Why is CAEP Accreditation important?

The University of Tennessee at Martin’s Educator Preparation Program (EPP) is accredited by Council for the Accreditation of Educator Preparation (CAEP). CAEP’s mission is to advance equity and excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. CAEP is the only national accreditor for educator preparation programs that has been recognized by the Council for Higher Education Accreditation since it began.

State Approved & CAEP Accredited Licensure Programs

The College of Education, Health and Behavioral Sciences at the University of Tennessee at Martin was granted full accreditation of all educator licensure programs at the initial-licensure level in April 2018 from the Accreditation Council of the Council for the Accreditation of Educator Preparation (CAEP). Advanced programs were not under consideration during the April 2018 visit. All programs will be reviewed during the next CAEP Site Review held in Fall 2024. A current list of the nationally approved educator licensure programs can be found below.

CAEP Accreditation Educator Licensure Programs

The College of Education, Health and Behavioral Sciences at University of Tennessee at Martin was granted full accreditation of all educator licensure programs at the initial-licensure level in April 2018 from the Accreditation Council of the Council for the Accreditation of Educator Preparation (CAEP). Advanced programs were not under consideration during the April 2018 visit. All programs will be reviewed during the next CAEP Site Review held in Fall 2024. A current list of the nationally approved educator licensure programs is included below.

CAEP Accredited Initial Licensure Programs

Early Childhood Education

PreK-3, PreK-3 SPED (Dual)

Elementary Education

Elementary (K-5)

Middle Grades Content Areas

English/Language Arts, Math, Science, Social Studies (6-8)

Secondary Content Areas

Agriculture Education, Biology, Business, Chemistry, Earth & Space, Economics, English, Family and Consumer Sciences, French, Geography, Government, History, Math, Spanish (6-12)

Specialized Subject Areas

Art, Dance, Health and Human Performance, Music (K-12)

Special Education

SPED Interventionist (K-8), SPED Interventionist English, SPED Interventionist Math, SPED Interventionist Science, SPED Interventionist Social Studies (6-12)

Master of Science in Education in Initial Licensure*

Elementary (K-5), Secondary- Biology, Business, Chemistry, Earth & Space, Economics, English, French, Geography, Government, History, Math, Spanish (6-12), Special Education Interventionist (K-8)

State Approved Advanced Licensure Programs*

Educational Leadership

Master of Science in Education in Instructional Leadership

School Counseling

Master of Science in Education with a Major in School Counseling

*State Approved programs will undergo CAEP review during the next scheduled CAEP visit.

CAEP Accountability Measures

UT Martin’s Educator Preparation Program prepares and reports on educators for initial and advanced state licensure. CAEP has identified Accountability Measures upon which the EPP must report and make data publicly available on an annual basis. The information will include the four CAEP Accountability Measures of (a) completer impact and effectiveness, (b) employer satisfaction and stakeholder involvement, (c) candidate competency at the time of program completion, and (d) ability of completers to be hired in positions for which they were prepared. UT Martin’s Educator Preparation Program is committed to reporting evidence of accountability through a presentation of assessment and consumer data to all partners and constituents in a transparent and timely manner. The process involved in the reporting of these measures allows us to continually reflect and implement changes to better prepare teacher candidates and ensure quality in educator preparation. Please see the annual reporting measures listed below.

Impact Measures

Measure 1 (Initial)> Completer effectiveness and Impact on P-12 learning and development
(Component R4.1)

Measure 2. (Initial and/or Advanced). Satisfaction of employers and stakeholder involvement
(Components R4.2 | R5.3 | RA.4.1)

Outcome Measures

Measure 3 (initial and/or Advanced). Candidate competency at program completion
(Component R3.3 | RA3.4)

Measure 4 (Initial and/or Advanced). Ability of completers to be hired in education positions for which they have prepared

Initial Programs Accountability Measures

CAEP Accountability Measures for EPP Initial Licensure Programs:

PreK-3, PreK-3 SPED (Dual), Elementary (K-5), Middle Grades 6-8 (English/Language Arts, Math, Science, Social Studies), Secondary Education 6-12 (Agriculture Education, Biology, Business, Chemistry, Earth & Space, Economics, English, Family and Consumer Sciences, French, Geography, Government, History, Math, Spanish), Specialized Subject Areas K-12 (Art, Dance, Health and Human Performance, Music), Special Education (SPED Interventionist (K-8), SPED Interventionist English, SPED Interventionist Math, SPED Interventionist Science, SPED Interventionist Social Studies (6-12), Master of Science in Education in Initial Licensure (Elementary (K-5), Secondary- Biology, Business, Chemistry, Earth & Space, Economics, English, French, Geography, Government, History, Math, Spanish (6-12), Special Education Interventionist (K-8)).

