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CAEP accreditation is a seal of approval that assures quality in educator preparation. Accreditation makes sure that educator programs prepare new teachers to know their subjects, their students, and have the clinical training that allows them to enter the classroom ready to teach effectively.

Accreditation provides a framework that has pushed educator preparation programs to continually self-assess and conduct evidence-based analysis of their programs and their efficacy. These evidence-based shifts, rooted in continuous improvement, are helping to ensure that preparation programs are more likely to produce successful educators. (Source)

Educator Preparation Performance

The mission of the School of Education at Shawnee State University is to prepare educators to be learner-centered and inquiring professionals who can think critically, act ethically, communicate effectively, and work collaboratively to meet the diverse needs of all students.

The program hopes to develop educational professionals who will be change agents in their schools and communities through the implementation of evidence-based teaching practices and the demonstration of strong, yet collaborative, leadership qualities.

To prepare students for the dynamic responsibilities of contemporary schools, the program requires a strong foundation in an academic content or teaching area.

CAEP Annual Reporting Measures
(CAEP Standard 4.2)

The Council for the Accreditation of Educator Preparation (CAEP) has established four annual reporting measures which are used to provide information to the public on both program impact and program outcomes. The CAEP measures with links to supporting evidence for each measure are provided below:

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

The provider demonstrates that program completers effectively contribute to P-12 student learning and growth, and apply professional knowledge, skills, and dispositions in the P-12 classroom that the preparation experiences were designed to achieve.

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

Description of Data:

Ohio's system for evaluating teachers (Ohio's Teacher Evaluation System) provides educators with a detailed view of their performance, with a focus on specific strengths and opportunities for improvement. The system is research-based and designed to be transparent, fair, and adaptable to the specific contexts of Ohio's school districts. Teachers receive a summative final rating of one of the following: accomplished, skilled, developing, or ineffective.

The Ohio Teacher Evaluation System (OTES) data addresses: (a) completer impact in contributing to P-12 student learning, and growth, and (b) completer effectiveness in applying professional knowledge, skills, and dispositions. Value-added analysis helps educators measure the impact schools and teachers have on students’ academic progress. The value-added measure is used in the OTES model. Teacher performance and student academic growth are the two key components of Ohio's evaluation system.

Limitations of the Ohio Teacher Evaluation System (OTES) Data:

  1. The information in the report is for individuals receiving their licenses with effective years of 2019, 2020 and 2021, and 2022.
  2. The teacher evaluation data in this report are provided by the Ohio Department of Education.
  3. Due to ORC 3333.041(B), annual results must be masked for institutions with fewer than 10 completers with OTES data.
Ohio Teacher Evaluation System (OTES) Results for Ohio Teachers Prepared by an Ohio Educator Preparation Provider at Shawnee State University
Reporting Period from Sept 1, 2022 to Aug 31, 2023
(Data Source: Ohio Department of Education)
Initial Licensure Effective Year Accomplished Proficient Developing Ineffective
2022 N>3 9 4 N<3
2021 3 20 N>3 N<3
2020 4 20 N>3 N>3
2019 5 15 N<3 N<3
Value-Added Data for Shawnee State University-Prepared Teachers
2022-23 Performance Levels
Chart with the following values: Exceeded Student Growth Expectations-28; Met Student Growth Expectations-94; Fell Short Meeting Student Growth Expectations-37;
Measure 2 (Initial and Advanced): Satisfaction of Employers and Stakeholder Involvement (R4.2/R5.3/RA4.1)

Involvement of Internal and External Stakeholders in program design, evaluation, and continuous improvement processes

Advisory Committee meetings are held each academic year. The purpose of the Stakeholder Committee is to provide input on program design and continuous improvement. The Stakeholder Committee members include university supervisors and faculty, school and district administrators, and teachers. Each year members of the Stakeholder Committee are asked to complete a survey evaluating the performance of School of Education teachers.

