indiana Department of Education to achieve this purpose.  This survey is referenced repeatedly in CAEP documents submitted by CAEP accredited programs in the state of Indiana.  The School of Education added two questions related to Employer Satisfaction (#1) and the extent to which beginning teachers had assumed employment milestones, such as advancement in school leadership positions (#2).  The remainder of the survey was constructed “word-for-word” from the Indian Department of Education survey. This survey is composed of 21 questions organized within three central themes:

  1. Knowledge Preparation
  2. Performance Preparation
  3. Dispositional Preparation

One hundred and twenty-eight Completers (n=128) were identified as finishing the teacher education program between 2015 and 2018.  Of the 128 Completers, fifty-seven (n=57) were verified as employed as K-12 contracted teachers. Surveys were sent to the attention of their school administrators (n=45) with a total of 13 school administrators (n=13) completing the survey resulting in a 28.8% survey return rate.

Analysis Highlights:

  • 92.3% of school administrators responded that they were satisfied with the Spring Arbor University trained teacher(s) hired in the past three years (2015-1018).
  • 91.5% of school administrators Agreed or Strongly Agreed that Spring Arbor University trained teachers demonstrated appropriate levels of preparation

For further data and graphically represented evidence, please follow the link below:

E. School of Education Promise

In 2012, the School of Education began guaranteeing the effectiveness of our program Completers.  To date, three beginning teachers contacted the School of Education for assistance. In the past three years, none of the program Completers or their school administrators have contacted the School of Education requesting guaranteed assistance for teacher performance concerns as outlined in the Promise (link below).

4.3 Satisfaction of Employers and Employment Milestones

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

A. Partner School Teacher Evaluation Data (See 2.B)

  • 100% (n=108) of Spring Arbor University trained teachers (Completers) were evaluated as Effective (48.1%) (n=52) or Highly Effective (51.9%) (N=56)

B. MDE “Year Out” Performance Evaluation Data (See 1.B)

  • 95.8% of Spring Arbor University trained teachers (n = 158/165) were rated Highly Effective or Effective in their first three years of teaching (2013-2016).

C. School Administrator Survey (See 2.D)

  • 92.3% of school administrators responded that they were satisfied with the Spring Arbor University trained teacher(s) hired in the past three years (2015-1018).
  • 91.5% of school administrators Agreed or Strongly Agreed that Spring Arbor University trained teachers demonstrated appropriate levels of preparation
  • 63% of school administrators indicated that Spring Arbor University trained teachers had advanced into leadership roles in their schools during their first three years of employment.

D. Partner School Case Study

The School of Education contacted three partner schools (Northwest Community Schools, Springport Public Schools, and the Western School District) and requested they provide a list of SAU Completers currently employed in each of their districts. A total of 116 names of Completers was provided to the School of Education.  Each teacher was contacted and given a form asking them to indicate the following:

  • The total number of years the teacher had taught in that district.
  • An indication as to whether the teacher had advanced their certificate level.
  • An indication as to whether the teacher had assumed any advanced levels of employment “milestones” identified as various school leadership positions or initiatives.

Of the 116 forms distributed, 58 (n-58) were completed and returned to the School of Education (50% return rate).

Analysis Highlights

  • Sixteen teachers, (n=16) identified employment (27.5%) at their particular school for 1-5 years.
    • Of this group, five, (n=5) had advanced their certificate (0.8%) with six teachers, (n=6) identifying that they had assumed advanced levels of school leadership (10%).

  • Forty-two teachers, (n=42) identified employment (72%) at their particular school for 6+ years.
    • Of this group, all, (n=42) had advanced their certificate (72%) with twenty-eight teachers, (n=28) identifying that they had assumed advanced levels of school leadership (48%).

For further data and graphically represented evidence, please follow the link below:

4.4 Satisfaction of Completers

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

  • 2016-2017 MDE Survey Data of First Year Teachers
  • Beginning Teacher (Completer) Survey

A. 2016-2017 MDE Survey Data of First Year Teachers

The Michigan Department of Education collects survey information on recent Completers reporting employment at the time of the survey’s release.

Each year the Michigan Department of Education (MDE) releases survey data associated with program completers who identify employment as a teacher in public schools one year after they have completed the EPI’s program.  For 2017-2018 (2016 Completers) six (n=6) newly hired teachers completed the survey.

The survey consists of 31 questions addressing eight critical areas of teaching effectiveness:

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

Analysis Highlights:

  • This group of MDE identified newly hired SAU trained teachers (2017-2018: n=6) performed above the State Efficacy Rating in 5 areas.

B. Beginner Teacher Survey

The School of Education adopted the survey used by the Indiana Department of Education to collect data from recent Completers fully employed as teachers during their first three years. This survey is referenced repeatedly in CAEP documents submitted by CAEP accredited programs in the state of Indiana.

