Accreditation

Accreditation from Council for the Accreditation of Educator Preparation (CAEP)

Linfield University’s Teacher Education Program (TEP) achieved national accreditation at the initial-licensure level from the CAEP from April 2021 - June 2028. CAEP Initial-Licensure Level Accreditation is provided at the baccalaureate or post-baccalaureate levels leading to initial licensure, certification or endorsement that are designed to develop P-12 teachers.

Linfield's Department of Education earned national accreditation by demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact and capacity for continuous improvement.

Conceptual Framework

In preparation for our TSPC site visit in March 2013, we created our Conceptual Framework in partnership with our Consortium, our K-12 advisory board. The mission statement portion of the document describes the following shared values with Linfield University: a culture of engagement and excellence, integrated teaching and learning, global and multicultural understanding, and experiential learning; these are the Linfield University Core Themes, which we embrace fully. The Conceptual Framework part of the document operationalizes the mission in the everyday work we do with TEP candidates and in the everyday work they ultimately do with their own P-12 students in the following areas: Learning Theory and Content Knowledge, Advocacy for All Learners, and Reflection and Action.

Preparing for our 2013 site visit was a key time in our program when we reflected on our course alignment with our mission and conceptual framework and the Linfield University Core Themes. At this time, we implemented our syllabus matrix: each education faculty member is required to show how their key assignments and related assessments link to the Department of Education's Conceptual Framework, the Linfield University Core Themes, the InTASC Standards, CAEP Standards and other state standards. In this way, each professor is able to ensure that their instruction is aligned to all relevant standards.

Finally, we routinely review our Conceptual Framework with our Consortium and seek feedback for changes. So far, we have been collectively pleased with the Conceptual Framework we have created and how it guides our program.

Learning Theory and Content Knowledge

• Draw upon research from multiple learning theories in developing praxis
• Use varied, engaging content pedagogy, including multiple modes of representation and communication, including the purposeful use of technology and media
• Develop and implement effective instruction based on content knowledge aligned to professional and state standards
• Apply understanding of motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation

Advocacy for All Learners

• Use a culturally responsive approach to create instruction based on the contexts of community, school, families and individual students.
• Collaborate with school and community personnel and resources, including families, to meet the needs of all learners
• Create a safe and positive classroom community based on equity, fairness and the belief that all students can learn
• Plan lessons and assessments that address variation in learning styles, developmental levels, ability levels and diversity among learners

Reflection and Action

• Analyze formative and summative assessments, making appropriate adjustments to instruction and educational programs
• Demonstrate self-awareness and growth in professional characteristics
• Seek opportunities for professional development by engaging in research, collaborating with colleagues and other professionals, attending professional meetings and serving on professional committees within their disciplines

CAEP Annual Reporting Measures

CAEP has annual reporting measures which are used to provide information to the public on both program outcome and program impact. 

Linfield University's Teacher Education Program (TEP) is accredited through: 
Council for the Accreditation of Educator Preparation (CAEP)
2010 Massachusetts Avenue NW, Suite 500
Washington, D.C., 20036-1023
(202) 466-7496

Following is the list of CAEP measures with links to data tables that provide supporting evidence for each measure:  

Outcome Measures 1, 2, 3 and 4

In the fall of 2019, Linfield TEP faculty embarked on a research study to determine the impact of Linfield TEP program completers on P-12 learning and development (4.1), the teaching effectiveness of Linfield TEP completers (4.2), the satisfaction of employers of Linfield program completers and employment milestones (4.3) and the satisfaction of Linfield TEP program completers themselves (4.4).

Three sources of data stemmed from research with eight graduates who teach a range of grade levels and content areas. All of the graduates were within their first three years of teaching.

Each graduate:

• Participated in a focus group
• Submitted a summative teaching evaluation completed by a supervisor
• Provided student learning growth data

Other data sources included:

• Surveys with our one-, two-, and three-year graduates
• Surveys with the administrators of our one-, two-, and three-year graduates
• Examination of licensure information of Linfield TEP completers employed by McMinnville School District
  
  

Outcome Measures 5 and 6: Completer rate and licensure rate

The following table captures the required licensure exam rates of Linfield TEP completers.

Title II Reports:

• 2021
• 2020
• 2019 

Measure 7: Employment rate

Supporting Evidence:

• Spring 2020 Alumni Survey Data

Measure 8: Consumer information

Supporting Evidence: 

• Student Loan Default Rates
• Cost of Attendance
• Linfield Retention and Graduation Rates
• Student Body Diversity
• Linfield Consumer Information Index