Accreditation
Accredited by CAEP
All education programs through the School of Education at University of Alaska Southeast are accredited by the Council for the Accreditation of Educator Preparation (CAEP). CAEP accreditation signifies that the SOE has met the rigorous standards set forth for educator preparation.
Programs reviewed in the 2019/2020 academic year:
- BA Elementary Education (Initial)
- BA Special Education (Initial)
- MAT/Grad Cert Elementary Education (Initial)
- MAT/Grad Cert Secondary Education (Initial)
- MAT Special Education (Initial)
- MED/Grad Cert Special Education (Advanced)
- MED/Grad Cert Reading Specialist (Advanced)
- MED Education Leadership (Advanced)
- Endorsement Superintendent (Advanced)
The next scheduled CAEP accreditation review is during the 2024/2025 academic year.
Annual Reporting Measures
See PDF document.
NExT Employer Survey 2022 (Initial Licensure Programs Only)
Employers agree that first year teachers do the following:
Instructional PracticeTend to Agree + Agree | N = 29Percent | ||
|---|---|---|---|
| Effectively teaches the subject matter in his/her licensure area. | 90% | ||
| Selects instructional strategies to align with curriculum standards. | 97% | ||
| Designs activities where students engage with subject matter from a variety of perspectives. | 93% | ||
| Accounts for students’ prior knowledge or experiences in instructional planning. | 93% | ||
| Designs long-range instructional plans that meet curricular goals. | 97% | ||
| Regularly adjusts instructional plans to meet students’ needs. | 90% | ||
| Plans lessons with clear learning objectives/goals in mind. | 97% | ||
| Designs and modifies assessments to match learning objectives. | 79% | ||
| Provides students with meaningful feedback to guide next steps in learning. | 86% | ||
| Engages students in self-assessment strategies. | 79% | ||
| Uses formative and summative assessments to inform instructional practice. | 86% | ||
| Identifies issues of reliability and validity in assessment. | 59% | ||
| Analyzes multiple and appropriate types of assessment data to identify student learning needs. | 90% | ||
| Differentiates assessment for all learners. | 79% | ||
| Uses digital and interactive technologies to achieve instructional learning goals. | 90% | ||
| Engages students in using a range of technology tools to achieve learning goals. | 93% | ||
| Helps students develop critical thinking processes. | 90% | ||
| Helps students develop skills to solve complex problems. | 79% | ||
| Makes interdisciplinary connections among core subjects. | 86% | ||
| Knows where and how to access resources to build global awareness and understanding. | 93% | ||
| Helps students analyze multiple sources of evidence to draw sound conclusions. | 72% | ||
Diverse LearnersTend to Agree + Agree | N = 29Percent | ||
| Effectively teaches students from culturally and ethnically diverse backgrounds and communities. | 97% | ||
| Differentiates instruction for a variety of learning needs. | 93% | ||
| Differentiates for students at varied developmental levels. | 90% | ||
| Differentiates to meet the needs of students from various socioeconomic backgrounds. | 93% | ||
| Differentiates instruction for students with IEPs and 504 plans. | 86% | ||
| Differentiates instruction for students with mental health needs. | 79% | ||
| Differentiates instruction for gifted and talented students. | 76% | ||
| Differentiates instruction for English-language learners. | 59% | ||
| Accesses resources to foster learning for students with diverse needs. | 90% | ||
Learning EnvironmentTend to Agree + Agree | N = 29Percent | ||
| Clearly communicates expectations for appropriate student behavior. | 90% | ||
| Uses effective communication skills and strategies to convey ideas and information to students. | 97% | ||
| Connects core content to students’ real-life experiences. | 97% | ||
| Helps students work together to achieve learning goals. | 97% | ||
| Develops and maintains a classroom environment that promotes student engagement. | 97% | ||
| Responds appropriately to student behavior. | 93% | ||
| Creates a learning environment in which differences such as race, culture, gender, sexual orientation, and language are respected. | 93% | ||
| Helps students regulate their own behavior. | 90% | ||
| Effectively organizes the physical environment of the classroom for instruction. | 90% | ||
ProfessionalismTend to Agree + Agree | N = 29Percent | ||
| Seeks out learning opportunities that align with professional development goals. | 79% | ||
| Collaborates with parents and guardians to support student learning. | 83% | ||
| Collaborates with teaching colleagues to improve student performance. | 90% | ||
| Uses colleague feedback to support development as a teacher. | 86% | ||
| Upholds laws related to student rights and teacher responsibility. | 100% | ||
| Acts as an advocate for all students. | 93% | ||
Educational Leadership Survey 2022 (Advanced Licensure Program)Employers agree that Educational Leadership candidates do the following: | Percent | |
|---|---|---|
| Collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community. | 100% | |
| Advocates for ethical decisions and cultivates and enacts professional norms. | 100% | |
| Develops and maintains a supportive, equitable, culturally responsive, and inclusive school culture. | 100% | |
| Implements coherent systems of curriculum, instruction, data systems, supports, and assessment. | 100% | |
| Engages families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community. | 100% | |
| Improves management, communication, technology, school-level governance, and operation systems. | 100% | |
| Develops and improves data-informed and equitable school resource plans. | 100% | |
| Applies laws, policies, and regulations. | 100% | |
| Builds the school's professional capacity, and engages staff in the development of a collaborative professional culture. | 100% | |
| Improves systems of staff supervision, evaluation, support, and professional learning. | 100% | |
Advanced Teacher Programs Survey 2022(All Advanced Licensure Programs Excluding Ed Leadership)Employers agree that Advanced Program candidates do the following: | N = 19Percent | |
|---|---|---|
| Designs effective learning experiences for all students. | 89% | |
| Effectively differentiates learning. | 84% | |
| Effectively supports English Learners (ELs). | 53% | |
| Incorporates Alaska Native knowledge and values in the learning process. | 58% | |
| Supports culturally and linguistically diverse students. | 79% | |
| Intentionally uses technology to maximize the learning environment. | 68% | |
| Creates a positive, engaging, and equitable learning environment. | 95% | |
| Collaborates with families and professionals to support student needs. | 95% | |
| Evaluates student performance using multiple forms of assessment. | 68% | |
| Utilizes educational research to inform instruction and practice. | 74% | |
| Demonstrates professional conduct in the community, school, and learning environments. | 95% | |
| Overall, I would recommend UAS Programs to my faculty and other educators. | 42% | |
Initial Programs: Praxis II Pass Rates by Program
This table shows the number of tests taken by students in these programs. Percentages indicate how many of those attempts received passing scores.
| Program | 2019-20 | 2020-21 | 2021-22 | 3 Years Combined | |||||
|---|---|---|---|---|---|---|---|---|---|
| Count | % | Count | % | Count | % | Count | % | ||
Elementary | B.A. Elementary | 33 | 73% | 108 | 58% | 80 | 64% | 221 | 62% |
| Grad Cert Elementary | 1 | * | 0 | - | 6 | * | 7 | * | |
| M.A.T. Elementary | 49 | 92% | 25 | 100% | 45 | 80% | 119 | 89% | |
| Secondary | M.A.T. Secondary | 30 | 93% | 54 | 85% | 8 | * | 92 | 86% |
Special Ed | B.A. Special Ed | 5 | * | 19 | 47% | 18 | 83% | 42 | 69% |
| M.A.T. Special Ed | 7 | * | 14 | 100% | 19 | 100% | 40 | 100% | |
Advanced Programs: Portfolio Components Pass Rates by Program
| Program | 2019-20 | 2020-21 | 2021-22 | 3 Years Combined | |||||
|---|---|---|---|---|---|---|---|---|---|
| Count | % | Count | % | Count | % | Count | % | ||
Special Ed | Grad Cert Special Ed | 6 | * | 11 | 100% | 7 | * | 24 | 100% |
| M.Ed. Special Ed | 6 | * | 6 | * | 3 | * | 15 | 100% | |
Reading Specialist | Grad Cert Reading + M.Ed. Reading | Courses Not Offered | 20 | 100% | 6 | * | 26 | 100% | |
Educational Leadership | M.Ed. Leadership | 19 | 100% | 16 | 100% | 13 | 93% | 48 | 98% |
Alumni Employed in Alaska P–12 Schools Following Graduation
Initial Licensure Teacher Preparation Programs
N | Elementary Education | FY 2021Employed | FY 2022Employed | FY 2023Employed |
69 | FY 2020 Graduates | 74% | 83% | 74% |
40 | FY 2021 Graduates | 58% | 50% | |
52 | FY 2022 Graduates | 79% |
N | Special Education | FY 2021Employed | FY 2022Employed | FY 2023Employed |
9 | FY 2020 Graduates | 89% | 100% | 100% |
11 | FY 2021 Graduates | 73% | 73% | |
12 | FY 2022 Graduates | 58% |
N | Secondary Education | FY 2021Employed | FY 2022Employed | FY 2023Employed |
21 | FY 2020 Graduates | 86% | 95% | 86% |
22 | FY 2021 Graduates | 64% | 64% | |
28 | FY 2022 Graduates | 89% |
Alumni Employed in Alaska P–12 Schools Following Graduation
Advanced Licensure Teacher Preparation Programs
N | Reading | FY 2021Employed | FY 2022Employed | FY 2023Employed |
5 | FY 2020 Graduates | 50% | 50% | 80% |
1 | FY 2021 Graduates | 100% | 0% | |
10 | FY 2022 Graduates | 80% |
N | Special Education | FY 2021Employed | FY 2022Employed | FY 2023Employed |
18 | FY 2020 Graduates | 89% | 89% | 56% |
14 | FY 2021 Graduates | 93% | 79% | |
15 | FY 2022 Graduates | 87% |
N | Educational Leadership | FY 2021Employed | FY 2022Employed | FY 2023Employed |
22 | FY 2020 Graduates | 100% | 100% | 68% |
35 | FY 2021 Graduates | 100% | 94% | |
13 | FY 2022 Graduates | 92% * |
* Note that the FY 2022 graduates are in our database as FY 2023 graduates.
Completer: A candidate who successfully satisfied all program requirements of a preparation program at least six months previously and who is employed in a position for which they were prepared for state licensure.