College of Arts and Sciences – Department of Education Accreditation

The educator preparation programs at the New York Institute of Technology are accredited by the Council for the Accreditation of Educator Preparation (CAEP) through June 30, 2026. This accreditation covers initial teacher preparation programs (Early Childhood Education, Childhood Education and Master of Arts in Teaching) and advanced educator preparation programs (Instructional Technology and School Leadership and Technology). CAEP is recognized the Council for Higher Education Accreditation to accredit programs for the preparation of teachers and other professional school personnel.

CAEP Accountability Measures (for CHEA Requirements) [2020-2021 Academic Year]

Measure 1 (Initial): Completer Impact and Effectiveness. (Component R4.1)

(a) Completers contribute to P-12 student-learning growth

In prior academic years, the EPP had conducted a pilot of a study using a multiple-case study design to measure the impact of program completers on their P-12 students. The sources of evidence of P-12 impact used data from multiple observations, completer interviews, and the Annual Professional Performance Review (APPR) data. After modifications suggested in the pilot study analysis were made, the EPP applied for and received IRB approval for a new, expanded study. The EPP planned to actively recruit study participants from additional completers to produce a more representative sample for the ongoing study. However, before arrangements could be made for the expanded study, COVID-19 caused most schools to be closed to in-person instruction and schools moved to fully online instruction. Program completers we contacted were reluctant or unwilling to participate in case studies while they struggled with the additional pressures of moving their traditional instruction to fully online mode. Plans are now underway to recruit additional completers to participate in upcoming studies during the 2022-2023 academic year.

(b) Completer effectiveness in applying professional knowledge, skills, and dispositions in P-12 classrooms

New York State Annual Professional Performance Review (APPR) data were provided by participants in the prior pilot case study mentioned in Component R4.1. Completers were rated as “effective” or “highly effective” in the majority of domains. None of the completers in the study received a rating of “ineffective” in any of the categories. Completers who were part of the pilot case study were observed by EPP-based observers based on the Danielson rubric. All observed participants were rated as either “Proficient (level 3) or Distinguished (level 4) in all four domains in the rubric. Similar data collection processes were planned for completers who would participate in the next case study until COVID-19 forced schools to close for in-person instruction. Plans are now underway to recruit additional completers to participate in upcoming studies during the 2022-2023 academic year.

Measure 2 (Initial and Advanced): Satisfaction of Employers and Stakeholder Involvement (R4.2 | R5.3 | RA4.1)

(a) Satisfaction of employers (Component R4.2 | RA4.1)

Employer satisfaction data is collected every two years. The last round of data collection was March 2021, with a 28% total response rate. For initial programs, overall employer satisfaction rating was 3.97 on a 4-point scale (with 4 meaning very satisfied with the quality of our completers) with a response rate of 27%. By program, the satisfaction results were: 4.0 for M.S. Childhood Education; 3.9 for M.S. Early Childhood Education; and 4.0 for Master of Arts in Teaching. For advanced programs, the overall employer satisfaction was 3.77 on a 4-point scale with a response rate of 28%. By program, the employer satisfaction ratings were: 3.75 for M.S. in Instructional Technology; and 4.0 for School Leadership and Technology.

Employer Satisfaction Survey Results

(b) Stakeholder Involvement (Component R5.3 | RA5.3)

The EPP regularly meets with the Education Advisory Board (at least once a semester). Our Fall 2020 meeting was on December 9, 2020 and the Spring 2021 meeting was on May 5, 2021. Our Fall 2020 meeting focused on the impact of the pandemic, short and long term challenges, and new opportunities. In our spring 2021 meeting we discussed the following questions: (1) How can the EPP and P-12 schools expand mutually beneficial partnerships? (2) What are the staff needs of our P-12 partners and how can we collaborate to recruit more teachers to fill the gaps?

In addition to the Advisory Board, we meet annually with our P-12 partners and local educational leaders during our Leadership Forum. At our November 2020 meeting, we discussed two essential questions: (1) what understandings, skills, and dispositions do new teachers and school leaders need for success in the current pandemic environment and (2) what will be needed in the post-pandemic era and how can the EPP and P-12 schools sustain productive, mutually beneficial collaborations in the face of challenges like COVID.

In addition, in Fall 2020 the EPP held a joint meeting with our adjunct faculty and site supervisors, all of whom have prior or current classroom and leadership positions in P- 12 schools, to discuss program feedback and best practices. In addition, our adjuncts were also invited to our community town hall meeting held in Spring 2021 where we discussed school-related issues due to the pandemic.

Alumni survey data is collected every two years to collect additional stakeholder feedback. Alumni rated how well the program prepared them for their positions in education. The last round of data collection was March 2021. The overall rating for initial preparation programs was 3.62 on a 4-point scale with a rating of 4 meaning very well prepared. The initial program alumni had a response rate of 24%. By program, the results were: 3.61 for M.S. in Childhood Education; 3.58 for M.S. Early Childhood Education; and 3.67 for Master of Arts in Teaching. The overall rating for advanced preparation programs was 3.51 on a 4-point scale with a response rate of 21%. By program, the results were: 3.68 for M.S. in Instructional Technology; and 2.96 for School Leadership and Technology.

Education Division Advisory Board. Alumni Survey Data PDF

Measure 3 (Initial and Advanced) Candidate Competency at Program Completion (Component R3.3 | RA3.4)

Graduates by Academic Year 2020-2021

In order to be approved for graduation, candidates must successfully complete all program course requirements with a minimum G.P.A. of 3.0, demonstrate professional dispositions, complete all required state workshops, document minimum clinical experience hours for the program, and be approved and recommended by the program chairperson. Total number of initial program completers in AY 20-21: 46 (15 Childhood, 21 Early Childhood, 10 MAT). Total number of advanced program completers in AY 20-21: 40 (24 MSIT, 16 SLT)

Ability of completers to meet licensing and state requirements

State Certification Exam Passing Rates

Passing rates are calculated based upon the test results that were reported to NYIT from NYSED as of March 31, 2022. Candidates take the exams towards the end of their program, or even after program completion.

Measure 4 (Initial and Advanced): Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared.

The data below is calculated to the best of our ability.
Not all candidates seek certification after graduation if they are working in private/charter schools, relocate outside of New York, or take time off before gaining employment. Additionally, not all students and their certification information can be located in the NY State Teacher Certification System (TEACH), due to name changes. Candidate employment is only recorded if the alumni self-report their employment status to the department. Candidates in the advanced programs (MSIT & SLT) are already certified and employed.

Results are reported as of cohort year admitted, not the number of graduates in that academic year. Depending on the speed in which a student takes the program, it can alter how long it takes them to graduate.

Childhood Education AY 16-17 AY 17-18 AY 18-19 AY 19-20 AY
Completers 9 15 15 9
Teachers Certified 5 10 14 8
Candidates Employed 2 8 9 3
Early Childhood Education 16-17 AY 17-18 AY 18-19 AY 19-20 AY
Completers 25 19 19 13
Teachers Certified 12 13 12 7
Candidates Employed 8 5 8 3
MAT 16-17 AY 17-18 AY 18-19 AY 19-20 AY
Completers 3 6 14 6
Teachers Certified 3 5 13 5
Candidates Employed 2 2 6 1
MSIT 16-17 AY 17-18 AY 18-19 AY 19-20 AY
Completers 23 27 21 8
SLT 16-17 AY 17-18 AY 18-19 AY 19-20 AY
Completers 9 15 6 1