Employers Survey: Stakeholders/Advisory Committee
2020–2023 Initial Programs
Statement Strongly Agree Agree Disagree Strongly Disagree
1. SSU prepares teachers to understand student learning and development. 2020-21:
61% (25)

2021-22:
63% (12)

2022-23:
61.90% (13)		 2020-21:
39% (16)

2021-22:
26% (5)

2022-23:
28.57% (6)		 2020-21:
0% (0)

2021-22:
5% (1)

2022-23:
4.76% (1)		 2020-21:
0% (0)

2021-22:
5% (1)

2022-23:
4.76% (1)
2. SSU prepares teachers to respect the diversity of the students, colleagues and families. 2020-21:
66% (27)

2021-22:
52.63% (10)

2022-23:
47.62% (10)		 2020-21:
34% (14)

2021-22:
42.11% (8)

2022-23:
47.62% (10)		 2020-21:
0% (0)

2021-22:
0% (0)

2022-23:
0% (0)		 2020-21:
0% (0)

2021-22:
5.26% (1)

2022-23:
4.76% (1)
3. SSU prepares teachers to know and understand the curriculum content for which they have instructional responsibility. 2020-21:
59% (24)

2021-22:
52.63% (10)

2022-23:
52.38% (11)		 2020-21:
40% (16)

2021-22:
31.58% (6)

2022-23:
38.10% (8)		 2020-21:
2% (1)

2021-22:
10.53% (2)

2022-23:
9.52% (2)		 2020-21:
0% (0)

2021-22:
5.26% (1)

2022-23:
4.76% (1)
4. SSU prepares teachers to understand and use evidence-based instructional strategies to effectively teach the concepts and skills for which they have instructional responsibility. 2020-21:
61% (25)

2021-22:
52.63% (10)

2022-23:
47.62% (10)		 2020-21:
37% (15)

2021-22:
31.58% (6)

2022-23:
38.10% (8)		 2020-21:
2% (1)

2021-22:
5.26% (1)

2022-23:
4.76% (1)		 2020-21:
0% (0)

2021-22:
10.53% (2)

2022-23:
9.52% (2)
5. SSU prepares teachers to understand assessment practices, their purpose and the data they generate. 2020-21:
59% (24)

2021-22:
57.89% (11)

2022-23:
52.38% (11)		 2020-21:
37% (15)

2021-22:
31.58% (6)

2022-23:
38.10% (8)		 2020-21:
4% (2)

2021-22:
5.26% (1)

2022-23:
4.76% (1)		 2020-21:
0% (0)

2021-22:
5.26% (1)

2022-23:
4.76% (1)
6. SSU prepares teachers to analyze data to monitor and support student progress. 2020-21:
59% (24)

2021-22:
38.89% (7)

2022-23:
35% (7)		 2020-21:
32% (13)

2021-22:
50% (9)

2022-23:
55% (11)		 2020-21:
10% (4)

2021-22:
5.56% (1)

2022-23:
5% (1)		 2020-21:
0% (0)

2021-22:
5.56% (1)

2022-23:
5% (1)
7. SSU prepares teachers to use data to plan, differentiate and modify instruction. 2020-21:
49% (20)

2021-22:
47.37% (9)

2022-23:
42.86% (9)		 2020-21:
44% (18)

2021-22:
36.84% (7)

2022-23:
38.10% (8)		 2020-21:
7% (3)

2021-22:
10.53% (2)

2022-23:
14.29% (3)		 2020-21:
0% (0)

2021-22:
5.26% (1)

2022-23:
4.76% (1)
8. SSU prepares teachers to align their instructional goals and activities with school and district priorities. 2020-21:
61% (25)

2021-22:
63.16% (12)

2022-23:
57.14% (12)		 2020-21:
40% (16)

2021-22:
26.32% (5)

2022-23:
33.33% (7)		 2020-21:
0% (0)

2021-22:
0% (0)

2022-23:
0% (0)		 2020-21:
0% (0)

2021-22:
10.53% (2)

