Skip to main content
University of North Dakota
University of North Dakota
    • Current Students
    • Faculty & Staff
    • Alumni
    • Email
    • Blackboard
    • Campus Connection
    • Employee Self-Service (HRMS)
    • Starfish
    • Degree Map
    • Zoom
  • Directory
  • Calendar
  • Scope of this search:
College of Education & Human Development
College of Education & Human Development
  • Admissions
  • Academics
  • About the College
  • Research
University of North Dakota
  • Admissions
  • Academics
  • About the College
  • Research
  • Request Info
  • Visit
  • Apply
Scope of this search:
  • Request Info
  • Visit
  • Apply
Scope of this search:
College of Education & Human Development
  • Home
  • About the College
  • Accreditation
Skip Section Navigation
  • About the College
  • Accreditation
  • Mission & History
  • Scholarships
  • Office of Teacher Recruitment & Retention (OTRR)
  • CAEP Self-Study Report
  • Faculty & Staff Resources
  • Contact Us
  •  

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 Accountability Measures

The University of North Dakota provides impact and outcome indicators based upon data collected through four accountability 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)

Excerpts from Supervisor Survey 2021

Completed by the Supervisors of Teacher Education graduates from the previous year

Institutional Practice

To what extent do you agree or disagree that this first-year teacher does the following?

  Agree Tend to Agree Tend to Disagree Disagree Not Able to Observe
Effectively teaches the subject matter in his/her licensure area 86% 14% 0% 0% 0%
Selects instructional strategies to align with learning goals and standards 81% 14% 5% 0% 0%
Regularly adjusts instructional plans to meet students’ needs 76% 19% 5% 0% 0%
Designs and modifies assessments to match learning objectives 71% 29% 0% 0% 0%
Analyzes multiple and appropriate types of assessment data to identify student learning needs 67% 24% 0% 5% 5%
Engages students in using a range of technology tools to achieve learning goals 71% 29% 0% 0% 0%

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 Disagree Not Able to Observe
Effectively teaches students from culturally and ethnically diverse backgrounds and communities 81% 10% 0% 0% 10%
Differentiates for students at varied developmental levels 71% 24% 5% 0% 0%
Accesses resources to foster learning for students with diverse needs 67% 29% 5% 0% 0%

Learning Environments:

To what extent do you agree or disagree that this first-year teacher does the following?

  Agree Tend to Agree Tend to Disagree Disagree Not Able to Observe
Uses effective communication skills and strategies to convey ideas and information to students 86% 10% 5% 0% 0%
Connects core content to students' real-life experiences 71% 10% 5% 0% 0%
Develops and maintains a classroom environment that promotes student engagement 90% 5% 5% 0% 0%
Creates a learning environment in which differences such as race, culture, gender, sexual orientation, and language are respected 71% 24% 0% 0% 5%

Professionalism:

To what extent do you agree or disagree that this first-year teacher does the following?

  Agree Tend to Agree Tend to Disagree Disagree Not Able to Observe
Seeks out learning opportunities that align with professional development goals 81% 10% 5% 0% 5%
Uses colleague feedback to support development as a teacher 90% 5% 5% 0% 0%
Acts as an advocate for all students 86% 14% 0% 0% 0%

Use of the Marzano Teaching Model to Measure Completers' Teaching Participants

The following data provides a trend analysis examining completer effect upon P12 students based on the skills level of the Marzano Teacher Evaluation Model.

Seven completers submitted evaluations from the 2020-2021, 2019-2020 and 2018-2019 academic years. Some completers submitted more than one evaluation per academic year. 

  Beginning Developing Applying Innovating Not Using Not Applicable
# 0 4 39 1 3 0
% 0.0% 8.5% 83% 2.1% 6.4% 0.0%

An 85.1% mark of applying and innovating is an acceptable start in understanding the growth and development of P12 students in relation to the completer’s efforts.  

