Council for the Accreditation of Educator Preparation
Teacher education programs in the College of Education & Human Development are approved by the North Dakota Education Standards and Practices Board (ND ESPB) and accredited by the Council for the Accreditation of Educator Preparation (CAEP), formerly NCATE. The University of North Dakota has maintained national accreditation of its teacher education programs since 1954.
CAEP accreditation reflects a commitment to excellence in educator preparation across key areas, including content and pedagogy, clinical partnerships and practice, candidate recruitment, progression and support, program impact, and continuous improvement.
Together, these approvals and accreditations affirm that UND’s programs meet rigorous national standards for high-quality educator preparation.
CAEP Accredited and ND ESPB Approved Programs and Degrees
Initial-Licensure Preparation Programs
Initial-Licensure Preparation is provided through programs at the baccalaureate or post-baccalaureate levels leading to initial-licensure or endorsement that are designed to develop P-12 teachers.
Baccalaureate degree except where indicated.
- Early Childhood Education
- Elementary Education
- Middle Level Education
- Secondary Education (with a primary major in English, Mathematics, Visual Arts, etc.; more complete list of options available)
- Composite Science (including Biology)
- Composite Social Studies (including History)
- Music Education (also accredited by National Association of Schools of Music – NASM)
- Physical Education
- Languages (including French, German, and Spanish)
- Special Education (M.Ed. degree)
Advanced-Licensure Preparation Programs
Advanced-Licensure Preparation is provided through programs at the post-baccalaureate or graduate levels leading to licensure or endorsement. Advanced-Level Programs are designed to develop P-12 teachers who have already completed an initial-licensure program, currently licensed administrators, or other school professionals for employment in P-12 schools/districts.
- Teaching & Leadership (Principalship specialization)
- TESOL (Teaching English to Speakers of Other Languages)
- Reading Specialist
- School Counseling (Counseling MA, K-12 School Counseling specialization)
- Special Education (MS degree)
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 Educator Preparation Program (EPP) – the University of North Dakota College of Education & Human Development -- an opportunity to share information to the general public about the program, the outcomes, candidates, and program completers’ impact on P12 learning.
Measure 1: Completer Impact and Effectiveness
North Dakota State Assessment (NDSA)
UND evaluates completer effectiveness using statewide assessment data from the North Dakota State Assessment (NDSA). This analysis focuses on students taught by first-year teachers and compares their learning outcomes over time and against students taught by more experienced teachers. Percentages include students who scored at “Proficient” or “Advanced” proficiency level in the corresponding NDSA tests in sections taught by first-year teachers from UND.
| 2024-2025 | 2023-2024 | |
|---|---|---|
| Mathematics | 59.5% | 42.2% |
| Language | 49.6% | 48.0% |
Source: First Year Teacher Effect on Student Outcomes, NSDA Proficiency Comparisons; UND results.
This content is not expected to be collected for advanced-licensure programs.
Measure 2: Satisfaction of Employers and Stakeholder Involvement
Employers
Supervisor Survey
The Supervisor Survey is completed by supervisors (typically the principal or assistant principal) of teacher education graduates from the previous year. Below are the results from the graduates during the 2024-2025 academic year.