2022-23:
9.52% (2)
9. SSU prepares teachers to differentiate instruction to support the learning needs of all students. 2020-21:
49% (20)

2021-22:
47.37% (9)

2022-23:
42.86% (9)		 2020-21:
41% (17)

2021-22:
42.11% (8)

2022-23:
42.86% (9)		 2020-21:
10% (4)

2021-22:
5.26% (1)

2022-23:
9.52% (2)		 2020-21:
0% (0)

2021-22:
5.26% (1)

2022-23:
4.76% (1)
10. SSU Prepares teachers who are proficient in application of technology for the enhancement of P-12 Learning. 2020-21:
85% (35)

2021-22:
63.16% (12)

2022-23:
57.14% (12)		 2020-21:
15% (6)

2021-22:
31.58% (6)

2022-23:
38.10% (8)		 2020-21:
0% (0)

2021-22:
0% (0)

2021-22:
0% (0)		 2020-21:
0% (0)

2021-22:
5.26% (1)

2022-23:
4.76% (1)
11. SSU prepares teachers to engage in instructional practices that promote critical thinking, problem solving and encourage learner exploration. 2020-21:
61% (25)

2021-22:
63.16% (12)

2022-23:
57.14% (12)		 2020-21:
37% (15)

2021-22:
21.05% (4)

2022-23:
23.81% (5)		 2020-21:
2% (1)

2021-22:
10.53% (2)

2022-23:
14.29% (3)		 2020-21:
0% (0)

2021-22:
5.26% (1)

2022-23:
4.76% (1)
12. SSU prepares teachers to establish inclusive environments that are respectful, supportive and caring. 2020-21:
63% (26)

2021-22:
63.16% (12)

2022-23:
57.14% (12)		 2020-21:
34% (14)

2021-22:
26.32% (5)

2022-23:
33.33% (7)		 2020-21:
2% (1)

2021-22:
0% (0)

2022-23:
0% (0)		 2020-21:
0% (0)

2021-22:
10.53% (2)

2022-23:
9.52% (2)
13. SSU prepares teachers to engage in instructional practices that promote positive learning results for students. 2020-21:
61% (25)

2021-22:
63.16% (12)

2022-23:
57.14% (12)		 2020-21:
39% (16)

2021-22:
31.58% (6)

2022-23:
38.10% (8)		 2020-21:
0% (0)

2021-22:
0% (0)

2022-23:
0% (0)		 2020-21:
0% (0)

2021-22:
5.26% (1)

2022-23:
4.76% (1)
14. SSU prepares teachers to communicate clearly and effectively with students, colleagues and families. 2020-21:
56% (23)

2021-22:
52.63% (10)

2022-23:
47.62% (10)		 2020-21:
41% (17)

2021-22:
42.11% (8)

2022-23:
47.62% (10)		 2020-21:
2% (1)

2021-22:
0% (0)

2022-23:
0% (0)		 2020-21:
0% (0)

2021-22:
5.26% (1)

2022-23:
4.76% (1)
15. SSU prepares teachers to collaborate effectively with other teachers, administrators, staff and families. 2020-21:
59% (24)

2021-22:
57.89% (11)

2022-23:
52.38% (11)		 2020-21:
39% (16)

2021-22:
31.58% (6)

2022-23:
38.10% (8)		 2020-21:
2% (1)

2021-22:
5.26% (1)

2022-23:
4.76% (1)		 2020-21:
0% (0)

2021-22:
5.26% (1)

2022-23:
4.76% (1)
16. SSU prepares teachers to understand, uphold, and follow professional codes of ethics and district and state policies. 2020-21:
73% (30)

2021-22:
57.89% (11)

2022-23:
52.38% (11)		 2020-21:
27% (11)

2021-22:
31.58% (6)

2022-23:
38.10% (8)		 2020-21:
0% (0)

2021-22:
0% (0)

2022-23:
0% (0)		 2020-21:
0% (0)

2021-22:
10.53% (2)

2022-23:
9.52% (2)
17. SSU prepares teachers to assume responsibility for professional growth. 2020-21:
56% (23)

