CAEP ID: 10318 AACTE SID: 3210
Institution: Montana State University - Bozeman 
Unit: College of Education, Health & Human Development 

Section 1. EPP Profile Updates in AIMS

After reviewing and/or updating the Educator Preparation Provider's (EPP's) profile in AIMS, check the box to indicate that the information in the system is up-to-date and accurate.

1.1 Update Contact Information in AIMS:

1.1.1 I confirm that the EPP has listed and updated the contact information for the individual(s) designated as "EPP Head."

[The individual(s) identified as the EPP head should be authorized to receive time-sensitive CAEP- accreditation related communications.]

Agree  Disagree
Radio button on for Agree

 

1.1.2 I confirm that the EPP has listed and updated the contact information for the individual(s) designated as "CAEP Coordinator".

[The individual(s) identified as the CAEP Coordinator is primarily assigned the role in coordinating accreditation activities. This contact may be carbon copied on communications to the EPP head and should be authorized by the EPP to receive CAEP-accreditation related communications.] 

  Agree  Disagree
Radio button on for Agree

1.1.3 I confirm that the EPP has provided updated contact information for two distinct people for these roles.

[CAEP requires that EPPs provide information for at least two distinct contact persons to ensure that automatic communications sent from AIMS are received by the EPP in the event of personnel turnover.]
Agree  Disagree
Radio button on for Agree

1.2 Update EPP Information in AIMS:

1.2.1 Basic Information - I confirm that the EPP's basic information (including mailing address and EPP name) are up to date and accurately reflected in AIMS.

[The individual(s) identified as the EPP head should have authority over the EPP. This contact may receive time-sensitive communications related to the accreditation of the EPP.]
Agree  Disagree
Radio button on for Agree

 

1.2.2 EPP Characteristics and Affiliations - I confirm that the EPP characteristics and affiliations (including Carnegie classification, EPP type, religious affiliation, language of instruction, institutional accreditation, and branch campuses/sites) are up to date and accurately reflected in AIMS

[The individual(s) identified as the CAEP Coordinator should have a role in coordinating accreditation activities. This contact may be carbon copied on communications to the EPP head.]

  Agree  Disagree
Radio button on for Agree

1.2.3 Program Options - I confirm that EPP's licensure area listings (including program title, licensure level, degree or certificate level, licensure(program) category, and program review option) are up to date and accurately reflected in AIMS under Program Options, for all licensure areas that fall within CAEP's scope of accreditation; (programs outside of CAEP's scope of accreditation should either be marked as non-CAEP review or archived, as applicable, in AIMS).
Agree  Disagree
Radio button on for Agree

Section 2. EPP's Program Graduates [Academic Year 2021-2022]

2.1 What is the total number of candidates who graduated from programs that prepared them to work in P-12 settings during Academic Year 2021-2022?

Enter a numeric value for each textbox.

  2.1.1 Number of graduates in programs leading to initial teacher certification or licensure1    164
     
  2.1.2 Number of graduates in advanced programs or programs leading to a
degree, endorsement, or some other credential that prepares the holder to serve in P-12 schools (Do not include those completers counted above.)2    
    13
     
  Total number of program graduates   177

1In Section 2 of the Annual Report, the EPP will provide the total number of graduates who finished the program and licensing requirements in the academic year specified.
2For a description of the scope for Initial and Advanced programs, see Policy II in the CAEP Accreditation Policies and Procedures

Section 3. Substantive Changes

Please report on any substantive changes that have occurred at the EPP/Institution or Organization, as well as the EPP's current regional accreditation status.

Have any of the following substantive changes occurred at your educator preparation provider or institution/organization during the 2021-2022 academic year? 

3.1 Has there been any change in the EPP’s legal status, form of control, or ownership? 

  Radio button off Change Radio button on No Change/Not Applicable  

3.2 Has the EPP entered a contract with other providers for direct instructional services, including any teach out agreements?

  Radio button off Change Radio button on No Change/Not Applicable  

3.3 Since the last reporting cycle, has the EPP seen a change in state program approval? 

  Radio button off Change Radio button on No Change/Not Applicable  

3.4. What is the EPP’s current regional accreditation status?

Accreditation Agency:

  Northwest Commission on Colleges and Universities (NWCCU)   

Status:

  Accredited  

 

Does this represent a change in status from the prior year? 

  Radio button off Change Radio button on No Change/Not Applicable  

3.5 Since the last reporting cycle, does the EPP have any other substantive changes to report to CAEP per CAEP’s Accreditation Policy?

  Radio button off Change Radio button on No Change/Not Applicable  

Section 4. CAEP Accreditation Details on EPP's Website

Please update the EPP's public facing website to include: 1) the EPP's current CAEP accreditation status with an accurate listing of the EPP's CAEP (NCATE, or TEAC) reviewed programs, and 2) the EPPs data display of the CAEP Accountability Measures for Academic Year 2021-2022. 

4.1. EPP's current CAEP (NCATE/TEAC) Accreditation Status & Reviewed Programs

4.1 Provider shares a direct link to the EPP's website where information relevant to the EPP's current accreditation status is provided along with an accurate list of programs included during the most recent CAEP (NCATE or TEAC) accreditation review.

https://www.montana.edu/education/accreditation/TEaccreditation/

 

4.2. CAEP Accountability Measures (for CHEA Requirements) [2021-2022 Academic Year]
Provider shares a direct link to its website where the EPP's display of data for the CAEP Accountability Measures, as gathered during the 2021-2022 academic year, are clearly tagged, explained, and available to the public.