This survey is composed of 21 questions organized within three central themes:

  1. Knowledge Preparation
  2. Performance Preparation
  3. Dispositional Preparation

For this part of the survey completers used a 4-Point Likert Scale:

4 = Strongly Agree,  3 = Agree,  2 = Disagree, 1 = Strongly Disagree

The survey was deployed and results collected in April 2019. One hundred and twenty-eight completers (n=128) were identified as finishing the teacher education program between 2015 and 2018. Of the 128 completers, fifty-seven (n=57) were verified as employed as K-12 contracted teachers. Surveys were emailed to each of these completers with a total of 20 completers (n=20) completing the survey resulting in a 30.8% survey return rate.

Analysis Highlights

  • 96%Agreement Rating: Knowledge Preparation (Received at Spring Arbor University).
  • 91%Agreement Rating: Performance Preparation (Received at Spring Arbor University).
  • 93% – Agreement Rating: Dispositional Preparation (Received at Spring Arbor University).

Spring Arbor University added additional questions to the survey to collect additional information on each candidate including:

  • The year they completed the teacher education program
  • Gender
  • Certification area(s)
  • Levels of Employment
  • Length it took to become employed
  • Professional Goals

Analysis Highlights:

  • 100% of the survey completers were employed as teachers in their area(s) of certification and under contract as full-time teachers.
  • 90%completers responded that they were prepared or very well prepared for a job interview at the end of their student teaching internship.
  • 20% of completers indicated that they had advanced in a leadership role in their school.
  • Professional Plans
    • 5% were enrolled in a Master’s degree program
    • 85% were considering enrolling in a Master’s Degree program
    • 30% were considering adding an endorsement to their existing teaching certificate
    • 10% were considering moving into a new level of school service.
    • 0% indicated that they were considering leaving the teaching profession.

For further data and graphically represented evidence, please follow the link below:

5. Graduation Rates

Spring Arbor University had a 5-year Campus graduation rate of 55%. The graduation rate for the School of Education for the same time period was 93%.

6. Ability of Completers to Meet Licensing (Certification)

The School of Education has selected two pieces of evidence as indicators of the ability of Completers to meet licensing (certification).

  • Michigan Test for Teacher Certification (MTTC) Pass Rate Data (2015-2018)
  • 2017-2018 School of Education Candidate Certification Data

A. MTTC Pass Rate Data (2015-2018)

This data is provided to Spring Arbor University by the Michigan Department of Education.  All teachers in Michigan are required to be licensed (certified). The steps for becoming a certified teacher include:

  • Satisfactory completion of all required course work, including clinical and internship experiences,
  • Verification of having completed Adult & Child First Aid and CPR,
  • Passing the required Michigan Tests for Teacher Certification,
  • Required observation/field experience hours have been completed,
  • Acceptable Criminal History Background Check,
  • Passing score on the Oral Proficiency Interview (OPI) for Foreign Language Endorsement Seekers, and
  • Successful completion/fulfillment of all Spring Arbor University requirements.

Analysis Highlights:

  • 90.1% – Cumulative Pass Rate (MTTC).
  • 332 students (n=332) took at least one, MTTC test (2015-2018).
  • Spring Arbor University’s MTTC pass rate ranked 12th among 34 Michigan teacher preparation programs.
  • Spring Arbor University’s MTTC pass rate placed it 6th among the independent (private) programs and exceeded the pass rate of nine state universities.
  • Among like-sized university/colleges (n=200-400 MTTC test takers), SAU ranked third among six teacher preparation programs.

For further data and graphically represented evidence, please follow the link below:

B.  School of Education Candidate Certification Data (2017-2018 )

The School of Education is responsible for identifying candidates meeting the teacher licensure (certification) requirements and recommending them for certification to the Michigan Department of Education.

For the 2017-2018 Academic year, 37 candidates completed the teacher education program at Spring Arbor University. Of this group, all 37 candidates successfully completed their internships (100%). Thirty-four (n=34) candidates achieved full compliance with the requirements of the Michigan Department of Education to be recommended for certification (92%).

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

As evidenced by the Michigan Test for Teacher Certification (2015-2018) Pass Rate Data (See #6. A) and the 2017-2018 School of Education Candidate Certification Data (See #6. B), over 90% of program Completers are certified teachers making them eligible for hire in education positions.

In addition, 100% of the SAU Completers (Beginner Teacher Survey, n=20) reported that they were employed as full time teachers in their respective certification areas.

8. Student Loan Default Rates

The student loan default rate for Spring Arbor University is 5.9%. The national default rate for state universities is 11.5% and 7.4% for private colleges.


Other Accreditation Information

Title II Program Report