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 | Disagree | |
|---|---|---|---|---|
| Effectively teaches the subject matter in his/her licensure area | 83.3% | 16.7% | -- | -- |
| Selects instructional strategies to align with learning goals and standards | 58.3% | 41.7% | -- | -- |
| Regularly adjusts instructional plans to meet students’ needs | 58.3% | 33.3% | 8.3% | -- |
| Designs and modifies assessments to match learning objectives | 41.7% | 50.0% | 8.3% | -- |
| Analyzes multiple and appropriate types of assessment data to identify student learning needs | 42.9% | 42.9% | 14.3% | -- |
| Engages students in using a range of technology tools to achieve learning goals | 36.4% | 63.6% | -- | -- |
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 | |
|---|---|---|---|---|
| Effectively teaches students from culturally and ethnically diverse backgrounds and communities | 58.3% | 41.7% | -- | -- |
| Differentiates for students at varied developmental levels | 54.5% | 45.5% | -- | -- |
| Accesses resources to foster learning for students with diverse needs | 60.0% | 40.0% | -- | -- |
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 | |
|---|---|---|---|---|
| Uses effective communication skills and strategies to convey ideas and information to students | 60.0% | 40.0% | -- | -- |
| Connects core content to students' real-life experiences | 62.5% | 25.0% | 12.5% | -- |
| Develops and maintains a classroom environment that promotes student engagement | 55.6% | 22.2% | 22.2% | -- |
| Creates a learning environment in which differences such as race, culture, gender, sexual orientation, and language are respected | 60.0% | 40.0% | -- | -- |
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 | |
|---|---|---|---|---|
| Seeks out learning opportunities that align with professional development goals | 37.5% | 62.5% | -- | -- |
| Uses colleague feedback to support development as a teacher | 40.0% | 50.0% | 10.0% | -- |
| Acts as an advocate for all students | 70.0% | 30.0% | -- | -- |
Stakeholders
There are multiple external stakeholder groups that support the program design, evaluation, and continuous improvement of the UND Teacher Education programs. All current Cooperating Teachers who are hosting student teachers are invited to attend the semesterly Teacher Talk meeting to receive updates from the university, discuss relevant evaluation or survey data, and share their feedback on the Teacher Education program. In addition, the Educator Preparation Advisory Council – Initial Programs (EPAC-I) consists of PK-12 educator partners, UND faculty, alumni, current students and community members. This group also meets semesterly, and reviews relevant evaluation or survey data, receive updates from the teacher education programs, and share feedback regarding program improvement. Members of both groups are encouraged to assist with revising the shared Key Assessment instruments used across all initial-licensure programs.
Please complete the form below if you are interested in participating in the Educator Preparation Advisory Council.
Employers
Supervisor Survey
The Supervisor Survey was recently developed and will be sent to recent graduates starting spring 2026. The survey will be part of the regular review cycle for all surveys and shared Key Assessments and will be reviewed during the 2027-2028 academic year.
Stakeholders
The Educator Preparation Advisory Council – Advanced Programs (EPAC-A) consists of PK-12 educator partners, UND faculty, alumni, current students and community members. This group meets semesterly, and reviews relevant evaluation or survey data, receive updates from the advanced-licensure education programs, and share feedback regarding program improvement. Members are provided the opportunity to assist with revising the shared Key Assessment instruments used across all advanced-licensure programs.
Please complete the form below if you are interested in participating in the Educator Preparation Advisory Council.
Measure 3: Candidate Competency at Program Completion
Skills of Teaching Observation Tool (STOT)
The STOT is an evaluation rubric that was developed by the North Dakota Association of Colleges of Teacher Education (NDACTE) and is used by teacher education programs across the state and aligns with CAEP and InTASC Standards. At UND, the STOT is used as a formative evaluation at the mid-point of the student teaching and again at the end of student teaching. The STOT is completed by the university supervisor, with input provided by the Cooperating Teacher/Mentor. The final STOT score is used to determine candidate competency.
The STOT is a 4-point rubric with half-step increments (e.g., 1, 1.5, 2, 2.5, etc.). A score of 3 is considered Proficient.
| InTASC Standard | Fall 2025 | Spring 2025 | Fall 2024 |
|---|---|---|---|
| Standard 1: Learner Development | 3.16 | 3.21 | 3.32 |
| Standard 2: Learning Differences | 3.17 | 3.27 |
3.40 |
| Standard 3: Learning Environments | 3.20 | 3.25 | 3.36 |
| Standard 4: Content Knowledge | 3.08 | 3.16 | 3.23 |
| Standard 5: Application of Content | 3.04 | 3.12 | 3.17 |
| Standard 6: Assessment | 3.04 | 3.11 | 3.24 |
| Standard 7: Planning for Instruction | 3.16 | 3.24 | 3.36 |
| Standard 8: Instructional Strategies | 3.10 | 3.19 | 3.34 |
| Standard 9: Professional Learning & Ethical Practices | 3.34 | 3.37 | 3.45 |
| Standard 10: Leadership and Collaboration | 3.23 | 3.24 | 3.39 |
Level 4 Disposition
The Level 4 Disposition is the fourth and final disposition evaluation completed on initial-licensure teacher candidates. The evaluation focuses on the attitudes, values, and beliefs demonstrated through verbal and non-verbal behaviors during the student teaching experience. The Level 4 Disposition is completed by the Cooperating Teacher/Mentor and university supervisor. This disposition evaluation rubric was also developed by the North Dakota Association of College of Teacher Education (NDACTE) and aligns with all ten InTASC Standards and CAEP requirements.
