Annual Reporting Measures
The University of Mary Washington College of Education’s Educator Preparation Program (EPP) is currently accredited by the Virginia Department of Education. In Spring of 2019 a report was submitted to the Council for the Accreditation of Educator Preparation (CAEP) for re-accreditation. The CAEP review of that report was completed and UMW has been awarded full accreditation for the accreditation term of October 26, 2020 – December 21, 2027.
CAEP Accredited Licensure Programs and List of Currently Offered Programs
Link to CAEP: Council for the Accreditation of Educator Preparation (caepnet.org)
EPP Quality Assurance System Data Workflow Diagram
| Reporting Measure |
| Measure 1. Completer Effectiveness (R4.1) |
| Completer Effectiveness (R4.1): The data table linked below is compiled from the 2024-2025 Completer and Employer Satisfaction Surveys by the Virginia Education Assessment Collaborative (VEAC). The EPP provides an in-house generated list of Educator Preparation Programs (EPP) completer emails to VEAC’s survey manager (University of Virginia) to send out and collect responses as evidence for CAEP R4. The completers are teachers within their first 3 years of teaching. 2024-2025 VEAC Completer and Employer Survey Results UMW is an active member of VEAC. VEAC is a growing partnership of Virginia Educator Preparation Providers (EPPs) working together on assessment, data collection, and program improvement to positively impact our P-12 community partners; VEAC Leadership include COE faculty and staff with assessment expertise. In 2024-2025, VEAC represented 33 Virginia EPPs (projectveac.org). VEAC’s purpose is to provide a centralized assessment structure for Virginia EPPs that standardizes and reduces the complexity of data collection for both the Virginia Department of Education (VDOE) and the Council for the Accreditation of Educator Preparation (CAEP), our national accreditation agency (projectveac.org). This improves the value of the data for program improvement. The EPP continuously works to increase its rate of response by 1) providing more education and background information on the importance of the survey to EPP students who are about to be program completers, 2) having better non-EPP email addresses for this selected group collected through CAEP Annual Reporting multiple measures including Program Completer Exit Surveys completed at licensure check-out meetings, and 3) sending a “heads up” email to this selected group in advance of the survey as a notice (using a modified VEAC template email). To further understand Completer effectiveness, within the EPP-created Program Completer Exit Survey, the EPP program faculty asked for volunteers to participate in focus groups. The EPP conducted Alumni Completer focus groups in the Spring 2025, Fall 2025, and Spring 2026 semesters; these were facilitated through Zoom to increase participation accessibility. The information provided by our completers directly correlates to the continuous improvement of our programs. Some noted strengths specific to program preparation that strongly supported professional practice included: Structured lesson planning that promotes purposeful standards-aligned instruction, Relationship-building grounded in professionalism and mutual respect, Preparation for inclusive and diverse classrooms, including collaboration and understanding student needs, Reflective practices that support ongoing growth and adaptability. These elements were described as enduring foundations that graduates continue to draw upon in their teaching. |
| Measure 2 (Initial): Satisfaction of employers and stakeholder involvement (R4.2, R5.3) |
| Stakeholder Involvement (R5.3): The EPP has a well-established Quality Assurance System which provides programs with the opportunity to look at multiple measures to inform their program goals on an annual basis. The data table linked below is compiled from the 2024-2025 Completer and Employer Satisfaction Surveys by the Virginia Education Assessment Collaborative (VEAC). The quantitative results and qualitative results of completers within their first three years of employment and their respective employers serve as a multiple measure for the EPP’s data assessment and review evaluation, as evidence for informing the EPP’s mastery of Standard 4, and as evidence of stakeholder participation. 2024-2025 VEAC Completer and Employer Survey Results UMW is an active VEAC member. VEAC is a growing partnership of Virginia Educator Preparation Providers (EPPs) working together on assessment, data collection, and program improvement to positively impact our P-12 community partners; VEAC Leadership includes COE faculty and staff with assessment expertise. In 2024-2025, VEAC represented 33 Virginia EPP partners (projectveac.org). VEAC’s purpose is to provide a centralized assessment structure for Virginia EPPs that standardizes and reduces the complexity of data collection for both the Virginia Department of Education (VDOE) and the Council for the Accreditation of Educator Preparation (CAEP), our national accreditation agency (projectveac.org). This improves the value of the data for program improvement. These reports were widely shared with the faculty to review and inform their program goals and program improvement; however, a deep dive will be done to determine why certain UMW results are lower overall than the Virginia average. VEAC surveys provide critical feedback from our completers and their employers that is valid, reliable, and important for continuous improvement. In addition to the VEAC Completer and Employer Satisfaction Survey data, the EPP utilizes data gathered from feedback from the EPP Advisory Board. The Advisory Board meets once per semester and includes representatives from local school district leadership, UMW faculty and staff, alumni, district teachers, and community members. They bring multiple voices and perspectives to the table when discussing the licensure of CAEP Annual Reporting programs. The Advisory Board’s actionable feedback – formal and informal- informs all aspects of each licensure program and serves as a measure for our QAS, and as evidence of stakeholder involvement. To continue to increase stakeholder feedback, starting in Fall 2024, College of Education (COE) candidates are provided opportunities to respond to question prompts through an anonymous form link in their weekly updates email. Candidate responses are utilized as qualitative data to faculty and staff when making programmatic improvements. Additionally, in the Spring 2025, Fall 2025, and Spring 2026 semesters, the EPP conducted focus groups with COE Alumni and School-University-Partnership stakeholders. These were facilitated through Zoom to increase the accessibility to participate. Participants included mentor teachers, administrators, and site facilitators; a Site Facilitator serves as a bridge between a university and a school, helping coordinate intern support, facilitating communication, arranging professional development opportunities, and fostering collaboration among interns, mentor teachers, and school staff. The information provided directly correlates with the continuous improvement of our programs. Some noted strengths specific to program preparation that strongly supported professional practice included: Structured lesson planning that promotes purposeful, standards-aligned instruction , Relationship-building grounded in professionalism and mutual respect, Preparation for inclusive and diverse classrooms, including collaboration and understanding student needs , and Reflective practices that support ongoing growth and adaptability These elements were described as enduring foundations that graduates continue to draw upon in their teaching. |
| Measure 3 (Initial): Candidate competency at completion. |
| The EPP had a total of 41 candidates who successfully completed all of the state licensure requirements and were recommended for licensure. The EPP had a total of 281 candidates admitted and/or enrolled in the initial teacher certification or licensure programs. One indicator of the candidate’s competency at completion of the initial licensure program is the EPP’s internal assessment tool, the Internship Evaluation Rubric. The tool is based on the 10 InTASC standards, Virginia Uniform Performance Standards (VUPS) for teachers, and CAEP requirements for EPPs. Each category has a rating of 0-3, with the target being a 2 in each indicator. Items are scored on a scale of “Not Observed (0), Developing (1), Competent (2), and Accomplished (3)” with the goal by the end of the internship for the candidate to score at least a 2-competent on each item. For the 2024-2025 academic year, the mean scores of EPP interns were at or above the 2-Competent rating except for Performance Indicator 11.2, “Digital tools are used to monitor learner progress, and to guide candidate and learner decision-making through multiple methods of assessment,” which had a mean score of 1.96. The UMW College of Education faculty and staff analyzed the Internship Evaluation Rubric and Professional Competencies Evaluation data using the adopted Data Dialogue protocol. The faculty/staff identified the greatest strength of the candidates as being: –Performance Indicator 9.3 The candidate practices the profession in an ethical manner. (InTASC 9, VDOE 7) The faculty/staff identified the areas with the most opportunity for growth to be: –Collaboration on assessment development and/or analysis (InTASC 6.2, 7.2) This data is consistent with the data evaluated from the VEAC program completer and employer satisfaction surveys. The EPP quality assurance system also consists of several reporting cycles that include the Title II report, Annual Professional Education Program Profiles Report, and the Biennial report. These reports require the collection, analysis, and reporting of reliable and valid data about candidates and the program. The Annual Professional Education Program Profiles Section 8VAC20-543-70 of the Regulations Governing the Review and Approval of Education Programs in Virginia requires all institutions of higher education with approved EPPs to report annual specific institution level and programmatic data. The review and approval of programs for the preparation of professional school personnel is a cooperative responsibility of institutions of higher education, school divisions, and the Virginia Department of Education (VDOE). Programs are reviewed biennially and must demonstrate achievement of the accountability measures outlined in the Virginia Board of Education Regulations Governing the Review and Approval of Education Programs in Virginia, 8VAC20-542-40 Section 207 of Title II requires institutions to submit annual reports to states on the quality of the teacher preparation programs. States are required to collect the information contained in these institutional reports and to submit an annual report to the United States Department of Education (USDOE) that reports on the success of teacher preparation programs and describes efforts to improve teacher quality. |
| Measure 4 (Initial and Advanced): Ability of completers to be hired |
| VDOE’s 2025 IPAL report of EPP completer employment showed that 75.61% of EPP’s 2024-2025 completers were employed in Virginia school districts for the 2024-2025 school year. UMW 2020-2024 Instructional Personnel Employed in Virginia (VA) Public Schools EPP internal tracking via the Program Completer Exit Survey of 2023-2024 program completers, identified 75.61% of the program completers could specify the district where they would be teaching in the semester of program completion but prior to degree conferment. The ongoing shortage of educator professionals in Virginia leads to many opportunities for employment of educators in Virginia (VDOE Workforce Report). It is important also to note that although the EPP is provided with limited employment data from VDOE, we make every effort to gather completer information. |
Program Data for CAEP The College of Education annually reports data to CAEP as part of our commitment to continuous improvement. This data relates to the satisfaction of our graduates, their employment and other factors (Note: “I” refers to initial licensure; “A” refers to advanced endorsements for licensed educators*)CAEP sets forth eight annual reporting measures for institutions that informs the public on program impact and outcomes. The following is a list of the eight annual measures, and links to files that document UMW’s performance on each measure:
