Accreditation
Our programs are fully approved by the North Dakota Education Standards and Practices Board and accredited by the National Council for Accreditation of Educator Preparation (CAEP, formerly NCATE) since 1954.
Accrediting Bodies
- CAEP
- North Dakota Education Standards and Practices Board
- Music Education: National Association of Schools of Music
- TESOL Advancing Excellence in English Language Teaching
- Higher Learning Commission (HLC)
- American Association of Colleges for Teacher Education (AACTE)
Conceptual Framework
At UND, our teacher education programs are structured around a conceptual framework in which educators play three crucial and intersecting roles.
Educators as Learners
Addresses our goal of developing educators who are committed and passionate about the continuing process of learning about many things, especially the process of teaching, and who will in turn guide their students in becoming life-long learners.
Educators as Practitioners
Focuses on developing educators who are able to take an active role in promoting the learning of all students. In our programs, you will learn about educational settings and the diverse learner while engaging in multiple, authentic experiences in schools that challenge you to apply your growing knowledge and skill.
Educators as Advocates
Is directed at the development of educators who will advocate with and for students. We expect our graduates to be committed to meeting the educational needs of all of their students in a caring, non- discriminatory and equitable manner. Additionally, we help our educators recognize the existing inequities in schools and society and adopt a proactive stance that will challenge such inequities and improve the educational opportunities.
Measuring Educator Preparation Program (EPP) Success
We recruit the best and the brightest students in North Dakota. Our expanded curricular offerings for creative learning and continuing education enhance quality of life for North Dakota citizens online and face to face.
Students are immersed in active learning environments and cutting-edge technology integrated across our programs. They also enjoy our state-of-the art LEED Silver Certified Education Building. We also focus on initiatives like STEM, so students collaborate within and across professional and the scientific disciplines.
CEHD Vision
The College of Education and Human Development advances research, teaching, and learning through an intentional focus on problem solving and integration of theory and practice to develop equitable outcomes which foster local and global impacts on a diverse and complex society.
Measuring CAEP Impact and Outcome Measures
The University of North Dakota provides impact and outcome indicators based upon data collected through eight annual measures designated by the Council for the Accreditation of Educator Preparation (CAEP). These measures provide the EPP an opportunity to share information to the general public about the program, the outcomes, candidates, and program completers’ impact on P12 learning.
Impact Measures (CAEP Standard 4)
Skills of Teaching Observation Tool (STOT)
Based upon the Skills of Teaching Observation Tool (STOT) the STOT measures program completer's knowledge, skills, and dispositions learned throughout the preparation program in conjunction with current P-12 setting in which data is designed to be collected. In collaboration with the North Dakota Education Standards and Practices Board (ESPB), Education Preparation Providers (EPP) across the state vetted this instrument.
Initial
STOT data is to be collected each semester and analyzed in the spring term. This measure will begin Fall, 2021 with data first analyzed Spring, 2022.
Advanced
Employer survey data is collected and analyzed in the spring term. This measure was initiated Fall, 2020 with data currently being collected and will first be analyzed this Spring, 2021.
Skills of Teaching Observation Tool (STOT)
Based on the premise of the observation tool this variation is designed to measure program completer’s knowledge, skills, and dispositions learned in their preparation program. Collaboration with ND Education Standards and Practices Board (ESPB) supports this assessment instrument as a state vetted instrument.
Data will be collected and analyzed in Fall 2021 to be reported in Spring 2022.
Skills of Teaching Observation Tool (STOT)
Initial
Based upon the Skills of Teaching Observation Tool (STOT), the STOT measures program completer’s knowledge, skills, and dispositions learned throughout the preparation program in conjunction with current P-12 setting in which data is designed to be collected. In collaboration with the North Dakota Education Standards and Practices Board (ESPB), Education Preparation Providers (EPP) across the state vetted this instrument.
Advanced
For advanced certification program completers, the candidate satisfaction data is forthcoming. Data collection is in progress.