The Level 4 Disposition items are evaluated on a 4-point scale; a score of 3 is considered as Fulfills Expectations.
| InTASC Standard | Fall 2025 | Spring 2025 | Fall 2024 |
|---|---|---|---|
| Standard 1: Learner Development | 3.35 | 3.42 | 3.45 |
| Standard 2: Learning Differences | 3.40 | 3.56 |
3.49 |
| Standard 3: Learning Environments | 3.35 | 3.45 | 3.41 |
| Standard 4: Content Knowledge | 3.28 | 3.32 | 3.31 |
| Standard 5: Application of Content | 3.11 | 3.22 | 3.21 |
| Standard 6: Assessment | 3.31 | 3.39 | 3.32 |
| Standard 7: Planning for Instruction | 3.33 | 3.43 | 3.42 |
| Standard 8: Instructional Strategies | 3.20 | 3.37 | 3.37 |
| Standard 9: Professional Learning & Ethical Practices | 3.40 | 3.60 | 3.51 |
| Standard 10: Leadership and Collaboration | 3.35 | 3.45 | 3.41 |
Principles of Learning & Teaching (PLT) Exam
The PLT exam is one of three Praxis exams required for licensure in the state of North Dakota. All teacher candidates must take the PLT exam prior to applying for student teaching.
PLT Pass Rates 2024-2025
| PLT Exams | Averages of Content Knowledge Exams | |||
|---|---|---|---|---|
| Teacher Education Program Areas | Test Takers | % Passed | Test Takers | % Passed |
| Early Childhood/PreK-12 | 11 | 88% | 8 | 75% |
| Elementary Education/Middle Level | 45 | 80% | 42 | 88% |
| Secondary Education | 22 | 77% | 24 | 83% |
| Special Education - Initial | NO PLT requirement for SPED | 11 | 91% | |
| Overall Teacher Education | 78 | 82% | 85 | 84% |
PLT Pass Rates 2023-2024
| PLT Exams | Averages of Content Knowledge Exams | |||
|---|---|---|---|---|
| Teacher Education Program Areas | Test Takers | % Passed | Test Takers | % Passed |
| Early Childhood/PreK-12 | 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% |
PLT Pass Rates 2022-2023
| PLT Exams | Averages of Content Knowledge Exams | |||
|---|---|---|---|---|
| Teacher Education Program Areas | Test Takers | % Passed | Test Takers | % Passed |
| Early Childhood/PreK-12 | 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% |
Field Experience
All students in advanced-licensure programs are required to complete a culminating field experience/clinical internship and create a portfolio based on their experience. The candidate portfolio is evaluated by program faculty using an internally validated rubric that aligns with the CAEP standards.
Candidates are rated on a 1-4 scale; a score of 3 is considered ‘meets standard’.
