Initial Programs Accountability Measures

CAEP (Council for the Accreditation of Educator Preparation) has developed four accountability measures for Educator Preparation Providers (EPP), which are used to provide information to the public on program outcome and program impact:

  • Completer impact and effectiveness (R4.1)
  • Employer satisfaction and stakeholder involvement (R4.2, R5.3)
  • Candidate competency at completion (R3.3)
  • Ability of completers to be hired (in positions for which they have prepared)

Below are the four accountability measures for the Radford University's initial licensure programs with links to data or procedures that provide evidence for each measure.

Measure 1a: Impact on P-12 Student Learning and Growth

The Commonwealth of Virginia does not provide EPPs with data related to CAEP Standard R4.1. Thus, the EPP requests “Summative Evaluations” from completers' the first three years after program completion.

The summative evaluations (based on the Virginia Uniform Performance Standards for Teachers) received from completers are then disaggregated and reported at the program and EPP levels.

Summative Evaluation Data Summative evaluations are requested annually (May-Jun; Aug/Sep) and will be shared via this website in the early fall semester after data collection and analysis have concluded.

Principal Evaluations of 2019-2021 Completers

Measure 1b: Indicators of Completer Effectiveness

In 2019, the EPP developed a case study protocol for visiting and evaluating completers in their roles as professional educators. The evaluations were to be conducted by Teacher Education Program faculty trained in EPP assessment and familiar with the completer's licensure program.

Due to the COVID-19 global pandemic, school divisions across the Commonwealth of Virginia pivoted to remote learning in spring 2020. For many divisions, this continued in full or hybrid format into fall 2021. Many of our partner school divisions across the state limited the number of visitors able to enter their schools. We were unable to complete our protocol development and unable to collect any case study data during AY 2020-21.

2018-19 Case Study data

During AY 2021-22, the EPP updated the protocol to instead request principal observations (based on the Virginia Uniform Performance Standards for Teachers) and have EPP faculty conduct observations using the EPP's Common Observation rubric assessment for teacher candidates. AY 2022-23 serves as a pilot period for our revised protocol.

The EPP is observing and collecting principal observation and evaluation data from completers in their professional roles and will use this information to improve the EPP’s mission of developing teachers to serve the Commonwealth of Virginia.

Observation Data notes:

Principal observations of completers are requested during the fall and spring semesters and will be shared via this website after data collection and analysis have concluded.

Principal Observations of 2019-2021 Completers

Observations of completers are conducted as part of a three-year cycle. These observations are ongoing and will be shared via this website as data collection and analysis have concluded.


Measure 2: Satisfaction of Employers and Stakeholder Involvement

Satisfaction of Employers: We are a member of the Virginia Education Assessment Collaborative (VEAC), a state wide collaborative among the 36 educator preparation programs in Virginia designed to (1) provide EPPs employer and completer satisfaction data about their initial licensure programs; (2) provide EPPs benchmark data regarding how they compare to other statewide EPPs; and (3) provide our K-12 partners with a more efficient process for providing EPPs across the state feedback on their graduates. As a participating institution, we use a common employer survey for our initial licensure programs that is administered annually to K-12 administrators across the Commonwealth. The administrators provide feedback on our graduates who are within three years of completion of our teacher preparation program.

In 2022-23, we gathered contact information for our program completers from academic years 2019-20, 2020-21, 2021-22 in preparation for the administration of the 2023 VEAC Employer Satisfaction survey. The survey is distributed Feb/Mar, and results are received during the summer/early fall and posted during the fall semester.

2022 VEAC Survey Results

2021 VEAC Survey Results


Stakeholder Involvement: The EPP established an EPP Initial Programs Advisory Board, as well as a Professional Education Committee (PEC) to provide stakeholder involvement in Teacher Education Program.

The EPP Advisory is comprised of internal and external stakeholders: Cooperating Teachers, Central Office Administrators, current Teacher Candidates, University (faculty) Supervisors, and alumni. This board meets annually, and receives semesterly updates and opportunities to provide important feedback to the EPP.

The PEC is comprised of internal stakeholders: EPP Leadership, University (faculty) Supervisors, individual Program Leads, and disciplinary faculty. This committee meets monthly to review external and internal opportunities and changes that impact the EPP.

Measure 3: Candidate Competency at Completion

The EPP reports the number of Program Completers who met all licensure requirements through Title II and the VDOE Biennial Report.

Title II Reports

Biennial Reports

Measure 4: Ability of Completers to be Hired

Ability of Completers to be Hired in Education Positions

The Commonwealth of VA (VA Department of Education) does not provide information about program completers' licensure approval or employment statuses to degree providers. RU maintains documentation to confirm all teacher candidates complete program requirements. In addition, the RU Teacher Education Program provides candidates with assistance in applying for their licensure.

Using the list of RU Teacher Education Program completers who a) graduated with the degree in their program and b) completed all licensure requirements set forth by the Commonwealth of VA, we have found that 100% of program completers (initial licensure, primary endorsement) are eligible to be hired in an education position. The majority of these completers are either employed or attending graduate school within one year of program completion.