Skills of Teaching Observation Tool (STOT)
Based on the premise of the observation tool this variation is designed to measure program completer’s knowledge, skills, and dispositions learned in their preparation program. Collaboration with ND Education Standards and Practices Board (ESPB) supports this assessment instrument as a state vetted instrument.
Data will be collected and analyzed in Fall 2021 to be reported in Spring 2022.
Initial 4.3: Instructional Practice
To what extent do you agree or disagree that this first-year teacher does the following?
| Agree | Tend to Agree | Tend to Disagree | |
|---|---|---|---|
| Effectively teaches the subject matter in his/her licensure area | 92% | 4% | 0% |
| Selects instructional strategies to align with learning goals and standards | 83% | 13% | 0% |
| Regularly adjusts instructional plans to meet students' needs | 75% | 17% | 0% |
| Designs and modifies assessments to match learning objectives | 58% | 29% | 0% |
| Analyzes multiple and appropriate types of assessment data to identify student learning needs | 58% | 25% | 4% |
| Engages students in using a range of technology tools to achieve learning goals | 79% | 8% | 4% |
0% selected Disagree or Not Able to Observe.
Initial 4.3: Diverse Learners
To what extent do you agree or disagree that this first-year teacher does the following?
| Agree | Tend to Agree | Tend to Disagree | Not Able to Observe | |
|---|---|---|---|---|
| Effectively teaches students from culturally and ethically diverse backgrounds and communities | 79% | 8% | 0% | 0% |
| Differentiates for students at varied development levels | 67% | 21% | 8% | 0% |
| Accesses resources to foster learning for students with diverse needs | 63% | 29% | 0% | 4% |
0% selected Disagree.
Initial 4.3: Learning Environments
| Agree | Tend to Agree | Tend to Disagree | Not Able to Observe | |
|---|---|---|---|---|
| Uses effective communication skills and strategies to convey ideas and information to students | 83% | 4% | 4% | 0% |
| Connects core content to students' real-life experiences | 79% | 13% | 0% | 0% |
| Develops and maintains a classroom environment that promotes student engagement | 75% | 17% | 4% | 0% |
| Creates a learning environment in which differences such as race, culture, gender, sexual orientation and language are respected | 75% | 13% | 0% | 8% |
0% selected Disagree.
Initial 4.3: Professionalism
To what extend do you agree or disagree that this first-year teacher does the following
| Agree | Tend to Agree | Tend to Disagree | Not Able to Observe | |
|---|---|---|---|---|
| Seeks out learning opportunities that align with professional development goals | 63% | 21% | 4% | 8% |
| Uses colleague feedback to support development as a teacher | 75% | 13% | 8% | 0% |
| Acts as an advocate for all students | 79% | 17% | 0% | 0% |
0% selected Disagree.
Initial A. 4.1
Employer satisfaction data for advanced certification program completers is forthcoming. Data collection is in progress.
Initial 4.4
How satisfied were you with the following aspects of your teacher education preparation program?
| Very Satisfied | Satisfied | Dissatisfied | Very Dissatisfied | |
|---|---|---|---|---|
| Advising on professional education program requirements | 33% | 53% | 10% | 1% |
| Integration of technology throughout your teacher preparation program | 23% | 51% | 22% | 1% |
| Quality of field experiences prior to student teaching | 34% | 53% | 9% | 1% |
Would you recommend your teacher preparation program to another prospective student?
| Definitely Yes | Probably Yes | Probably No | Definitely No |
|---|---|---|---|
| 60% | 33% | 6% | 6% |
To what extent do you agree or disagree that your teacher preparation program gave you the basic skills to do the following:
| Agree | Tend to Agree | Tend to Disagree | Disagree | |
|---|---|---|---|---|
| Effectively teach students from culturally and ethnically diverse backgrounds and communities | 53% | 39% | 5% | 1% |
| Differentiate instruction for a variety of learning needs | 56% | 34% | 13% | 0% |
| Access resources to foster learning for students with | 50% | 35% | 12% | 1% |
| Clearly communicate expectations for appropriate student behavior | 64% | 27% | 7% | 0% |
| Connect core content to students' real-life experiences | 65% | 27% | 7% | 0% |
| Develop and maintain a classroom environment that promotes student engagement | 67% | 28% | 4% | 0% |
| Seek out learning opportunities that alighn with my professional development goals | 60% | 33% | 5% | 1% |
| Collaborate with parents and guardians to support student learning | 48% | 36% | 12% | 3% |
| Use colleague feedback to support my development as a teacher | 69% | 16% | 2% | 1% |
| Act as an advocate for all students | 80% | 16% | 2% | 1% |
My University supervisor....