Field Experience Evaluation Results 2024-2025
| EPP-wide | Educational Leadership | Reading Education | School Counseling | SPED MS | TESOL | |
|---|---|---|---|---|---|---|
| Applications of data literacy | 3.32 | 3.55 | 3.00 | 3.50 | 3.56 | 4.00 |
| Employment of data analysis and evidence to develop supportive, diverse, equitable, and inclusive school environments | 3.48 | 3.70 | 3.00 | 3.50 | 3.36 | 4.00 |
| Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents | 3.57 | 3.75 | 2.80 | 3.63 | 3.60 | 3.00 |
| Supporting appropriate applications of technology for their field of specialization | 3.33 | 3.30 | 2.80 | 3.38 | 3.44 | 3.50 |
| Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization | 3.63 | 3.70 | 3.20 | 4.00 | 3.56 | 3.50 |
Field Experience Evaluation Results 2023-2024
| EPP-wide | Educational Leadership | Reading Education | School Counseling | SPED MS | TESOL | |
|---|---|---|---|---|---|---|
| Applications of data literacy | 3.62 | 3.63 | 3.27 | No data | 3.76 | 3.80 |
| Employment of data analysis and evidence to develop supportive, diverse, equitable, and inclusive school environments | 3.59 | 3.31 | 3.27 | No data | 3.79 | 3.90 |
| Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents | 3.53 | 3.63 | 3.36 | No data | 3.62 | 3.40 |
| Supporting appropriate applications of technology for their field of specialization | 3.47 | 3.25 | 3.27 | No data | 3.62 | 3.60 |
| Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization | 3.51 | 3.58 | 3.27 | No data | 3.62 | 3.80 |
Field Experience Evaluation Results 2022-2023
| EPP-wide | Educational Leadership | Reading Education | School Counseling | SPED MS | TESOL | |
|---|---|---|---|---|---|---|
| Applications of data literacy | 3.30 | 3.60 | 3.55 | No data | 2.95 | No data |
| Employment of data analysis and evidence to develop supportive, diverse, equitable, and inclusive school environments | 3.32 | 3.80 | 3.50 | No data | 3.00 | No data |
| Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents | 3.21 | 4.00 | 3.25 | No data | 3.00 | No data |
| Supporting appropriate applications of technology for their field of specialization | 3.11 | 3.80 | 3.30 | No data | 2.74 | No data |
| Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization | 3.16 | 3.60 | 3.30 | No data | 2.89 | No data |
Disposition
The Disposition evaluation is utilized twice during the advanced-licensure programs, typically the second administration occurs near the conclusion of the program. Candidates are evaluated by their course instructor. The rubric indicators are described by proficiency level descriptions, based on a 1-3 scale; a score of 3 is considered “Target/Meets Standard”.
Research
| EPP-wide | Educational Leadership | Reading Education | School Counseling | SPED MS | TESOL | |
|---|---|---|---|---|---|---|
| Conducts research, evidence/data gathering, assessments in an ethical and responsible manner | 2.90 | No data | 3.00 | 2.92 | 2.81 | 3.00 |
Supportive Environments
| EPP-wide | Educational Leadership | Reading Education | School Counseling | SPED MS | TESOL | |
|---|---|---|---|---|---|---|
| Promotes equitable educational opportunities relevant to PK-12 learners | 2.93 | No data | 3.00 | 3.00 | 2.81 | 3.00 |
| Promotes a healthy and safe environment for students, self, colleagues, for a harassment free environment | 3.00 | No data | 3.00 | 3.00 | 3.00 | 3.00 |
| Addresses circumstances that endanger a student’s well-being | 2.98 | No data | 3.00 | 3.00 | 2.94 | 3.00 |
| Establishes and maintains an educational environment conducive to promoting student achievement | 2.98 | No data | 3.00 | 3.00 | 2.94 | 3.00 |
| Seeks to understand student’s diverse intellectual, social, physical, emotional well-being | 2.95 | No data | 3.00 | 3.00 | 2.87 | 3.00 |
| Professional Competence: Promotes equitable educational opportunities relevant to PK-12 learners | 2.93 | No data | 3.00 | 2.83 | 2.81 | 3.00 |
Collaboration
| EPP-wide | Educational Leadership | Reading Education | School Counseling | SPED MS | TESOL | |
|---|---|---|---|---|---|---|
