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

Linfield's Department of Education created our Conceptual Framework in partnership with our Consortium, a 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.

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 on their syllabi. 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

The Council for the Accreditation of Educator Preparation (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

CAEP Accountability Measures

The Council for the Accreditation of Educator Preparation (CAEP) Accountability Measures are used to provide information to the public on both program outcomes and program impact. Following is the list of CAEP measures with links to information that provide supporting evidence for each measure:

Measure 1 (Initial): Completer effectiveness (R4.1)

Completer impact in contributing to P-12 student-learning growth.

Updated Graduate Student Focus Group data is not yet available due to limitations of participant capacity due to COVID-19. The EPP plans to engage with graduate student focus groups and collection of summative teaching evaluations from those graduates in the fall of 2023, and data for this measure are expected to become available to the public by April 2024.

Completer effectiveness in applying professional knowledge, skills and dispositions.

Measure 2: Satisfaction of Employers and Stakeholder Involvement (R4.2|R5.3| RA4.1)

2021-2022 Graduate Survey
OACTE 2021 Graduate Survey
Graduate Teaching Evaluations: Updated Graduate Teaching Evaluation data is not yet available due to limitations of participant capacity due to COVID-19. The EPP plans collect summative teaching evaluations from 2020-2021 and 2021-2022 graduates in the fall of 2023, and data for this measure are expected to become available to the public by April 2024.
Licensure Information: Program Completers in MSD
Stakeholder Involvement

Measure 3: Candidate Competency at Program Completion (R3.3)

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

Results from TEP program research in fall 2019
Academic year	Exam	Exam pass rate of completers	Linfield TEP completion rate
2021-22	edTPA	94%	100%
	NES	95%
	Civil Rights Competencies	100%
2020-21	edTPA	100%	100%
	NES	81%
	Civil Rights Competencies	100%
2019-20	edTPA	100%	100%
	NES	95%
	ORELA - Civil Rights	100%

Title II Reports:

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