| Agree | Tend to Agree | Tend to Disagree | Disagree | |
|---|---|---|---|---|
| Gave me constructive feedback on my teaching | 86% | 11% | 1% | 1% |
| Helped me develop as a reflective practitioner | 86% | 9% | 5% | 1% |
My cooperating teacher/co-teacher....
| Agree | Tend to Agree | Tend to Disagree | Disagree | |
|---|---|---|---|---|
| Provided adequate opportunitites for me to observe the classroom | 94% | 5% | 0% | 0% |
| Gave me constructive feedback on my teaching | 83% | 10% | 5% | 1% |
| Helped me reflect on student data to inform instructions | 86% | 8% | 5% | 1% |
UND Teacher Education Program Questions
| Agree |
Tend to Agree |
Tend to Disagree |
Disagree |
|
|---|---|---|---|---|
| My major helped me learn the content knowledge I need to be an effective teacher in my subject area | 79% | 19% | 1% | 1% |
| The methods courses I took prepared me to design and implement effective instruction and assessment | 80% | 14% | 5% | 1% |
| The field experiences during the program allowed me adequate opportunities to observe and practice teaching prior to student teaching | 78% | 19% | 2% | 1% |
Advanced A.4.2
For Advanced certification program completers, the candidate satisfaction data is
forthcoming. Data collection is in progress.
Outcome Measures
Initial
| 2019-2020 Graduates |
2018-2019 Graduates |
2017-2018 Graduates |
|||
|---|---|---|---|---|---|
| Program Area |
Count | Program Area |
Count | Program Area | Count |
| Curriculum & Instruction - Initial | 2 | Early Childhood Education | 7 | Early Childhood Education | 5 |
| Early Childhood Education | 3 | Early Childhood/Elementary Education | 13 | Early Childhood/Elementary Education | 8 |
| Early Childhood/Elementary Education | 11 | Elementary Education | 59 | Elemenatary Education | 57 |
| Elementary Education | 73 | Elementary/Middle Level Education | 7 | Elementary/Middle Level Education | 3 |
| Elementary/Middle Level Education |
1 |
Middle Level/Secondary Education |
1 |
Middle Level Education |
1 |
| Middle Level Education |
2 |
Kinesiology K-12 |
6 |
Kinesiology K-12 |
6 |
| Middle Level/Secondary Education4 |
4 |
Music Education K-12 |
4 |
Music Education K-12 |
4 |
| Kinesiology K-12 |
5 |
Secondary Education (majors breakdown below) |
25 |
Secondary Education (majors breakdown below) |
31 |
| Special Education - Initial |
24 |
Biology |
1 |
Fisheries & Wildlife Biology |
1 |
| Music Education K-12 |
7 |
Composite Science Education |
3 |
Chemistry |
2 |
| Secondary Education (majors breakdown below) |
34 |
Composite Social Studies Education |
4 |
Composite Science Education |
5 |
| Biology |
1 |
History |
1 |
Geology |
1 |
| Composite Science Education |
2 |
English |
7 |
Spanish |
1 |
| Composite Social Studies Education |
9 |
Mathematics |
7 |
Composite Social Studies Education |
9 |
| History |
5 |
Visual Arts |
2 |
English |
6 |
| English |
6 |
|
|
Mathematics |
6 |
| Mathematics |
6 |
|
|
|
|
| Secondary |
2 |
|
|
|
|
| Spanish |
1 |
|
|
|
|
| Visual Arts |
2 |
|
|
|
|
|
Total 2019-2020 Graduates |
166 |
Total 2018-2019 Graduates |
122 |
Total 2017-2018 Graduates |
115 |
Advanced
