Accreditation and Assessment
School of Education Accreditation
Stockton's Teacher Education (TEDU) program is designed to prepare new teachers to be competent in their subjects, to apply appropriate pedagogy, and to demonstrate caring practices. The program is accredited by the Teacher Education Accreditation Council (TEAC) for a period of seven years, from 2013 to 2020. This accreditation certifies that the Teacher Education program has provided evidence that it adheres to TEAC's quality principles.
Stockton's Master of Arts in Education (MAED) program is designed to deepen professional knowledge, develop and deliver instruction, and demonstrate caring through reflective and equitable practices. The MAED program is accredited by the Teacher Education Accreditation Council (TEAC) for a period of seven years, from 2013 to 2020. This accreditation certifies that the Master of Arts in Education program has provided evidence that it adheres to TEAC's quality principles.
*As CAEP increasingly becomes the recognized name in accreditation of educator preparation, transitional language has been provided to continue to indicate TEAC accreditation, while linking the former entities to CAEP as the new sole accreditor for educator preparation.
- Accreditation Committee Decision for RSC MAED Program, July 22, 2013
- Accreditation Committee Decision for RSC Teacher Education Program, July 22, 2013
- TEAC Annual Report Master of Arts in Education, 2009
Stockton University's School of Education has applied for re-accreditation under CAEP Standards, and welcomes comments from our alumni, P-12 partners, peer institutions, and current students.
TEAC (CAEP) Accreditation:
Our novice teachers:
- Demonstrate a thorough competence in their content area and including the ability to draw upon content knowledge when planning and implementing instruction.
- Understand and integrate appropriate planning, assessment, planning and instructional strategies in engaging ways.
- Recognize the diverse needs of the learner by establishing a positive supportive learning environment and utilizing varied teaching strategies that meet the needs of all learners.
- Demonstrate professional responsibility by engaging in self-reflective practices and collaboration.
The MAED program makes and supports five claims:
1. Our graduates build and integrate content area knowledge in their practice.
2. Our graduates implement effective pedagogy strategies in their practice.
3. Our graduates effectively engage their students in classroom instruction that supports their students' academic achievement.
4. Our graduates apply educational theory and research in their practice.
5. Our graduates demonstrate a commitment to professionalism through caring relationships, reflective teaching practices, and involvement in learning communities.
As a TEAC-legacy accredited provider, Stockton's School of Education proudly shares its Annual Performance data with the Council for the Accreditation of Educator Preparation (CAEP) and with our public web page visitors. We are proudest of our strong completer survey results every year, which provide pre-service teachers in Initial Certification Programs, as well as in-service educators in Add-on and Advanced Programs, opportunities to reflect on their preparation experiences. Our faculty review the detailed feedback every semester as one of many data points that inform continuous quality improvement to our programs. These data represent Academic Year 2017-18.
|Social Studies||9||3.24||Special Education||30||Special Ed||19||4.63|
In addition to the quantitative summary data above, our completers share their qualitative feedback on specific InTASC- and Danielson-aligned questions. These responses emphasize both areas of strength, and areas of growth opportunity in our programs.
Sample Initial Responses: "The Stockton Teacher Education Program focused heavily on informed instruction and how to properly assess. I think it was extremely helpful and can be carried over into practice...edTPA took away from class time in student teaching."
Sample Advanced Responses: "The program was comprehensive and courses built upon each other. Each course incorporated a great deal of reflective practices...students must have real world teaching experience before they can apply to the program."
In both cases, faculty members have begun planning and/or implementing program improvements in response to growth opportunities that comprise patterns in feedback from one or more stakeholder perspectives.
To triangulate completer feedback, our Initial and Advanced program faculty teams reflect on quantitiative and qualitative data from our P-12 partners who employ our graduates, and from data compiled by the New Jersey Department of Education. These data also provide benchmarking opportunities that provide statewide context for the results below.
|Source: NJDOE||p13 SGO||p13 Practice||p13 Sum||top p9|
|2017-18 Advanced N = 65||4.6/5 Survey||55%||100%||96.9%||4.9%|
*Completion rate calculated from 117 Initial 2017-18 completers / all 141 admitted candidates Fall 2016-Summer 2017 and from 65 Advanced 2017-18 completers / all 118 enrolled candidates Fall 2015.
**Prior to Advanced Program Standard release, employment data collected on only 31 (degree-seeking) of 65 candidates
***Loan default rates OPE009345: https://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html