CAEP Accreditation

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Heidelberg EPP’s Mission

Empowering innovation and fostering equity through cutting-edge teaching and community relationships.

Heidelberg EPP’s Vision

To be a regional Education Center that empowers excellence in students, schools, and communities seeking an innovative learning culture.

HECAP

Heidelberg Educators Community Advisory Partnership is a group of invested stakeholders ranging from teacher candidates, inservice teachers and administrators to local community non-educational partners to ensure the quality of our curriculum and program for all candidates.  

Heidelberg Education Preparation Undergraduate, Initial Licensure Programs (EPP) at Heidelberg University

At Heidelberg, we believe every child deserves an excellent teacher and that begins with a high quality teacher preparation experience. Heidelberg’s strong focus on teaching excellence, equity, inclusion and diversity in the Educator Preparation Program (EPP) empowers and prepares all of our teacher candidates for the 21st century classroom. Below see a list of our licensure programs and the possibilities at Heidelberg to be an effective, prepared, reflective, and professional teacher and how Heidelberg’s EPP uses various assessment and accountability measures for continuous improvement to assure we graduate strong K-12 educators.

Undergraduate, Initial Licensure Programs at Heidelberg

The following undergraduate, initial licensure programs underwent state review and approval in 2017, excluding the Theater Education minor. This minor was approved by the Ohio Department of Higher Education in the summer of 2021 and will be included in our next CAEP accreditation review in 2026. 

  • Primary Education (PK-5) 
  • Intervention Specialist, Mild to Moderate Needs (K-12)
    • Not a stand alone licensure program, must be taken with Primary, Middle or AYA licensure programs
      • Plan of Study
      • 4 Year Map
  • Middle Childhood Education (4-9)
    • Middle Childhood Generalist Endorsement (4-6)
      • Plan of Study
      • 4 Year Map
  • Adolescent/Young Adult Education (7-12)
  • Multi-Age Education (PK-12)

Heidelberg’s Education Preparation Programs are accredited by various organizations:

CAEP Accreditation, Accountability Measures and Supporting Data 

Heidelberg University’s Education Preparation Programs (EPPs) as listed above are accredited by CAEP, The Council for the Accreditation of Educator Preparation. CAEP ensures the quality of Heidelberg’s candidates and Heidelberg’s EPP through an accrediting, external review. Heidelberg’s most recent CAEP review and approval was in May of 2022 where the EPP received full accreditation with some areas of improvement (AFI’s). See CAEP annual reports, accreditation calendar and continuous improvement plan to see how we address our AFI’s, use data to make informed decisions and curriculum changes, and engage multiple stakeholders to assure quality. Heidelberg’s next full CAEP review process will occur in Spring 2026 with state program reviews in Spring of 2024.

Educator Preparation Quality Assurance and CAEP Accountability Measures

In compliance with our various accrediting bodies, Heidelberg uses a variety of assessment measures to monitor students’ progress towards licensure as well as once they enter the teaching profession. These valid and reliable metrics assure the quality of our program  to demonstrate teacher candidate competencies. These assessments provide transparent data for Heidelberg’s EPP to share publicly, as well as more formally with Heidelberg Educators Community Advisory Partnerships (HECAP), and make informed and intentional action items for continuous improvement.

Ohio Educator Preparation Performance Reports 

(Components 3.2|3.3|4.1|4.3|5.2|5.3)

The information below is an overview from The Ohio Department of Higher Education

High-quality teachers are developed through high-quality educator preparation programs. To continuously improve the quality of educator preparation programs in Ohio, the Ohio Revised Code Section 3333.048 - Ohio Revised Code requires the Chancellor of Higher Education and the Superintendent of Public Instruction to establish and publish metrics for institutions of Higher Education and the Superintendent of Public Instruction to establish and publish metrics for institutions of higher education that prepare educators and other school personnel. The identification of metrics and the report format were developed in collaboration with representatives from the public and private educator preparation institutions in Ohio, state agencies, and organizations. The Ohio Department of Higher Education works with the Ohio Department of Education and higher education institutions to collect data on identified metrics for annual reports. 