Measure 1: Completer Impact and Effectiveness

To address Measure 1, Completer Impact and Effectiveness, UTM EPP analyzes data from the Tennessee Department of Education Annual Reports, TVAAS scores, UT Martin’s Educator Preparation Program Report Card, Candidate Exit Surveys and Alumni Surveys. These surveys are distributed annually. The completer and alumni respond to statements indicating their level of satisfaction with the preparation received from the EPP. UTM EPP also reviews the results from the TDOE Educator Survey. The Tennessee Educator Survey is a voluntary and confidential survey, open to all teachers, administrators, and other certified staff across the state. The survey is meant to provide direct feedback to administrators and policymakers on a series of key issues facing our schools and classrooms.

Impact on P-12 Learning and Indicators of Teaching Effectiveness

TN Department of Education Annual Reports

  • 2021 TN Department of Education Annual Report
    Note: Due to the lack of teacher evaluation data from the 2019-20 school year and the continued impact of the COVID-19 pandemic on public schools during the 2020-21 school year, this has caused a delay in the TDOE releasing the Annual Reports for review and posting. This is information should be available by December 1, 2022.
  • 2020 State Collaborative on Reforming Education Statement Regarding the Teacher Preparation During the Pandemic
  • 2019 TN Department of Education Annual Report
    Note: Due to the COVID-19 public health emergency and related school closures, no teacher evaluation data is available from the 2019-20 school year. The pandemic has caused a delay in the TDOE releasing the Annual Reports for review and posting. This information should be available by December 1, 2022.
  • 2018 TN Department of Education Annual Report

TVAAS

The Tennessee Value-Added Assessment System (TVAAS) measures the impact schools and teachers have on their students' academic progress. TVAAS is a powerful tool because it measures how much students grow in a year and shines more light on student progress than solely considering their score on an end of year test. TVAAS allows educators to consider their students’ achievement (their score on the end of year assessment), as well as their growth (the progress students make year to year).1 Performance benchmarks were set based on three-year averages (not including the current year).

1 Published by https://team-tn.org/tvaas/

UTM EPP Report Card

“Teachers impact every other profession in our state by developing people — equipping students with the critical knowledge, tools, and skills they need to succeed in post-secondary education, careers, and beyond. The knowledge and skills taught in educator preparation programs are vital to ensuring every student in Tennessee has a well-prepared teacher from Day 1 in the classroom. The Report Card uses multiple metrics to provide information about teacher and leader preparation in the state to shine a spotlight on each provider's strengths and areas to continue to grow.

In 2007, the Tennessee General Assembly passed legislation requiring the publication of a report on key metrics of educator preparation providers throughout the state. Several aspects of the report card are required by that legislation, including indicators: placement and retention rates, scores on licensure exams, and teacher effect data based on Tennessee Value-Added Assessment System (TVAAS) scores. The report card also includes other key priority areas for the State Board. This information can help providers make program improvements and provide the public with information on important aspects of educator preparation in the state.”

Satisfaction of Completers

Measure 2: Satisfaction of employers and stakeholder involvement

To address Measure 2, satisfaction of employers and stakeholder involvement, UTM EPP analyzes data from satisfaction of employers surveys, Provider Impact section of the EPP Report card, retention of completers for 3 years, state-recognized partnerships, and feedback from our LEAs.

Satisfaction of Employers and Employment Milestones

Stakeholder Involvement

State-Recognized Partnerships

Primary Partnership School Districts

Secondary Partnership School Districts

2021-22

2020-21

Feedback from LEAs

  • Survey Results from LEAs for MOU 01-2021
  • Worked with stakeholders to identify Grow Your Own Round 2 grant participants.
  • Worked with LEAs for participants through the SPED additional endorsement grant.
Measure 3: Candidate Competency at Program Completion

To address Measure 3, UTM EPP reports annually on student outcomes such as graduation rates, retention rates, and completer/appeals data for initial and advanced licensure programs. UTM EPP also tracks Praxis pass rates and Title II data to monitor the ability of completers to meet licensure requirements.