Outcome Measures

GPA rates from Admission to Graduation

CEHD Teacher Education - University of North Dakota

 

Average GPA from Admission to final Student Teaching 2020-2021 
Program Area Total Students Average GPA at Admission Average GPA at time of Student Teaching
Early Childhood Education 12 3.35 3.51
Elementary Education 63 3.47 3.63
Secondary Education 46 3.46 3.53
Special Education - Initial 31 3.92 3.92
Overall Teacher Education 152 3.55 3.65
Average GPA from Admission to final Student Teaching 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 141 3.42 3.57
Average GPA from Admission to final Student Teaching 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
Average GPA from Admission to final Student Teaching 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

 

Praxis ll Licensure Exams - Longitudinal Pass Rates

CEHD Teacher Education - University of North Dakota

Pass Rates 2020-2021
  PLT Exams Averages of Content Knowledge Exams
Teacher Education Program Areas Test Takers % Passed Test Takers % Passed
Early Childhood Education 9 78% 13 85%
Elementary Education/Middle Level 73 90% 73 88%
Secondary Education 47 91% 50 90%
Special Education - Initial No PLT requirement for SPED 24 98%
Overall Teacher Education 129 86% 160 90%
Pass Rates 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%

 

Pass Rates 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%

Advanced Research Project Rubric 2021

Average scores by Advanced program based on:
  • Does Not Meet (0 pts)
  • Progressing (1 pt)
  • Meets Expectations (2 pts)
  • Exceeds Expectations (3 pts)
  Counseling Educational Leadership Reading Education Special Education Teaching English to Speakers of Other Languages
A.1.a Applications of Data Literacy - Interpretation: Ability to explain information presented in data forms (e.g., equations, graphs, diagrams, tables, words) 2.00 2.00 2.00 2.49 2.29
Communication: Expressing data as evidence in support of the argument or purpose of the work (in terms of what evidence is used and how it is formatted, presented, and contextualized) 2.00 3.00 2.00 2.31 3.00
Representation: Ability to convert relevant information into various data forms (e.g., equations, graphs, diagrams, tables, words) 2.00 3.00 2.00 2.49 3.00
A.1.b Use of Research and Understanding of Qualitative, Quantitative and/or Mixed-methods Research Methodologies - Understanding: Ability to select an appropriate research methodology based on the purpose of the study. 2.00 2.00 2.00 2.28 2.00
Use:  Ability to employ a research design that results in valid and reliable measures based on the specific methodology 2.00 3.00 2.00 2.31 3.00
Synthesis: Ability to understand and evaluate relevant research 2.00 2.00 1.92 2.21 2.00
Synthesis: Ability to apply relevant research 2.00 2.00 1.92 2.23 2.00
A.1.c Employment of Data Analysis and Evidence to Develop Supportive School Environments - Culturally Responsive Application: Ability to apply new knowledge to field of specialization for the enhancement of P-12 learning and development   2.00 2.00 2.00 2.18 2.00
Culturally Responsive Application: Ability to apply new knowledge to field of specialization for the enhancement of P-12 learning and development 2.00 2.14 2.00 2.15 2.00
A.1.e Supporting Appropriate Applications of Technology for the Desired Outcome - Technology: Ability to use appropriate technology to analyze student and assessment data 2.00 2.00 2.00 2.31 2.14

Excerpts from Transition to Teacher Survey 2021

Completed by the Teacher Education graduates from the previous year

 

How well prepared do you think you were for your teaching interview(s)?

Very Well Prepared Somewhat Prepared Not Prepared
49% 44% 7%

To what extent do you agree or disagree with the following statements?

  Agree Tend to Agree Tend to Disagree Disagree
I would recommend my teacher preparation program to a prospective teacher 46% 45% 7% 2%
The rewards of teaching are worth the efforts required by my preparation program 59% 32% 7% 2%
My teacher education program prepared me to be successful in my current teaching position 46% 42% 5% 7%
We use cookies on this site to enhance your user experience.

By clicking any link on this page you are giving your consent for us to set cookies, Privacy Information.

College of Education & Human Development

Education Building Room 200
231 Centennial Dr Stop 7189
Grand Forks, ND 58202-7189

701.777.2674

  • Instagram
  • Facebook
  • Twitter
    • Employment
    • Contact UND
    • Make a Gift
    University of North Dakota

    © 2023 University of North Dakota - Grand Forks, ND - Member of ND University System

    • Accessibility & Website Feedback
    • Terms of Use & Privacy
    • Notice of Nondiscrimination
    • Student Disclosure Information
    • Title IX
    ©