Heidelberg’s Education Preparation Program uses data from these public metrics and other identified key assessments and measures to identify strengths within our program and areas of improvement in alignment with CAEP (Council for the Accreditation of Educator Preparation) measures as the means of ensuring high quality teacher preparation and continuous improvement.

CAEP Accountability Measures (Initial Licensure)

CAEP (Council for the Accreditation of Educator Preparation) requires four accountability measures to provide information to the public on the impact of Education Preparation Programs, program outcomes and impact on P-12 learning and development. Below are the four reporting measures for our initial educator preparation programs for the 2021-22 academic year with links to data tables that provide supporting evidence for each measure.

Program Impact Measures: Measure 1 and 2

Measure 1: Completer Effectiveness and Impact on P-12 learning and development (Component R3.3|R4.1)

  • Value-Added Data 2022 
    • Value-added data is one of the measures found in Ohio’s annual performance reports for all Educator Preparation Programs (EPP). Value-added data provides one metric for EPP’s to evaluate the effectiveness of the teachers prepared by them and the impact they have on P-12 learners, with limitations. For example, any teacher prepared by Heidelberg who took a teaching position outside the state of Ohio is not included in this data. In addition, for EPP’s with fewer than 10 linked teachers with value-added data, only the number (N) is reported. Heidelberg’s 2020 and 2021 report did not provide value-added data. The following link includes data from our 2022 EPP performance report and demonstrates that 59% of the students of Heidelberg University prepared teachers with value added data (N=17) made growth or more growth than expected. This data reflects teachers with effective licenses from 2017-2020. The following link provides more information on value-added data for teachers prepared by Heidelberg University working in Ohio, including additional minority and SES demographic information specific to the schools where Heidelberg University prepared teachers with value-added data served. 
  • RESA
    • Ohio has a tiered education certification system. The initial requirements for Ohio teacher licensure includes gaining a bachelor’s degree in state and passing the specific Ohio Assessments for Educators (OAEs) that test content and pedagogical knowledge specific to licensure. Upon graduation and completion of all undergraduate licensure requirements, hired teachers in Ohio earn a four-year Resident Educator license (as of 2023, a two-year Resident Educator license). During this period, resident educators are supported by a mentor and receive technical support to submit performance-based assessments. Resident educators must successfully complete the Resident Educator Summative Assessment (RESA) to demonstrate their ability to meet or exceed the Ohio Standards for the Teaching Profession. After completion of RESA, teachers are eligible for a five-year Professional teaching license in Ohio. Heidelberg’s EPP uses RESA data as a measure of completer effectiveness and to track attrition rates of those entering this certification process. Heidelberg’s RESA data as found in our 2022 Ohio Educator Preparation Provider Performance Report demonstrates 100% completion of Heidelberg resident educators in the four year program for both 2021 and 2022 academic year. Nine Heidelberg graduates who obtained their initial license in 2017 entered and completed RESA successfully in four years.  Eleven Heidelberg graduates who obtained their initial license in 2018 entered and completed RESA successfully in four years. This data demonstrates Heidelberg graduates ability to persist through the program and demonstrate their ability to master or exceed mastery of Ohio Standards for the Teaching Profession. The data demonstrates 100% retention of Heidelberg graduates who took positions in public schools in Ohio, entered and completed RESA, showing a 0% attrition rate. This is in contrast to Ohio’s annual attrition rates in the 2020-21 school year of 8.3%. Heidelberg’s EPP recognizes this is a small sample size and does not include graduates who took positions at private institutions or out of state, or of those who did not choose to take positions in the field of education. See the following link for more data and information on the performance of Heidelberg graduates in Ohio’s teacher residency program.
  • Resident Educator 2 Year Survey
    • The Ohio Department of Higher Education administers a survey aligned with the Ohio Standards for the Teaching Profession (OSTP), Ohio licensure requirements, and elements of national accreditation to gather information on alumni satisfaction with the quality of their education preparation programs.  The survey includes 49 questions and is based on a 1-4 scale: 1 = strongly disagree; 2 = disagree; 3 = agree; and 4 = strongly agree. Due to a low response rate of Heidelberg graduates, N<10, our Ohio Educator Preparation Provider Performance Report does not provide this data. Heidelberg’s EPP values institutional data from stakeholders (Measure 2, component 4.3|5.3|5.4). This includes alumni feedback and their perceptions on how our program prepared them to be effective educators.  Starting in 2020, Heidelberg’s EPP began sending the state survey questions directly to our graduates who had been in the education field for 2 years. This survey data provides metrics for CAEP Measure 1 and allows for comparative analysis with the Pre-Service Teacher Survey data which consists of the same 49 questions. The Pre-Service Teacher Survey is distributed to student teachers who have fulfilled all program requirements and are eligible for licensure (CAEP Measure 3). 2022 survey results, when analyzed and compared to Ohio’s overall state resident educator data as reported in the 2022 performance reports demonstrates that Heidelberg’s resident educators rated us higher than the state on 61% of the survey questions. Areas identified by resident educators as strengths in how Heidelberg prepared them to be effective educators include, but are not limited to: identifying effective instructional strategies in areas of licensure; understanding the importance of communication with families and caregivers; understanding student diversity; and applying content knowledge effectively to support student learning. Areas of improvement for Heidelberg’s education preparation program identified by resident educators include: understanding how to use assessment data to inform instruction; identifying effective strategies for classroom management; providing diverse field experiences including urban; and providing knowledge and understanding of Ohio Standards for the Teaching Profession and Value-added Growth measures. Identified areas of improvement are presented to Heidelberg Educators Community Advisory Partnership (HECAP) and other key stakeholders for discussion and the creation of action items. Click on the following link to  view the 49 survey questions, three years of data 2020-22, and the 2022 state average for each question.
    • Heidelberg EPP Graduates have seen success in many ways. The following stories show the success our graduates have beyond Heidelberg and the impact they have on P-12 students. 