Graduates: Advanced K-12 Licensure Programs - University of North Dakota
| 2019-2020 Graduates | 2018-2019 Graduates | 2017-2018 Graduates | |
|---|---|---|---|
| Program Area | Count | Count | Count |
| Counseling (K-12 School Emphasis), M.A. | 17 | 17 | 9 |
| Educational Leadership, M.Ed. | 13 | 12 | 15 |
| Reading Education, M.Ed. | 8 | 10 | 4 |
| Reading Education, M.S. | 8 | 11 | 9 |
| Special Education, M.S. | 97 | 123 | 142 |
| Teaching English to Speakers of Other Languages (TESOL), M.Ed. | 9 | 12 | 10 |
| Total Number of Graduates | 151 | 185 | 189 |
Initial
GPA Rates from Admission to Graduation
CEHD Teacher Education - University of North Dakota
| 2019-2020 | |||
|---|---|---|---|
| Program Area | Total Students | Average GPA at Admission | Average GPA at time of Student Teaching |
| Early Childhood Education | 14 | 3.40 | 3.70 |
| Elementary Education | 74 | 3.43 | 3.59 |
| Secondary Education | 53 | 3.42 | 3.43 |
| Overall Teacher Education | 124 | 3.35 | 3.57 |
| 2018-2019 | |||
|---|---|---|---|
| Program Area | Total Students | Average GPA at Admission | Average GPA at time of Student Teaching |
| Early Childhood Education | 21 | 3.23 | 3.59 |
| Elementary Education | 67 | 3.34 | 3.59 |
| Secondary Education | 36 | 3.48 | 3.52 |
| Overall Teacher Education | 124 | 3.35 | 3.57 |
| 2017-2018 | |||
|---|---|---|---|
| Program Area | Total Students | Average GPA at Admission | Average GPA at time of Student Teaching |
| Early Childhood Education | 13 | 3.46 | 3.69 |
| Elementary Education | 68 | 3.36 | 3.58 |
| Secondary Education | 40 | 3.32 | 3.47 |
| Overall Teacher Education | 121 | 3.38 | 3.58 |
| 2016-2017 | |||
|---|---|---|---|
| Program Area | Total Students | Average GPA at Admission | Average GPA at time of Student Teaching |
| Early Childhood Education | 20 | 3.14 | 3.47 |
| Elementary Education | 74 | 3.33 | 3.58 |
| Secondary Education | 41 | 3.49 | 3.58 |
| Overall Teacher Education | 135 | 3.32 | 3.54 |
Praxis ll Licensure Exams - Longitudinal Pass Rates
CEHD Teacher Education - University of North Dakota
| 2019-2020 | ||||
|---|---|---|---|---|
| PLT Exams | Averages of Content Knowledge Exams | |||
| Teacher Education Program Areas | Test Takers | % Passed | Test Takers | % Passed |
| Early Childhood Education | 7 | 100% | 14 | 100% |
| Elementary Education/Middle Level | 85 | 98% | 102 | 82% |
| Secondary Education | 51 | 96% | 56 | 93% |
| Overall Teacher Education | 143 | 99% | 172 | 92% |
| 2018-2019 | ||||
|---|---|---|---|---|
| PLT Exams | Averages of Content Knowledge Exams | |||
| Teacher Education Program Areas | Test Takers | % Passed | Test Takers | % Passed |
| Early Childhood Education | 2 | 100% | 7 | 86% |
| Elementary Education/Middle Level | 33 | 88% | 42 | 81% |
| Secondary Education | 24 | 96% | 23 | 96% |
| Overall Teacher Education | 59 | 95% | 72 | 88% |
| 2017-2018 | ||||
|---|---|---|---|---|
| PLT Exams | Averages of Content Knowledge Exams | |||
| Teacher Education Program Areas | Test Takers | % Passed | Test Takers | % Passed |
| Early Childhood Education | 9 | 89% | 21 | 90% |
| Elementary Education/Middle Level | 71 | 87% | 100 | 78% |
| Secondary Education | 31 | 94% | 36 | 86% |