CAEP Accountability Measures (for CHEA Requirements) [2021-2022 Academic Year]

  • Measure 1 (Initial): Completer3 effectiveness. (R4.1) Data must address: (a) completer impact in contributing to P-12 student-learning growth AND (b) completer effectiveness in applying professional knowledge, skills, and dispositions.

  • Measure 2 (Initial and Advanced): Satisfaction of employers and stakeholder involvement. (R4.2|R5.3| RA4.1) 
    Data provided should be collected on employers' satisfaction with program completers. 
  • Measure 3 (Initial and Advanced): Candidate competency at completion. (R3.3) 
    Data provided should relate to measures the EPP is using to determine if candidates are meeting program expectations and ready to be recommended for licensure. (E.g.: EPP's Title II report, data that reflect the ability of EPP candidates to meet licensing and state requirements or other measures the EPP uses to determine candidate competency at completion.) 
  • Measure 4 (Initial and Advanced): Ability of completers to be hired (in positions for which they have prepared.) 

3For the CAEP Accountability Measures, the EPP will share information on the website pertaining to completer data per CAEP's definition of the term completer: "A candidate who successfully satisfied all program requirements of a preparation program at least six months previously and who is employed in a position for which they were prepared for state licensure." 

CAEP Accountability Measures (Initial) [LINK]

https://www.montana.edu/education/accreditation/TEaccreditation/iando.html

 

CAEP Accountability Measures (Advanced) [LINK]

https://www.montana.edu/education/grad/edlead/edlead_acc.html

Section 5. Areas for Improvement, Weaknesses, and/or Stipulations

Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the last Accreditation Action/Decision Report. The EPP will continue to report its action and progress on addressing its AFI(s), weaknesses and/or stipulations until the EPP's next CAEP Accreditation Site Review.

This section is blank because MSU—Bozeman's Teacher Education Program had no Areas for Improvement, Weaknesses, and/or Stipulations cited in the last Accreditation Action/Decision Report.

Section 6. EPP's Continuous Improvement & Progress on (advanced level) Phase-in Plans and (initial-level) Transition Plans

Please share any continuous improvement initiatives at the EPP, AND (if applicable) provide CAEP with an update on the EPP's progress on its advanced level phase-in plans and/or initial level transition plans.

6.1 Summarize any data-driven EPP-wide or programmatic modifications, innovations, or changes planned, worked on, or completed in the last academic year.
This is an opportunity to share targeted continuous improvement efforts your EPP is proud of. Focus on one to two major efforts the EPP made and the relationship among data examined, changes, and studying the results of those changes.

In preparing and submitting our Self-Study Report as well as receiving and responding to the Site Team’s Formative Feedback Report, our EPP has undergone a productive and in-depth program review. In addition to expanding the Assessment and Alignment Committee to create a protocol for Validity/Reliability for EPP created assessments and surveys, we have also established a protocol for data-driven decision-making tracking. The EPP has created and 
established a new data management system that includes the process for which data is stored, accessed, organized, and aligned with CAEP Standards. Our new data protocol systems were utilized department-wide when reviewing Employer Survey data, analyzing the quantitative and qualitative themes, and having full-faculty discussions regarding these themes. The Data-Driven Decisions Template was utilized and piloted during full-faculty/staff input sessions. Based on the discussion of the data, the EPP was able to identify areas in courses where changes have already been made as well as facilitate conversations regarding where additional content or emphasis of content can be addressed in course work to correspond with employer feedback.

 

6.1.2 Optional Comments


  A.4.1 Satisfaction of Employers

A.5.1 Quality and Strategic Evaluation

A.5.2 Quality and Strategic Evaluation

A.5.3 Continuous Improvement

A.5.4 Continuous Improvement

A.5.5 Continuous Improvement

R3.2 Monitoring and Supporting Candidate Progression
R4.2 Satisfaction of Employers

R5.1 Quality Assurance System

R5.2 Data Quality

R5.4 Continuous Improvement
 

 

Upload data results or documentation of progress on phase-in/transition plans if applicable (This is optional and for the EPP's records as it prepares for the next CAEP review). 

Section 8: Feedback for CAEP & Report Preparer's Authorization

8.1 . [OPTIONAL] Just as CAEP asks EPPs to reflect on their work towards continuous improvement, CAEP endeavors to improve its own practices. To this end, CAEP asks for the following information to identify areas of priority in assisting EPPs.

8.1 Questions: Does the EPP have any questions about CAEP Standards, CAEP sufficiency criteria, or the CAEP accreditation process generally?

No

 

8.2 Preparer's authorization.By checking the box below, I indicate that I am authorized by the EPP to complete the 2023 EPP Annual Report, and that the details provided in this report and linked webpages are up to date and accurate at the time of submission.

Checked checkboxI am authorized to complete this report.

Report Preparer's Information

Name:   Rebecca Turk
  
       
Position   Director of Accreditation  
       
Phone:   406-994-4537  
       
E-mail:   rebecca.turk@montana.edu  

 

Secondary Contact Person for Annual Report Feedback(Notification of Annual Report Feedback will be sent to the report preparer and the secondary contact person listed to ensure receipt of feedback in the event of EPP turnover.) 

Name:   Sarah Pennington
  
       
Position   Department Head
  
       
Phone:   406-994-5952  
       
E-mail:   sarah.pennington2@montana.edu  

 

I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation, continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training, research and data review. CAEP reserves the right to compile and issue data derived from accreditation documents.

See CAEP Accreditation Policy

Checked checkboxAcknowledge