Measure 2: Satisfaction of employers and stakeholder involvement (Component R4.2 | R5.3)

  • Employer Survey
    • To gather information from employers of Heidelberg EPP graduates, Heidelberg sends 15 survey questions to principals who hired our graduates following their first year (click on link below to see the questions and results from 2019-2022). Principals who employ our graduates are viewed as crucial stakeholders. This survey measure provides quantitative data aligned with Ohio Standards for the Teaching Professions (OSTP), Ohio licensure requirements, and elements of national accreditation. The survey consists of 15 questions, some of which mirror the pre-service teacher survey and the resident educator survey questions found in our performance reports, and includes the same scale: 1=Strongly Disagree; 2=Disagree; 3=Agree; and 4=Strong Agree. This allows us to triangulate some of our data and identify patterns.  The three sets of data from 2019 to 2022 show an increase and growth  in our institutional average for 87% of the survey questions, 13 of the 15 questions. 13%, or 2 of the 15 questions, number 2 and 7, showed no change, positively or negatively.  Survey question number 7: The institution prepares its graduates to use data to plan, differentiate, and modify instruction has been identified by Heidelberg’s EPP as an action item based on multiple sources of data identifying this as an area of improvement, including the Pre-Service Teacher Survey, the Resident Educator Survey, Pre-CPAST/CPAST and the EdTPA. See the link below for all 15 questions and the scores from 2019-2022. 
  • Heidelberg Educators Community Advisory Partnership: HECAP
    • Heidelberg’s EPP involves stakeholders in multiple ways and uses stakeholder feedback to make improvements to our education preparation program. Formally, we have an established board, Heidelberg Educators Community Advisory Partnership (HECAP), to support our work. HECAP is a group of invested stakeholders in our program ranging from teacher candidates in the program, inservice teachers and administrators, faculty members across our university, and local and external community partners to ensure the quality of our curriculum and program for all candidates.  HECAP meets twice a year, once in the Fall and once in Spring/Summer. Evidence of their involvement in curriculum design and revisions, program evaluation, and engagement in our continuous improvement can be found in the links below. Additional evidence of stakeholder involvement in Heidelberg’s continuous improvement plan can be found in our assessment calendar and CAEP annual reports (found below)