Graduation Rates

Completer and Appeals Data

UTM EPP monitors completer and appeals data. Completer data also provides UTM predictive analysis for what is to come on Domain 1 TDOE Annual Reports and TN Report Card Candidate Profile.

Graduation and Retention Rates

UTM EPP reports graduation and retention rates annually.

Ability of Completers to Meet Licensing (Certification) and Any Additional State Requirements; Title II

Candidate Assessment-UTM Report Card

Praxis Pass Rates

To be considered as a completer with UTM’s EPP and be considered for licensure, candidates must pass state-mandated content and pedagogy tests (Praxis tests) for their licensure area. The Praxis exams are administered through Pearson Assessments. Results are monitored and reported annually for the university and compared to state results. Institutional pass rates are generated by the Title II report and are calculated based on Tennessee’s Cutscores.

 

Title II Reports

In accordance with state and federal law, Educator Preparation Programs are required to annually collect and report on specific information from initial licensure programs. Information includes, but not limited to, admission requirements, number of enrolled candidates, number of program completers, race and ethnicity statistics, clinical experiences, number of candidates prepared in the various subjects, assessment pass rate data, etc.

2020-2021 Reports

2019-20 Reports

2018-19 Reports

2017-18 Reports

2016-17 Reports

2015-16 Reports

2014-15 Reports

2013-14 Reports

2012-13 Reports

2011-12 Reports

2010-11 Reports

2009-10 Reports

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

To address Measure 4, Ability of Completers to be Hired in Education Positions for which They Have Prepared, UTM EPP analyzes data from the Tennessee Department of Education Annual Reports, UT Martin’s Educator Preparation Program Report Card, job placement surveys, and memos from SCORE.

TN Department of Education Annual Reports

UTM EPP Report Card

Job Placement Survey and Employment Domain from UTM EPP Report Card

Other Completer Data

Student Loan Default Rates and Other Consumer Information (Initial and Advanced Levels)

The Office of Federal Student Aid, under the direction of the US Department of Education, publishes official Federal Cohort Default Rates once per year. A cohort default rate is the percentage of a school’s borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or Direct Loan Program loans during a particular federal fiscal year, October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year.

  • 2018 Official Cohort Default Rate was 6.7%.
    *Published September 2021. Contact our Financial Aid Office for a copy of the official letter.
  • 2017 Official Cohort Default Rate was 8.6%.
    *Published September 2020. Contact our Financial Aid Office for a copy of the official letter.
  • 2016 Official Cohort Default Rate was 8.4%.
    *Published September 2019. Contact our Financial Aid Office for a copy of the official letter.

Advanced Accountability Measures

CAEP Accountability Measures for EPP Advanced Licensure Programs:

Educational Leadership (Master of Science in Education in Instructional Leadership) and School Counseling (Master of Science in Education with a Major in School Counseling).

Measure 1: Completer Impact and Effectiveness

To address Measure 1, Completer Impact and Effectiveness, UTM EPP analyzes data from assessment of students completed by university supervisors and external mentors as well as completer satisfaction surveys.

Impact on P-12 Learning and Indicators of Teaching Effectiveness

Satisfaction of Completers

Measure 2: Satisfaction of employers and stakeholder involvement

To address Measure 2, satisfaction of employers and stakeholder involvement, UTM EPP analyzes data from employer satisfaction surveys and survey results from our LEAs.

Satisfaction of Employers and Employment Milestones

Stakeholder Involvement

Advisory Board Meetings

LEAs MOU Survey Results

Measure 3: Candidate Competency at Program Completion

To address Measure 3, UTM EPP reports annually on graduation and retention rates, student learning outcomes, Praxis pass rates, and Title II reports.

Graduation Rates and Retention Rates

UTM EPP reports graduation and retention rates annually.

Student Learning Outcomes

Ability of Completers to Meet Licensing (Certification) and Any Additional State Requirements; Title II

Praxis Pass Rates

To be considered as a completer with UTM’s EPP and be considered for licensure, candidates must pass state-mandated content and pedagogy tests (Praxis tests) for their licensure area. The Praxis exams are administered through Pearson Assessments. Results are monitored and reported annually for the university and compared to state results. Institutional pass rates are generated by the Title II report and are calculated based on Tennessee’s Cutscores.

