Accrediting agencies are third-party entities whose purpose is to ensure that institutions and academic programs meet standards for program quality. They monitor institutional commitment to continuous improvement and ensure that institutions of higher education meet acceptable levels of quality. –U.S. Department of Education
The Asbury University School of Education and its educator preparation programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the Kentucky Education Professional Standards Board (EPSB).
The AU School of Education Accreditation Action Report lists the current programs approved for certification during the 2022 accreditation visit.
Asbury University is accredited through the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). Learn more about Asbury University’s accreditation.
Our mission as the School of Education is to facilitate the preparation of professional educators who embody world-class academic excellence, spiritual integrity, and servant leadership.
The goal of the School of Education is to provide a strong academic Clinical-Based Preparation Program and to prepare quality educators who are committed to professional excellence and who positively impact P-12 student learning. It is the intent of the School of Education to provide educators who can design instruction, assess student learning, analyze the work of learners, diagnose pupil progress, and prescribe for student success. To accomplish this, candidates in education have specific and intentional clinical opportunities integrated throughout the preparation process. The entire program is designed to facilitate education candidates entering a student-centered profession for the 21st century.
Asbury University utilizes case studies to measure effectiveness and impact of program completers as they teach in P-12 classrooms. Professors observe and evaluate program graduates teaching a lesson. Following the observations, the faculty meet to discuss findings and identify strengths and areas for growth. The evaluation is based on three of the domains of the Kentucky Framework for Teaching: Planning and Preparation (Domain 1), Classroom Management (Domain 2), and Instruction (Domain 3). Scores are based on a four-point scale of Ineffective (1), Developing (2), Accomplished (3), and Exemplary (4). Expectations for inexperienced teachers are scores within the developing and accomplished categories.
Evaluations of completers were collected while case studies were put on hold due to Covid-19 restrictions. These evaluations were conducted by the completers’ supervisors and then provided to the EPP for analysis. The data were used to gain information of EPP strengths and growth areas as a part of the EPP’s continuous improvement process.
The School of Education conducts employer and completer satisfaction surveys to gather data on its graduates. The New Teacher Survey, administered by the Kentucky Center for Education and Workforce Statistics, provides an interactive report allowing individuals to filter by Principal response. Please use the links below to view responses.
Title II of the Higher Education Act, as amended, requires each state receiving funding under the Act to report annually on the quality of teacher preparation in the state. The Title II reporting guide defines aggregate pass rates as the proportion of program completers who passed all the tests they took. Summary pass rates are defined as the proportion of program completers who passed all tests they took for their areas of specialization among those who took one or more tests in their specialization areas.
The Kentucky Teacher Preparation Feedback Report is produced for all in-state 4-year public and independent colleges and universities by the Kentucky Center for Education and Workforce Statistics (KCEWS), utilizing data from the Kentucky Longitudinal Data System (KLDS) — specifically data from the Education Professional Standards Board (EPSB) and the Kentucky Department of Education (KDE).