Program Outcome Measures: Measure 3 and 4

Measure 3: Candidate Competency at Program Completion (R3.3|4.3)

Teacher Candidate Performance Monitoring (Component 3.2|3.3|4.1)

Heidelberg’s teacher candidate performance is carefully monitored throughout the program of study and consists of five gateways to support academic success, progress and retention through the education program and ensure we graduate high quality, effective K-12 educators. Our Educator Preparation Program Handbook (3.2|3.3|4.1) clearly outlines the gateways and how to progress through the education program for our teacher candidates and to demonstrate competency when they complete their license specific program(s) (3.2|3.3|4.1). See the links below to our most recent Heidelberg EPP Student Handbooks.

Heidelberg collects data throughout the teacher candidates program of study to determine if candidates are meeting program expectations based on progression through our program, as outlined in the handbook, and are ready to be recommended for licensure. As of Fall 2023, candidates will have access to their personal data specific to program expectations and progression from their admission to program completion on Canvas to ensure transparency and that all candidates are aware of their progression through the program and to identify and document candidates who need additional support. At every gateway, students will be provided the opportunity to provide feedback to our program and express any complaints. Candidate competency at the completion of their program is assessed based on successful completion of license specific OAE (Ohio Assessments for Educators), CPAST data and EdTPA data (Measure 3).  