Title II Reports

In accordance with state and federal law, Educator Preparation Programs are required to annually collect and report on specific information from initial licensure programs. Information includes, but not limited to, admission requirements, number of enrolled candidates, number of program completers, race and ethnicity statistics, clinical experiences, number of candidates prepared in the various subjects, assessment pass rate data, etc.

Title II Reports

In accordance with state and federal law, Educator Preparation Programs are required to annually collect and report on specific information from initial licensure programs. Information includes, but not limited to, admission requirements, number of enrolled candidates, number of program completers, race and ethnicity statistics, clinical experiences, number of candidates prepared in the various subjects, assessment pass rate data, etc.

2020-2021 Reports

2019-20 Reports

2018-19 Reports

2017-18 Reports

2016-17 Reports

2015-16 Reports

2014-15 Reports

2013-14 Reports

2012-13 Reports

2011-12 Reports

2010-11 Reports

2009-10 Reports

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

To address Measure 4, Ability of Completers to be Hired in Education Positions for which They Have Prepared, UTM EPP analyzes data from the Tennessee Department of Education Annual Reports, UT Martin’s Educator Preparation Program Report Card, job placement surveys, and memos from SCORE.

TN Department of Education Annual Reports

UTM EPP Report Card

UTM EPP Report Card

Job Placement Survey and Employment Domain from UTM EPP Report Card

Other Completer Data

Student Loan Default Rates and Other Consumer Information (Initial and Advanced Levels)

The Office of Federal Student Aid, under the direction of the US Department of Education, publishes official Federal Cohort Default Rates once per year. A cohort default rate is the percentage of a school’s borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or Direct Loan Program loans during a particular federal fiscal year, October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year.

  • 2018 Official Cohort Default Rate was 6.7%.
    *Published September 2021. Contact our Financial Aid Office for a copy of the official letter.
  • 2017 Official Cohort Default Rate was 8.6%.
    *Published September 2020. Contact our Financial Aid Office for a copy of the official letter.
  • 2016 Official Cohort Default Rate was 8.4%.
    *Published September 2019. Contact our Financial Aid Office for a copy of the official letter.

CACREP Standards

Counseling Program Mission Statement

The mission of the University of Tennessee at Martin's Master of Science in Education with a major in counseling is to prepare socially ethical and competent professionals in clinical mental health and school settings. We aspire to develop counselors who are technically skilled, personally aware, empathic, and accepting of the cultural and social differences of their clients or students.

The UTM Counselor Education Model is designed to develop counselors who are enhancers of human development and believe counselors should know how to improve learning through the use of a wide variety of materials including human and technological resources. Therefore, embedded within and intertwined among components of the conceptual framework are the commitments to diverse learners and the use of technology as an additional communication tools to enhance student learning.

Student Learning Outcomes

The Council for the Accreditation of Counseling and Related Programs (CACREP) has identified eight common core curricular areas that are required of all counselor training programs. After completing the graduate degree, our students should be prepared to enter the counseling profession confident in their ability to meet the standards of their chosen professional specialization.  The following broad student learning outcomes have been developed to reflect the eight common core areas:

Knowledge

Students will demonstrate sufficient knowledge of content within the eight common core curricular areas (professional orientation and ethical practice, social and cultural diversity, human growth and development, career development, helping relationships, group work, assessment, and research and program development).          

Skills

Students will demonstrate effective counseling skills in their coursework and during their field experiences.

Professional Behavior

Students will adhere to the ethical code of their counseling professional association when completing coursework and field experiences.

Specialization

Students will demonstrate knowledge of their specialty area (clinical mental health, school counseling, addictions counseling, or student affairs and college counseling).

Student Learning Outcomes Annual Report 2020-2021

UTM Counseling Program Student Learning Outcomes Annual Report

Counseling Program Annual Report

Each academic year the Counseling Program develops an Annual Report that complies with CACREP Standards. The report documents important data for both the Clinical Mental Health and School Counseling specialty areas.

UTM Counseling Program Program Evaluation Annual Report 2020-2021

Counseling Program Vital Statistics

2020-2021 Vital Statistics