College of Education & Human Development

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

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

Our goal is to develop educators who are committed and passionate about not just teaching, but lifelong learning. CEHD students go on to teach with the knowledge and enthusiasm that will in turn inspire their students to become lifelong learners as well.

Educators as Practitioners

We focus on developing educators who are able to take an active role in promoting the learning of all students. CEHD programs are designed to promote diverse learning while engaging in multiple, authentic experiences in real schools that challenge students to apply their growing knowledge and skill.

Educators as Advocates

CEHD develops 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 existing inequities in schools and society in order to adopt a proactive stance that will challenge such inequities and improve educational opportunities for all.

Measuring Educator Preparation Program (EPP) Success

We recruit the best and brightest students from not just North Dakota, but from all over the world. Our expanded curricular offerings for creative learning and continuing education provide personal and professional developmental opportunities for the community at large, both through in-person as well as online learning. 

Students are immersed in active learning environments and benefit from cutting-edge technology integrated across our programs. We also focus on STEM initiatives that allow students to collaborate within and across professional and 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.

CAEP Accredited and ND ESPB Approved Programs and Degrees

Initial Licensure/Standards Programs (baccalaureate degree except where indicated)


Advanced Standards Programs (Graduate Degrees)

CAEP 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. 

Measure 1 (CAEP Standard R4.1) Completer Effectiveness

  1. Completer impact in contributing to P-12 student learning and growth
  2. Completer effectiveness in applying professional knowledge, skills and dispositions

Using the 2020-21 and 2022-23 North Dakota State Assessment results (NDSA) students were included in this study if they were in the classroom of a University of North Dakota first year teacher during the 2022-23 school year. 38% of University of North Dakota's first year teachers' students scored at "Proficient" or "Advanced" proficiency level in the NDSA Mathematics test. 45.3% of the students scored "Proficient" or "Advanced" proficiency level in the NDSA Language test.

- First Year Teacher Effect on Student Outcomes, NSDA Proficiency Compairisons

Measure 2 (CAEP Standards R4.2, R5.3, RA4.1) Satisfaction of Employers and Stakeholder Involvement

Excerpts from Supervisor Survey 2023

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 71% 29% 0% 0% 0%
Selects instructional strategies to align with learning goals and standards 71% 29% 0% 0% 0%
Regularly adjusts instructional plans to meet students’ needs 57% 43% 0% 0% 0%
Designs and modifies assessments to match learning objectives 43% 57% 0% 0% 0%
Analyzes multiple and appropriate types of assessment data to identify student learning needs 29% 57% 0% 0% 14%
Engages students in using a range of technology tools to achieve learning goals 43% 43% 14% 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 57% 43% 0% 0% 0%
Differentiates for students at varied developmental levels 57% 29% 14% 0% 0%
Accesses resources to foster learning for students with diverse needs 43% 43% 0% 0% 14%

 

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 57% 14% 29% 0% 0%
Connects core content to students' real-life experiences 57% 29% 14% 0% 0%
Develops and maintains a classroom environment that promotes student engagement 71% 29% 0% 0% 0%
Creates a learning environment in which differences such as race, culture, gender, sexual orientation, and language are respected 57% 29% 14% 0% 0%

 

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 71% 15% 0% 0% 14%
Uses colleague feedback to support development as a teacher 71% 15% 14% 0% 0%
Acts as an advocate for all students 71% 29% 0% 0% 0%

 

Measure 2 data for Advanced programs will be collected during the 2024-25 academic year and presented in the Spring of 2025. We are developing a new protocol to assess employer satisfaction of our graduates.

Measure 3 (CAEP Standard R3.3) Candidate Competency at Completion

GPA rates from Admission to Graduation

CEHD Teacher Education - University of North Dakota

Average GPA from Admission to final Student Teaching 2022-2023
Program Area Total Students Average GPA at Admission Average GPA at time of Student Teaching
Early Childhood Education 5 3.21 3.55
Elementary Education 38 3.49 3.63
Secondary Education 24 3.46 3.57
Special Education - Initial 15 3.86 3.94
Overall Teacher Education 82 3.51 3.67
 Average GPA from Admission to final Student Teaching 2021-2022
Program Area Total Students Average GPA at Admission Average GPA at time of Student Teaching
Early Childhood Education 7 3.20 3.45
Elementary Education 40 3.48 3.58
Secondary Education 38 3.52 3.55
Special Education - Initial 12 3.98 3.92
Overall Teacher Education 97 3.55 3.63
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
 

Praxis ll Licensure Exams - Longitudinal Pass Rates

CEHD Teacher Education - University of North Dakota

Pass Rates 2022-2023
  PLT Exams Averages of Content Knowledge Exams
Teacher Education Program Areas Test Takers % Passed Test Takers % Passed
Early Childhood Education 3 33% 4 75%
Elementary Education/Middle Level 37 68% 41 63%
Secondary Education 30 70% 34 65%
Special Education - Initial No PLT requirement for SPED 37 81%
Overall Teacher Education 70 57% 116 71%
Pass Rates 2021-2022
  PLT Exams Averages of Content Knowledge Exams
Teacher Education Program Areas Test Takers % Passed Test Takers % Passed
Early Childhood Education 6 83% 8 75%
Elementary Education/Middle Level 45 76% 43 40%
Secondary Education 37 84% 44 55%
Special Education - Initial No PLT requirement for SPED 32 85%
Overall Teacher Education 88 81% 127 64%
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%

Advanced Research Project Rubric 2023

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) N/A 2.00 2.00 2.44 2.00
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) N/A 2.00 2.00 2.33 2.00
Representation: Ability to convert relevant information into various data forms (e.g., equations, graphs, diagrams, tables, words) N/A 2.00 2.00 2.56 2.00
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. N/A 2.00 2.00 2.00 2.00
Use:  Ability to employ a research design that results in valid and reliable measures based on the specific methodology N/A 2.00 2.00 2.00 2.00
Synthesis: Ability to understand and evaluate relevant research N/A 2.00 2.00 2.00 2.00
Synthesis: Ability to apply relevant research N/A 2.00 2.00 2.00 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   N/A 2.00 2.00 2.11 2.00
Culturally Responsive Application: Ability to apply new knowledge to field of specialization for the enhancement of P-12 learning and development N/A 2.00 2.00 2.00 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 N/A 2.00 2.00 2.44 2.00

Measure 4 Ability of Completers to be Hired

Excerpts from Transition to Teacher Survey 2023

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
33% 67% 0%

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 48% 48% 4% 0%
The rewards of teaching are worth the efforts required by my preparation program 52% 38% 5% 5%
My teacher education program prepared me to be successful in my current teaching position 43% 48% 9% 0%

Due to insufficient response rates, data cannot be disaggregated and meaningfully analyzed. EPP is developing a new approach with new protocol.
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