CAEP Accreditation

Measure 1a. (Initial) Impact on P-12 Learning & Development (CAEP R4.1)

Principals surveyed by the Indiana Department of Education in 2024-2025 provided feedback on first and second-year Purdue College of Education initial licensure alumni. They found Purdue graduates to be prepared in their knowledge of content and pedagogy and prepared with appropriate professional dispositions.

Hiring principals agree that our graduates impact P12 learning growth and display the professional knowledge, skills and dispositions necessary for their profession. They:

• Understand how students learn
• Meet expectations for content preparation and knowledge
• Adhere to the legal and ethical requirements of the teaching profession

Principal Survey Results

Principals are responding to statements divided into three domains (knowledge, disposition, and performance) and reflect elements of both national professional standards (NCATE/CAEP) and the Model Core Teaching Standards, Interstate Teacher Assessment and Support Consortium (InTASC). EPPs are expected to meet these standards in order to prepare educators for licensure (511 IAC 13-1-1).

Teacher Survey Results

Graduates surveyed by the Indiana Department of Education in 2024-2025 represent the classes of 2022, 2023, 2024 who are employed throughout Indiana schools. Graduates stressed the effectiveness of early Purdue’s field experiences and the strength of their preparation.

90% of Initial Licensure Program Graduates are satisfied with the training they received at Purdue, including the following areas:

• Content preparation and knowledge
• Inclusive and rigorous learning environments
• Learner development and growth
• Collaboration with school leaders and colleagues

Measure 1b. Indicators of Teaching Effectiveness

The Indiana Department of Education has discontinued the Teaching Effectiveness Survey. Previous Teaching Effectiveness Surveys are still available for review for 2020-2023 (below).

The EPP conducts an ongoing case study focusing on eligible completers conducting an adapted Teacher Work Sample (TWS) submission focusing on the effectiveness of their teaching on P-12 learning.

The full-case study was reviewed during the CAEP review cycle in Spring 2026. What follows is a summary of the TWS Case Study framework and results.

The TWS’ Correlations to EPP General Competencies

After thoughtful research, the EPP chose the TWS as “this model has received extensive developmental attention from theoretical conception to implementation in multiple programs” (Imig & Smith, 2002). By implementing the TWSM, completers utilize the foundational skills and methodologies in their classroom that they are already applying. The TWS assists completers in preflection, research, engagement, documentation, data analysis, and reflection during the process. Current lessons and units taught by completers are prime samples for the TWS research process. Following the TWSM also supports completers in “planning an assessment-based unit built upon extensive knowledge of their students’ contextual factors as the foundation and synergy for learning” (Benton, et al., 2012). This coincides with what Benton, et al. (2012) has identified as 9 natural correlations of education programs’ general competencies to Teacher Work Sample components:

1. Locate/gather information
2. Critical thinking/reasoning/analyzing
3. Communication skills
4. Understand the human experience
5. Cultures and interrelationships
6. Diversity of knowledge and experience
7. Informed, intelligent value decisions
8. Informed aesthetic responses
9. Function in natural, social, political environment

Not only does the TWS allow in-depth exploration and guidance toward meeting these general competencies, it provides “credible evidence for the impact…on student learning in terms of quality of the assessment evidence, the percent of students who achieved learning targets, and the number of students who showed improvement from the pre- to post-assessments” (Denner et al., 2002). Because of the flexibility that the TWS allows, the EPP used InTASC Model and Core Teaching Standards and Learning Progressions for Teachers 1.0 developed in 2013 to inform the study.