2021-22:
63.16% (12)

2022-23:
57.14% (12)		 2020-21:
44% (18)

2021-22:
31.58% (6)

2022-23:
38.10% (8)		 2020-21:
0% (0)

2021-22:
0% (0)

2022-23:
0% (0)		 2020-21:
0% (0)

2021-22:
5.26% (1)

2022-23:
4.76% (1)

Involvement of Internal and External Stakeholders in program design, evaluation, and continuous improvement processes

Shawnee State University offers two graduate level licensure only programs through the Ohio Deans Compact LISD (Low Incidence Sensory Disabilities Programs) Collaborative.

Data below reflects the feedback from employers of completers of the Deaf & Hard of Hearing (TOD) and the Teacher of the Visually Impaired (TVI) programs. Employers are contacted to complete the evaluation one year after the teacher employed in their district has completed the advanced program in either Intervention Specialist Visually Impaired or Intervention Specialist Hearing Impaired.

Advanced Programs Employer Survey for Completers
Employer Survey for LISD Program Completers (Teachers of Deaf and Hard of Hearing and Teachers of the Visually Impaired)

2020–2021: TOD Cohort 1 & TVI Cohorts 1-4
2021–2022: TOD Cohort 2 & TVI Cohort 5
Statement N Strongly Agree Agree Disagree Strongly Disagree
1. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to use augmentative, alternative and assistive technologies and their applications to support students. 2020-21
17

2021-22
3		 2020-21
58.8% (10)

2021-22
66.67% (2)		 2020-21
35.3% (6)

2021-22
33.33% (1)		 2020-21
5.9% (1)

2021-22
0% (0)		 2020-21
0.00% (0)

2021-22
0% (0)
2. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to understand sensory impairment and its impact on families. 2020-21
17

2021-22
3		 2020-21
58.8% (10)

2021-22
100% (3)		 2020-21
41.2% (7)

2021-22
0% (0)		 2020-21
0.00% (0)

2021-22
0% (0)		 2020-21
0.00% (0)

2021-22
0% (0)
3. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to understand sensory impairment and its impact on instructional planning. 2020-21
17

2021-22
3		 2020-21
70.6% (12)

2021-22
66.67% (2)		 2020-21
29.4% (5)

2021-22
33.33% (1)		 2020-21
0.00% (0)

2021-22
0% (0)		 2020-21
0.00% (0)

2021-22
0% (0)
4. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in professional practices that promote successful transitions for students who have sensory impairment. 2020-21
17

2021-22
3		 2020-21
47.1% (8)

2021-22
66.67% (2)		 2020-21
47.1% (8)

2021-22
33.33% (1)		 2020-21
0.00% (0)

2021-22
0% (0)		 2020-21
5.9% (1)

2021-22
0% (0)
5. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that promote positive learning results in the general or special curricula. 2020-21
17

2021-22
3		 2020-21
52.9% (9)

2021-22
33.33% (1)		 2020-21
41.2% (7)

2021-22
66.67% (2)		 2020-21
0.00% (0)

2021-22
0% (0)		 2020-21
5.9% (1)

2021-22
0% (0)
6. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that demonstrate the ability to modify learning environments for students with sensory impairment. 2020-21
17

2021-22
3		 2020-21
64.7% (11)

2021-22
66.67% (2)		 2020-21
35.3% (6)

2021-22
33.33% (1)		 2020-21
0.00% (0)

2021-22
0% (0)		 2020-21
5.9% (1)

2021-22
0% (0)
7. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that foster educational environments in which diversity is valued. 2020-21
17

2021-22
3		 2020-21
58.8% (10)

2021-22
33.33% (1)		 2020-21
35.3% (6)

2021-22
66.67% (2)		 2020-21
0.00% (0)

2021-22
0% (0)		 2020-21
5.9% (1)

2021-22
0% (0)
8. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that reflect and address IEP goals for students with sensory impairment. 2020-21
17

