Accreditation of Educator Preparation Programs

Otterbein’s educator preparation programs are accredited by the National Council for the Accreditation of Teacher Education (NCATE). This accreditation recognizes that our education programs have met national professional standards for the preparation of teachers and other educators. In NCATE‘s performance based accreditation system, institutions must provide evidence of competent teacher candidate performance. Teacher candidates must know the subject matter they plan to teach and how to teach effectively so that all students learn. All education programs at Otterbein are NCATE-accredited until Spring 2023:

     

    Thumbnail Ncate Logo

    For more information on Otterbein’s accreditation status, visit our profile on the NCATE Web site or download our Otterbein-NCATE-Accreditation-Summary-2023 (PDF).

    Follow the steps below to review performance reports for Otterbein’s educator preparation programs compiled by the Ohio Department of Higher Education (ODHE):

    1. Visit the Ohio Educator Performance Reports Web site and under Private Institutions, click Otterbein University.
    2. On this Web site you will be able to download Otterbein’s Education Preparation Provider Performance Report (PDF) as well as more specific reports by program.

    For information about Otterbein’s Education program outcomes, download our latest Title II Report (PDF).

    Future Accreditation
    Please note that, as of July 1, 2013, NCATE merged with the Teacher Education Accreditation Council (TEAC) to form the Council for the Accreditation of Educator Preparation (CAEP), a new accrediting body for educator preparation programs in the United States. This merger does not affect the accreditation status of Otterbein’s programs. Otterbein is eligible for and will seek accreditation based on CAEP standards in Spring 2023, following our established accreditation cycle.

    Council for the Accreditation of Educator Preparation (CAEP) Annual Reporting Measures.

    CAEP Impact Measure 1a: Completer Impact in Contributing to Growth in P-12 Student Learning

    Ohio’s Value-Added Assessment System (EVAAS) uses a proprietary formula to rank teachers according to student growth on grade 4-8 reading and mathematics achievement tests.

    Otterbein-prepared teachers approximate state averages.

    Source: 2019 Ohio Educator Performance Reports >  [Note: The State of Ohio has not made 2020 or 2021 data available.]

    EVAAS-Evaluated Teachers, Initial Licensure years 2015, 2016, 2017, 2018; Percentage of teachers in each category

    Most Effective Above Average Average Approaching Average Least Effective
    Otterbein (N = 60) 18% 8% 27% 18% 28%
    State of Ohio (N = 3480) 18% 9% 30% 15% 29%

    CAEP Impact Measure 1b: Completer Effectiveness in Applying Professional Knowledge, Skills, and Dispositions

    The Ohio Teacher Evaluation System (OTES) offers a detailed, multifaceted view of early-career teacher performance.

    Source: 2021 Ohio Educator Performance Reports >

    OTES, Initial Licensure Year 2021; Percentage of teachers in each category

    Accomplished Skilled Developing Ineffective
    Otterbein (N = 19) N/R* 100% N/R N/R
    State of Ohio (N = 1387) 7% 83% 9% N/R

    *Not Reported. The state does not report data for any category for which the number of entries is less than 10.

    CAEP Impact Measure 2: Satisfaction of Employers and Stakeholder Involvement

    NExT Survey of Supervisors of First-Year Teachers from Otterbein, May, 2021, N = 9 respondents

    Item Not Able to Observe Disagree Tend to Disagree Tend to Agree Agree
    Effectively teaches the subject matter in his/her licensure area 0% 0% 0% 0% 100%
    Designs and modifies assessments to match learning objectives 0% 0% 0% 22% 78%
    Differentiates assessments for all learners 0% 0% 0% 22% 78%
    Engages students in using a range of technology tools to achieve learning goals 0% 0% 0% 22% 78%
    Helps students develop critical thinking processes 0% 0% 0% 11% 89%
    Differentiates instruction for a variety of learning needs 0% 0% 0% 22% 78%
    Develops and maintains a classroom environment that promotes student engagement 0% 0% 0% 0% 100%
    Clearly communicates expectations for appropriate student behavior 0% 0% 0% 11% 89%
    Helps students regulate their own behavior 0% 0% 0% 11% 89%
    Responds appropriately to student behavior 0% 0% 0% 0% 100%
    Creates a learning environment in which differences such as race, culture, sexual orientation, and language are respected 0% 0% 0% 0% 100%
    Collaborates with parents and guardians to support student learning 0% 0% 0% 11% 89%
    Collaborates with teaching colleagues to improve student performance 0% 0% 0% 0% 100%

     

    CAEP Impact Measure 3: Candidate Competency at Completion

    In Ohio, each initial teacher licensure candidate takes several licensure exams, the Ohio Assessments for Educators (Click here for information). Information from the most recently reported cohort is below. (Note that Ohio does not report pass rates when fewer than 10 students take the exam. The table below reports pass rates for 6 or more students.)

    OAE Pass Rates, 2020-2021 Graduates

    Teacher Licensure Area Test Name Otterbein Pass Rate Ohio Pass Rate
    Early Childhood (PK-3), N = 8 OAE 001: APK Early Childhood (PK-3) 100% 98%
    Middle Childhood (4-9), N = 7 OAE 002: APK Middle Childhood 86% 92%
    Adolescent to Young Adult (7-12), N = 6 OAE 003: APK AYA 100% 99%
    Multi-Age (K-12), N = 7 OAE 004: APK Multi-Age 100% 96%
    Early Childhood (PK-3), N = 19 OAE 012: Early Childhood Education 100% 97%
    Elementary Education (4-5), N = 11 OAE 018: Elementary Education Subtest I 100% N/A
    Elementary Education (4-5), N = 11 OAE 018: Elementary Education Subtest II 91% N/A
    English Language Arts (7-12), N = 6 OAE 020: English Language Arts 100% 98%
    Integrated Social Studies (7-12), N = 6 OAE 025: Integrated Social Studies 100% 89%
    Middle Grades English Language Arts (4-9), N = 9 OAE 028: Middle Grades English Language Arts 100% 98%
    Middle Grades Mathematics (4-9),, N = 11 OAE 030: Middle Grades Mathematics 82% 94%
    Middle Grades Social Studies (4-9), N = 12 OAE 031: Middle Grades Social Studies 83% 90%
    Music (K-12), N = 9 OAE 032: Music 89% 92%
    Reading Specialist, N = 9 OAE 038: Reading Subtest I 100% N/A
    Reading Specialist, N = 9 OAE 039: Reading Subtest II 89% N/A
    Special Education, N = 9 OAE 040: Special Education 89% 94%
    Early Childhood (PK-3), Elementary Education (PK-5), Middle Grades (4-9), N = 55 OAE 090: Foundations of Reading 98% 92%

    Sources:  Pearson 2020-2021 cohort OAE data, 2021 Ohio Educator Performance Report >

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

    Otterbein recently surveyed 1-year graduates through the Network for Excellence in Teaching (NExT) Consortium.

    23 of 24 survey respondents recieved an Ohio teaching license. One of these teaches in a school that does not require a teaching licsense.

    22 of 24 (92%) are employed full-time in an educational setting. One of the 24 works part-time in an educational setting.

    Of the 23 working in education, 15 are classroom teachers, 3 are short-term substitutes, 2 are full-time substitutes, 1 is a paraprofessional, 1 is a language assistant, and 1 is a family liaison.