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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.

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 2019
Advance Preparation Accredited Spring 2019

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.

 

iteachUS Statistics

As required by CAEP, the following is an analysis of the performance of iteachU.S.

Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016
Completers Exam Pass Rate Completers Exam Pass Rate Completers Exam Pass Rate Completers Exam Pass Rate Completers Exam Pass Rate Completers Exam Pass Rate
Texas Teacher 608 100% 798 100% 975 100% 1302 100% 1608 100% 1461 100%
Principal 13 100% 37 100% 30 100% 39 100% 39 100% 47 100%
Louisiana 13 100% 76 100% 155 100% 295 100% 374 100% 406 100%
Tennessee 5 100% 3 100% 9 100%
Hawaii 1 100% 1 100% 17 100% 45 100%

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

2018 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.

Candidates are evaluated on a culminating assignment, Impact of Student Learning. Assessments.

Rubric             Aggregated Assessment Data                         Provided Below

In Louisiana, limited value-added information is provided to educator preparation programs. The most recent data is provided below

2014-15 Assessment Data

Impact on P-12 learning and development data are provided for iteach completers employed in Louisiana. Data show that iteach completers are as effective as their peers from other Louisiana EPPs. We look forward to data from other states and for more years, as those data become available, to determine to what extent trends emerge and provide implications for program improvement.

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 the Residency phase of the program, candidates are evaluated using the CARE form which is based on the InTASC standards times during the two semester Residency. (Texas candidates who participate in a Clinical Placement are evaluated using the CARE form three times during the 14-week placement.

Rubric             2016-17 Aggregated Assessment Data                                   Provided Below

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 iteachTEXAS first year teachers in 2016-17.

2016-17 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 2016-17.

                        2016-17 Aggregated Assessment Data

 

In addition to the state survey, iteach administers an Exit Survey for all program completers.

2017-17 Aggregated Assessment data                                   Provided Below

Regarding completer satisfaction, iteach administers a survey each year to completers to ascertain their level of satisfaction with their experience with iteach9 Data indicate that over 85% of iteach completers are satisfied or highly satisfied with the preparation they received.

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 iteach in years past versus how many completed the programs by 2016-17.  Six years of Teacher Candidate data is shown. 

2016-17 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

2016-17 State Board for Educator Certification (SBEC) TExES Pass Rate

CAEP Standard 5.4: Ability of completers to be hired in education positions for which they have prepared (initial and advanced levels)

CAEP Standard 5.4: Ability of completers to be hired in education positions for which they have prepared (initial and advanced levels)

iteachTEXAS yearly  requests employment data from TEA for the tracking of completers and finishers.  The data below is based on candidates who graduated from or completed iteachTEXAS  teacher preparation programs and advanced programs in Academic Year 2015-16 and were employed at a TEA associated school or district in 2016-17.

2016-2017 Accountability System for Educator Preparation Texas Annual Report

CAEP Standard 5.4: Student loan default rates and other consumer information (initial and advanced levels)

CAEP Standard 5.4: Student loan default rates and other consumer information (initial and advanced levels)

Candidates in the iteachTEXAS, educator preparation program do not qualify for financial aid. Iteach has developed an interest free deferred payment plan to reduce any financial hardship.

Ninety percent 90%, of all program fees are deferred until a candidate obtains a teaching position. This program balance is paid over the length of the two semester Residency.

Title II

As a non-institution of higher education, iteach is not required to submit Title II data to the United States Department of Education, however, iteach does provide this information. The reports are available at the Title II website.

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.

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