2021-22
3		 2020-21
70.6% (12)

2021-22
66.67% (2)		 2020-21
29.4% (5)

2021-22
33.33% (1)		 2020-21
0.00% (0)

2021-22
0% (0)		 2020-21
0.00% (0)

2021-22
0% (0)
9. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that use assessment data to plan instruction for students with sensory impairment. 2020-21
17

2021-22
3		 2020-21
47.1% (8)

2021-22
66.67% (2)		 2020-21
52.9% (9)

2021-22
33.33% (1)		 2020-21
0.00% (0)

2021-22
0% (0)		 2020-21
0.00% (0)

2021-22
0% (0)
10. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in professional practices that promote integration of students with sensory impairment into the general education learning environment. 2020-21
17

2021-22
3		 2020-21
52.9% (9)

2021-22
33.33% (1)		 2020-21
47.1% (8)

2021-22
66.67% (2)		 2020-21
0.00% (0)

2021-22
0% (0)		 2020-21
0.00% (0)

2021-22
0% (0)
Measure 3 (Initial and/or Advanced): Candidate competency at program completion (R3.3/RA3.4)

A measure of candidate competency at completion is the pass rate on the Ohio Assessments for Educators. The Ohio Assessments for Educators (OAE) program assesses the content-area and professional (pedagogical) knowledge of candidates who are seeking initial Ohio educator licensure or adding a new licensure area. The assessments are aligned with Ohio's Learning Standards. The pass rates are shown for the 2022-2023 academic year program graduates.

Ohio Educator Assessment Test Results
2022-2023 Graduates/Completers
Initial & Advanced
Program OAE Test Name & Number Passed Failed Pass Rate State Pass Rate
Advanced Licensure Program (Completers)
Deaf & Hard of Hearing 044 Special Education Specialist: Deaf/Hard of Hearing 8 >3 88% 86%
Visually Impaired 045 Special Education Specialist: Visually Impaired 8 >3 83% 82%
Initial Licensure Program (Completers)
Art 006 Art 3 0 100% 95%
Early Childhood 012 Early Childhood 21 >3 95% 89%
Early Childhood Special Education 013 Early Childhood Special Education 9 >3 82% 85%
Adolescent & Young Adult (7-12) Integrated Language Arts, Integrated Science, and Mathematics 020 English Language Arts
024 Integrated Science
025 Integrated Social Studies
027 Mathematics		 17 3 85% 83%
Middle Childhood English Language Arts, Science, Mathematics, Social Studies 028 Middle Grade English Language Arts
029 Middle Grade Science
030 Middle Grade Math
031 Middle Grade Social Studies		 14 >3 88% 89%
Intervention Specialist 043 Special Education 6 0 100% 88%
Reading 190 Reading/090 Reading 43 11 80% 80%
Assessment of Professional Knowledge
Early Childhood 001 Assessment of Professional Knowledge Early Childhood 27 3 90% 91%
Middle Childhood 002 Assessment of Professional Knowledge Middle Childhood (4-9) 6 0 100% 90% 
Adolescent & Young Adult 003 Assessment of Professional Knowledge Adolescent & Young Adult 18 0 100% 97% 
Multi-Age 004 Assessment of Professional Knowledge Multi-Age (PK-12) 11 >3 92%  95%
Measure 4 (Initial and/or Advanced): Ability of completers to be hired in education positions for which they have prepared

The following employment data is from the Ohio Department of Higher Education Metric Reporting system (EVAAS) for academic year 2022-2023. Employment shown is any position held by a Shawnee State University graduate in Ohio's public schools in the 2022-2023 academic year.

SSU Graduates Employment in Public Schools
2022-2023 Academic Year
Position N
Advisor Assignment 3
Assistant Principal Assignment 2
Coaching Assignment 3
Other Extra/Intra-Curricular Activities Assignment 2
Remedial Specialist Assignment 2
Supplemental Service Teaching Assignment (Serves Students with Disability Conditions Only) 16
Teacher Assignment 80
Total 108

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