| Overall Teacher Education | 111 | 90% | 157 | 85% |
Advanced
GPA Rates - Admission and Graduation
Advanced K-12 Licensure Programs - University of North Dakota
| 2019-2020 | ||||
|---|---|---|---|---|
| Admission | Completion | |||
| Program Area | Total Students | Average GPA | Total Students | Average GPA |
| Counseling (K-12 School Emphasis) | 22 | 3.59 | 17 | 3.93 |
| Educational Leadership | - | - | 13 | 3.91 |
| Reading Education, M.Ed. | 8 | 3.72 | 7 | 3.95 |
| Reading Education, M.S. | 23 | 3.59 | 8 | 3.91 |
| Special Education | 52 | 3.51 | 92 | 3.82 |
| TESOL | 5 | - | 9 | 3.82 |
| Overall Advanced Programs | 110 | 3.6 | 151 | 3.89 |
| 2018-2019 | ||||
|---|---|---|---|---|
| Admission | Completion | |||
| Program Area | Total Students | Average GPA | Total Students | Average GPA |
| Counseling (K-12 School Emphasis) | 26 | 3.27 | 17 | 3.84 |
| Educational Leadership | 9 | 3.82 | 12 | 3.97 |
| Reading Education, M.Ed. | 3 | 3.69 | 10 | 3.87 |
| Reading Education, M.S. | 15 | 3.65 | 11 | 3.96 |
| Special Education | 59 | 3.47 | 123 | 3.85 |
| TESOL | 3 | 2.91 | 12 | 3.85 |
| Overall Advanced Programs | 115 | 3.47 | 185 | 3.91 |
| 2017-2018 | ||||
|---|---|---|---|---|
| Admission | Completion | |||
| Program Area | Total Students | Average GPA | Total Students | Average GPA |
| Counseling (K-12 School Emphasis) | 24 | 3.35 | 9 | 3.80 |
| Educational Leadership | 9 | 3.80 | 15 | 3.96 |
| Reading Education, M.Ed. | 11 | 3.72 | 4 | 3.85 |
| Reading Education, M.S. | 7 | 3.77 | 9 | 3.93 |
| Special Education | 86 | 3.42 | 142 | 3.86 |
| TESOL | 6 | 2.46 | 10 | 3.85 |
| Overall Advanced Programs | 143 | 3.58 | 189 | 3.88 |
| 2016-2017 | ||||
|---|---|---|---|---|
| Admission | Completion | |||
| Program Area | Total Students | Average GPA | Total Students | Average GPA |
| Counseling (K-12 School Emphasis) | 23 | 3.32 | - | - |
| Educational Leadership | 20 | 3.65 | 12 | 3.97 |
| Reading Education, M.Ed. | 7 | 3.70 | 6 | 3.82 |
| Reading Education, M.S. | 19 | 3.69 | 9 | 3.85 |
| Special Education | 124 | 3.47 | 121 | 3.85 |
| TESOL | 16 | 3.42 | 4 | 3.21 |
| Overall Advanced Programs | 209 | 3.54 | 152 | 3.71 |
Initial
Would you recommend your teacher preparation program to another prospective student?
| Very Well Prepared | Somewhat Prepared | Not Prepared |
|---|---|---|
| 45% | 49% | 6% |
To what extent do you agree or disagree with the followoing statements?
| Agree | Tend to Agree | Tend to Disagree | |
|---|---|---|---|
| I would recommend my teacher preparation program to a prospective teacher | 69% | 20% | 9% |
| The rewards of teaching are worth the efforts requried by my preparation program | 74% | 17% | 3% |
| My teacher education program prepared me to be successful in my current teaching position | 66% | 26% | 6% |
0% selected Disagree.
Advanced
For Advanced certification program completers, the Ability to be Hired data is forthcoming as data collection is in progress.
According to the University of North Dakota’s Student Financial Aid Office, the official cohort loan default rate is 2.9% (current 2017 record). This rate is not available by college or program.