| Maintains relationships, education, and training relevant to the profession | 3.00 | No data | 3.00 | 3.00 | 3.00 | 3.00 |
| Builds and sustains appropriate relationships with community and stakeholders | 2.86 | No data | 3.00 | 2.83 | 2.81 | 2.67 |
| Collaborates with community agencies, to support the needs of students | 2.86 | No data | 3.00 | 2.83 | 2.75 | 3.00 |
| Demonstrates a collaborative attitude and commitment to colleagues | 3.00 | No data | 3.00 | 3.00 | 3.00 | 3.00 |
| Engages and interacts with parents/guardians for the student’s well-being | 3.00 | No data | 3.00 | 3.00 | 3.00 | 3.00 |
| Promotes and interacts appropriately with colleagues | 3.00 | No data | 3.00 | 3.00 | 3.00 | 3.00 |
| Promotes appropriate problem-solving with colleagues, students, and parents | 2.88 | No data | 3.00 | 3.00 | 2.75 | 2.67 |
| Builds and sustains appropriate relationships with community and stakeholders | 2.86 | No data | 3.00 | 2.83 | 2.81 | 2.67 |
Professional Conduct
| EPP-wide | Educational Leadership | Reading Education | School Counseling | SPED MS | TESOL | |
|---|---|---|---|---|---|---|
| Demonstrates responsibility as an ethical professional | 2.98 | No data | 3.00 | 3.00 | 2.94 | 3.00 |
| Promotes and advances the standards of the profession | 2.95 | No data | 3.00 | 3.00 | 2.87 | 3.00 |
| Understands procedures, policies, laws, and regulations relevant to professional practice | 2.95 | No data | 3.00 | 3.00 | 2.88 | 3.00 |
| Actions/Behaviors support professional conduct (i.e., communication skills, appearance, diversity, perspectives of others, and relationships, etc.) | 2.95 | No data | 3.00 | 3.00 | 2.88 | 3.00 |
| Demonstrates civil discourse regarding issues relevant to the profession | 2.93 | No data | 3.00 | 3.00 | 2.81 | 3.00 |
| Exercises “standard of care” for organization and community reputation, facilities, and personnel | 2.86 | No data | 3.00 | 2.83 | 2.81 | 2.67 |
| Demonstrates a collaborative attitude and commitment to colleagues | 3.00 | No data | 3.00 | 3.00 | 3.00 | 3.00 |
| Demonstrates confidentiality with student records, sensitive issues, according to law(s) | 2.98 | No data | 3.00 | 3.00 | 3.00 | 3.00 |
| Interacts with students with transparency and in appropriate educational environments | 2.90 | No data | 3.00 | 3.00 | 2.75 | 3.00 |
| Promotes and interacts appropriately with colleagues | 3.00 | No data | 3.00 | 3.00 | 3.00 | 3.00 |
| Understands and respects the rights and dignities of all students | 3.00 | No data | 3.00 | 3.00 | 3.00 | 3.00 |
Measure 4: Ability of Completers to be Hired
Transition to Teaching Survey
The Transition to Teaching Survey is administered by the Network for Excellent in Teaching, a partnership of 14 institutions of higher education across the tri-state region. This survey is distributed to graduates from the previous year.
| 2024-2025 (n=23) | 2023-2024 (n=46) | 2022-2023 (n=40) | |
|---|---|---|---|
| Applied for a professional teaching license | 95.7% | 91.1% | 90.0% |
| Did seek employment as a licensed teacher | 91.3% | 82.2% | 84.6% |
| Received job offers for teaching positions | 100.0% | 100.0% | 100.0% |
| Accepted offer for a teaching position | 94.7% | 97.2% | 100.0% |
| Currently employed full-time in an educational setting | 82.6% | 91.1% | 84.2% |
| Employed as a full-time or part-time teacher | 95.2% | 79.1% | 85.3% |
Completer Survey
A survey was recently developed to collect data from our recent graduates to better understand how well their advanced licensure program prepared them for their role. The survey is being piloted with graduates starting from spring 2024. The completer survey is distributed approximately one year after graduation. The survey will undergo revisions, including validity and reliability testing during the 2026-2027 academic year.
| Spring 2025 Graduates (n=10) | Fall 2024 Graduates (n=4) | Summer 2024 Graduates (n=1) | Spring 2024 Graduates (n=6) | |
|---|---|---|---|---|
| Currently working in a position related to degree/certificate | 70% | 75% | 100% | 100% |