Accreditation
UND College of Education & Human Development (CEHD) 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
- American Association of Colleges for Teacher Education (AACTE)
- American Psychological Association
- Council for the Accreditation of Educator Preparation (CAEP)
- Higher Learning Commission (HLC)
- Music Education: National Association of Schools of Music
- North Dakota Education Standards and Practices Board (ESPB)
- TESOL Advancing Excellence in English Language Teaching
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 CEHD 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.
- Early Childhood Education
- Elementary Education
- Middle Level Education
- Secondary Education
- Composite Science (including Biology)
- Composite Social Studies (including History)
- English
- Mathematics
- Art Education
- Music Education
- Physical Education
- Languages (including French, German, and Spanish)
- Special Education (Masters and Accelerated program)
Advanced Standards Programs (Graduate Degrees)
- Educational Leadership
- TESOL (Teaching English to Speakers of Other Languages)
- Reading Specialist
- School Counseling
- Special Education
CAEP Accountability Measures
UND 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
- Completer impact in contributing to P-12 student learning and growth
- Completer effectiveness in applying professional knowledge, skills and dispositions
Using the 2022-23 and 2023-24 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 2023-24 school year. 42.2% of University of North Dakota's first year teachers' students scored at "Proficient" or "Advanced" proficiency level in the NDSA Mathematics test. 48% of the students scored "Proficient" or "Advanced" proficiency level in the NDSA Language test.
- First Year Teacher Effect on Student Outcomes, NSDA Proficiency Comparisons
Measure 2 (CAEP Standards R4.2, R5.3, RA4.1) Satisfaction of Employers and Stakeholder Involvement
Excerpts from Supervisor Survey 2024
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 | 74% | 19% | 0% | 7% | 0% |
| Selects instructional strategies to align with learning goals and standards | 74% | 19% | 0% | 7% | 0% |
| Regularly adjusts instructional plans to meet students’ needs | 63% | 22% | 4% | 7% | 4% |
| Designs and modifies assessments to match learning objectives | 59% | 30% | 4% | 7% | 0% |
| Analyzes multiple and appropriate types of assessment data to identify student learning needs | 52% | 33% | 0% | 11% | 4% |
| Engages students in using a range of technology tools to achieve learning goals | 52% | 34% | 7% | 7% | 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 | 78% | 11% | 0% | 4% | 7% |
| Differentiates for students at varied developmental levels | 74% | 19% | 4% | 3% | 0% |
| Accesses resources to foster learning for students with diverse needs | 74% | 19% | 4% | 3% | 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 | 70% | 22% | 4% | 4% | 0% |
| Connects core content to students' real-life experiences | 56% | 33% | 7% | 0% | 4% |
| Develops and maintains a classroom environment that promotes student engagement | 74% | 15% | 4% | 4% | 3% |
| Creates a learning environment in which differences such as race, culture, gender, sexual orientation, and language are respected | 81% | 15% | 0% | 4% | 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 | 67% | 26% | 4% | 3% | 0% |
| Uses colleague feedback to support development as a teacher | 78% | 15% | 4% | 3% | 0% |
| Acts as an advocate for all students | 74% | 19% | 0% | 4% | 3% |
Measure 2 data for Advanced programs will be collected during the 2025-26 academic year and presented in the spring of 2026. 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 2023-2024
| Program Area | Total Students | Average GPA at Admission | Average GPA at time of Student Teaching |
|---|---|---|---|
| Early Childhood Education | 1 | 3.40 | 3.66 |
| Elementary Education | 30 | 3.56 | 3.64 |
| Secondary Education | 32 | 3.37 | 3.43 |
| Special Education - Initial | 8 | 3.58 | 3.60 |
| Overall Teacher Education | 71 | 3.48 | 3.58 |
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 |
Praxis ll Licensure Exams - Longitudinal Pass Rates
CEHD Teacher Education - University of North Dakota
| Pass Rates 2023-2024 | ||||
| PLT Exams | Averages of Content Knowledge Exams | |||
| Teacher Education Program Areas | Test Takers | % Passed | Test Takers | % Passed |
| Early Childhood Education | 3 | 100% | 4 | 100% |
| Elementary Education/Middle Level | 48 | 92% | 48 | 85% |
| Secondary Education | 34 | 65% | 35 | 69% |
| Special Education - Initial | No PLT requirement for SPED | 30 | 93% | |
| Overall Teacher Education | 85 | 86% | 117 | 87% |
| 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% |
Advanced Research Project Rubric 2024
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 | 2.48 | 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 | 2.43 | 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 | 2.57 | 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 | 2.1 | 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 | 2.14 | 2.00 |
| Synthesis: Ability to understand and evaluate relevant research | N/A | 2.00 | 2.00 | 2.14 | 1 |
| Synthesis: Ability to apply relevant research | N/A | 2.00 | 2.00 | 2.19 | 1 |
| 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 | 2.19 | 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 | 2.19 | 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 | 2.52 | 2.00 |
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 2024
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 |
| 62% | 35% | 3% |
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 | 62% | 29% | 9% | 0% |
| The rewards of teaching are worth the efforts required by my preparation program | 58% | 23% | 13% | 6% |
| My teacher education program prepared me to be successful in my current teaching position | 45% | 32% | 13% | 10% |
Due to insufficient response rates, data cannot be disaggregated and meaningfully analyzed. EPP is developing a new approach with new protocol.