  • Teacher Licensure Exams 3.2|3.3
    • The initial requirements for Ohio teacher licensure includes gaining a bachelor’s degree in state and passing the specific Ohio Assessments for Educators (OAEs) that test content and pedagogical knowledge specific to licensure. These tests are a significant measure in Ohio and for Heidelberg for ensuring education preparation programs graduate effective teachers for P-12 students in their respective licensure fields. Prior to 2022, we had consistent pass rates of 100% as well as 100% of our teacher candidates completing student teaching satisfactorily. In 2022, while 100% of our teacher candidates satisfactorily completed student teaching, our pass rate on teacher licensure tests dropped to 86%. Due to this change in pass rates on licensure exams in 2022, Heidelberg’s EPP in collaboration with HECAP and other stakeholders, is analyzing changes in our program, curriculum and our teacher candidate performance monitoring systems that could have impacted students ability to successfully complete their licensure exams. Disaggregation of OAE pass rates by specific licensure exam and licensure program in 2022 will allow Heidelberg to identify potential gaps and areas for improvement to ensure our teacher candidates’ possess academic competency at the completion of student teaching and can obtain their license. Additional monitoring of licensure exam pass rates will occur in 2023 and 2024 for continued evaluation and needed improvements. This data is obtained from our Performance Reports. See the link below for 2020-2022 data specific to passage of teacher licensure exams.
  • CPAST: Candidate Preservice Assessment of Student Teaching (Component 3.2|3.3)
    • CPAST is the second measure used to determine candidate competency at the completion of their program. Heidelberg University is one of one hundred institutions nationally using the CPAST, a valid and reliable assessment tool to be used during EPP’s student teaching practicum experience. CPAST was developed by VARI-EPP and is aligned to CAEP accreditation measures. Administration of CPAST data collection and distribution is currently provided by The Ohio State University. To assure quality of administration, all universities and supervisors who implement the CPAST during the student teaching practicum must complete a 90-minute, self-paced online training module. 
    • The CPAST form has two subscales:
      • Pedagogy
        • Planning for Instruction and Assessment, Instructional Delivery,
        • Assessment,
        • Analysis of Teaching;
      • Dispositions
      • Professional Commitment and Behaviors; Professional Relationships;
      • Critical Thinking.
    • Student teachers are scored in each of the above areas using a 3 point scale: 2 Meets Expectations; 1 Emerging; and 0 Does Not Meet Expectations. The link below provides data for Heidelberg’s EPP from 2020-2022 in comparison to State and National scores. 2020 scores placed Heidelberg above state and National results in both Pedagogy and Dispositions. In 2021 Heidelberg scores were below State and National averages for both subscales. 2022 Heidelberg scores are above national averages in pedagogy and dispositions, but below state results. An important component to note is Heidelberg’s low N when compared with the State and National CPAST results.
  • Educative Teacher Performance Assessment: edTPA (Component 3.3|4.1|5.2)
    • All teacher candidates at Heidelberg University are required to complete the edTPA, a performance-based, subject-specific assessment developed by Stanford University and used nationally by teacher preparation programs. This license specific assessment includes a review of teacher candidate’s teaching materials, evidence of teaching, and their ability to assess for student learning. The edTPA is broken down into the following three tasks: Planning; Instruction; and Assessment.  These tasks align with the CPAST subscale specific to Pedagogy. Each task consists of 5 rubrics with a scoring scale of 1-5, totaling 15 rubrics across the 3 tasks, with a possible total of 75. The recommended pass score for the EdTPA nationally is 42. The State of Ohio requires a pass score of 37 if education preparation programs use the edTPA in place of the Ohio Assessment of Professional Knowledge licensure exam. Heidelberg University requires a pass score of 37 for all candidates to successfully complete their program without remediation. Heidelberg’s EPP aligns the edTPA to other measures to demonstrate competency of our candidates at graduation. In addition, Heidelberg monitors and supports candidate progression through our programs by aligning course and program assessments to key program outcome measures to assure competency of our candidates at the completion of their program requirements that make them licensure eligible. EdTPA data demonstrates that our candidates from 2020-2023 demonstrate the least competency on Rubric 3: Assessment. Heidelberg’s edTPA average score by academic year for the 2020-22 are above the 38 cut score, but do not demonstrate our goal of an average score of 3 in each task average. Task 3, Assessment, consistently shows the lowest scores in respect to a goal of an average score of 3. EdTPA scores, in correlation with other data sources, have resulted in action items specific to building our candidates’ capacity to assess K-12 students' learning, providing meaningful feedback to learners, and using data to inform instruction and plan instruction. Overall, Heidelberg’s goal for edTPA, based on the past three years of data, is a first time pass rate of 80% by 2025. Click on the link below for 2020-2024 edTPA data that includes Task average scores, overall task scores, average edTPA score, and first time pass rates on the edTPA based on Heidelberg’s cut score of 37.

Measure 4: Ability of Completers to be hired in education positions for which they have been prepared (3.3|4.3)

Heidelberg’s EPP sends all graduates a link to a Google form entitled, I Got a Job. This form asks our graduates to self-report their license concentration and employment path following graduation. The selection of employment on the form ranges from full time teaching positions and substitute teaching to graduate school or alternative professional pathways in or out of education. 86% of 2022 Heidelberg education graduates reported employment in education; 82% of 2021 Heidelberg education graduates; and 86% of 202 Heidelberg education graduates. Please note this is based on self-reporting and does not represent 100% of 2020-2022 Heidelberg graduates. See the following link for more license specific statistics across our programs.

CAEP Annual Reports

Every seven years, Education Preparation Programs, must undergo a full review by CAEP that includes a self-study report and a CAEP site visit to ensure quality and teaching effectiveness of all qualified candidates for licensure. For continuous improvement and ongoing data quality, all Education Preparation Programs are required to submit annual reports to CAEP in April. Below you will find Heidelberg’s last three annual reports, from 2020-2022, and how we address areas of improvement and engage in continuous improvement. These reports provide additional information on how we address all CAEP standards and address CAEP Measures.