Accredited by the National Council for Accreditation of Teacher Education
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Accreditations

We are Accredited for Online Teacher Certification

Educator Preparation Accreditation

iteachUS Educator Preparation Programs are accredited by the National Council for Accreditation of Teacher Education (NCATE). Through the process of accreditation, the whole institution is examined to determine how well the parts work together to enhance student learning.

Educator Preparation Accreditation

NCATE/CAEP MERGE

NOTE: Since July 1st, 2013, NCATE has been merged into CAEP as the new accrediting body for educator preparation. Please visit http://caepnet.org for more information.

NCATE accreditation provides an assurance that the institution’s teacher preparation program has met national standards and has undergone rigorous external and impartial review by professionals, policymakers, and representatives of the public.

Level Accredidation Status Next Visit
Initial Teacher Preparation Accredited Spring 2027
Advance Preparation Accredited Spring 2027

iteachUS is a TEA-accredited Educator Preparation Program that recommends students for a Texas educator certificate.

Accreditation statuses are annually based on performance standards established by Texas Education Code (TEC) and outlined in Texas Administrative Code (TAC) Chapter 229.

iteachUS is accredited by the Louisiana Department of Education and the Board of Elementary and Secondary Education.  iteachUS, doing business as iteachLOUISIANA, is an educator preparation program that recommends students for a Louisiana educator certificate.

 

iteachUS is accredited by the Nevada Department of Education.  iteachUS, doing business as iteachNEVADA, is an educator preparation program that recommends students for a Nevada educator certificate.

 

iteachUS is accredited by the Hawaii Department of Education and the Hawaii Teacher Standards Board.  iteachUS, doing business as iteachHAWAII, is an educator preparation program that recommends students for a Hawaii educator certificate.

 

For the complete federal Title II Report, see https://title2.ed.gov/Public/Home.aspx and select appropriate state.

2020 Annual Reporting Measures

iteachU.S., a nationally accredited Educator Preparation Program, is committed to transparency by sharing our candidate’s data based on outcomes.

To comply with the requirements of the Council for the Accreditation of Educator Preparation (CAEP) standards, candidate outcome data for the identified eight (8) impact measures are presented here.

Impact Measures

Impact on P-12 Student Learning and Development

Impact on P-12 Student Learning and Development

CAEP Standard 4.1: The provider documents, using multiple measures, that program completers contribute to an expected level of student-learning growth. Multiple measures shall include all available growth measures (including value-added measures, student-growth percentiles, and student learning and development objectives) required by the state for its teachers and available to educator preparation providers, other state-supported P-12 impact measures, and any other measures employed by the provider.

All candidates are evaluated with an Interdisciplinary  Lesson Plan. 

2018-19 Aggregated Assessment Data and Rubric

Indicators of Teaching Effectiveness

Indicators of Teaching Effectiveness

CAEP Standard 4.2: The provider demonstrates, through structured and validated observation instruments and/or student surveys, that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve. 

During student teaching or a graduate’s teaching internship, candidates are evaluated using an INTASC aligned observation form (CARE form) five times during the Residency placement.  

2018-19 Aggregated Assessment Data and Rubric

Satisfaction of Employers

Satisfaction of Employers

CAEP Standard 4.3: The provider demonstrates, using measures that result in valid and reliable data and including employment milestones such as promotion and retention, that employers are satisfied with the completers’ preparation for their assigned responsibilities in working with P-12 students.

The Texas Education Agency requires school principals complete a first year teacher survey on any first year teacher in their school.  The aggregated data below is only for iteach TEXAS  first year teachers in 2018-19.

Rubric           2018-19 Aggregated Assessment Data

Satisfaction of Completers

Satisfaction of Completers

CAEP Standard 4.4: The provider demonstrates, using measures that result in valid and reliable data, that program completers perceive their preparation as relevant to the responsibilities they confront on the job, and that the preparation was effective.

The Texas Education Agency requires newly certified teachers to complete a survey based on their recent program completion.  The aggregated data below is only for iteachTEXAS first year teachers in 2019-19.

2018-19 Aggregated Assessment Data and Rubric

Outcome Measures

CAEP Standard 5.4: Graduation Rates (initial and advanced levels)

CAEP Standard 5.4: Graduation Rates (initial and advanced levels)

The data below compares those admitted to SBEC certification programs at iteachTEXAS in years past versus how many completed the programs by 2018-19. 

2018-19 Teacher Candidate Completion Rate

CAEP Standard 5.4: Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial and advanced levels)

CAEP Standard 5.4: Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial and advanced levels)

Candidates must pass Texas certification exams “TExES” in order to become certified as teachers or in advanced roles.  The State provides official pass rates on an annual basis. In addition, teacher candidate pass rates are pushed to the US Department of Education Title II database.  These pass rates are also available on an annual basis. 

2018-19 State Board for Educator Certification (SBEC) Content TExES Pass Rates

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