Methodology

As a way to assess completer effectiveness and continue inquiry on the EPP’s strength in candidate preparation, the EPP utilized a Teacher Work Sample case study that provided mixed methods results. “Investigators are increasingly combining case studies and mixed methods, which, if conducted systematically and thoughtfully, can yield a more complete understanding” (Guetterman & Fetters, 2018, p. 901). This case study included 6 completers over two semesters. Their completed submissions were numerically disaggregated and analyzed, their data analysis responses were assessed for short answer commonalities, and inter-rater reliability and validity statistics was exercised. The EPP chose a case study for the reasons Hollweck (2015) summarized in their review of Robert K. Yin’s 2014 book, Case Study Design and Method:
“Yin shows how case study research constitutes an all-encompassing method that covers the logic of design, data collection techniques, and specific approaches to data analysis” (p. 109). The EPP’s response to studying completer effectiveness focused on producing data-driven action steps for the EPP to continue to successfully graduate equipped candidates who positively impact student learning.

Sample

At the time of this study, participants (n= 6) were Purdue University College of Education graduates and current state of Indiana licensed teachers who completed their program at the EPP no more than 3 years prior. They currently teach at an elementary, middle, or high school in the state of Indiana.

Summarized Results

The EPP gleaned invaluable results from the study. Not only does the EPP plan to continue the TWS case study with future completers, the analysis of the mixed-methods research has provided action steps for the EPP’s curriculum and program development. Completers were nearing the “Advanced” category in the quality of their responses regarding appropriately connecting lessons to standards and objectives. Thoughtfully utilizing technology, planning instruction for the learning environment, and connecting formative and summative assessments to lesson objectives was strong. Completers demonstrated some difficulty explaining differentiation planned in their classroom and providing the reasoning for it. From the study, the EPP also concluded that completers would benefit from a better understanding of reflection guiding long-term goals and future professional development. As an immediate step, based on the study’s results, for its candidates, the EPP plans to consider areas for guiding practice in applying differentiation strategies and data-driven reflection in the classroom.       

Citations

Benton, J. E., Powell, D., DeLine, M. A., Sautter, A., Talbut, M. H., Bratberg, W., & Cwick, S. (2012). The Teacher Work Sample: A Professional Culminating Activity that Integrates General Studies Objectives. Journal of General Education, 61(4), 369–387. https://doi.org/10.1353/jge.2012.0032

Denner, P. R., Salzman, S. A., & Harris, L. B. (2002). Teacher Work Sample Assessment: An Accountability Method That Moves beyond Teacher Testing to the Impact of Teacher Performance on Student Learning.

Guetterman, T. C., & Fetters, M. D. (2018). Two methodological approaches to the integration of mixed methods and case study designs: A systematic review. American Behavioral Scientist, 62(7), 900–918. https://doi.org/10.1177/0002764218772641

Hollweck, T. (2015). Review of Case study research design and methods (5th ed). Canadian Journal of Program Evaluation, 30(1), 108–110. https://doi.org/10.3138/cjpe.30.1.108 Imig, D., & Smith, C. (2002). Forward. In G. Girod (Ed.), Connecting teaching and learning: A handbook for teacher educators on Teacher Work Sample Methodology (pp. ix-x). AACTE.

Teaching Effectiveness Report

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

Principals surveyed by the Indiana Department of Education in 2024-2025 provided feedback on first and second year Purdue College of Education initial licensure alumni. Hiring principals believe graduates are well-prepared. They are satisfied with the training their teachers received from Purdue.

Principal Survey Results

Employer Survey Information

The EPP surveys employers of graduate/advanced program completers in three-year cycles. Employers believe graduates are well-prepared. They are satisfied with the training their teachers received from Purdue.

100% of employers indicate satisfaction with the graduate preparation in:

• Professional Knowledge
• Professional Skills
• Professional Dispositions
• Effective work with P-12 Students and Families

How likely would it be that your district would hire another graduate from a Purdue University, West Layette graduate-level advanced licensure program?

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

Purdue University’s Center for Career Opportunities assist us in identifying employment information for graduates.

In 2025, 97% of our undergraduate students were employed or in graduate school within six months of graduation. Candidates in our Advanced Programs are primarily educators and administrators already working in educational settings who are returning for additional training and licensure.

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