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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.

CAEP logo
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

NExT Employer Survey 2022 (Initial Licensure Programs Only)

Employers agree that first year teachers do the following:

Instructional Practice

Tend to Agree + Agree

N = 29

Percent

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 Learners

Tend to Agree + Agree

N = 29

Percent

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 Environment

Tend to Agree + Agree

N = 29

Percent 

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%

Professionalism

Tend to Agree + Agree

N = 29

Percent

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 = 19

Percent

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.

Source: ETS® Client Services for Educator Licensure
Program2019-202020-212021-223 Years Combined
Count%Count%Count%Count%

Elementary

B.A. Elementary3373%10858%8064%22162%
Grad Cert Elementary1*0-6*7*
M.A.T. Elementary4992%25100%4580%11989%
SecondaryM.A.T. Secondary3093%5485%8*9286%

Special Ed

B.A. Special Ed5*1947%1883%4269%
M.A.T. Special Ed7*14100%19100%40100%

Advanced Programs: Portfolio Components Pass Rates by Program

Source: LiveText by Watermark
Program2019-202020-212021-223 Years Combined
CountCount%Count%Count%

Special Ed

Grad Cert Special Ed6*11100%7*24100%
M.Ed. Special Ed6*6*3*15100%

Reading Specialist

Grad Cert Reading + M.Ed. ReadingCourses Not Offered10100%6*16100%

Educational Leadership

M.Ed. Leadership19100%16100%1393%4898%

Alumni Employed in Alaska P–12 Schools Following Graduation

Initial Licensure Programs

   N   
 Elementary
Education
  FY 2021 
  Employment  
  FY 2022
  Employment  
  FY 2023
  Employment  
69
  FY 2020 Completers  
74%
83%
74%
40
FY 2021 Completers
58%
50%
52
FY 2022 Completers
79%

     

   N   
Special
Education 
  FY 2021
  Employment  
  FY 2022
  Employment  
  FY 2023
  Employment  
9
  FY 2020 Completers  
89%
100%
100%
11
FY 2021 Completers
73%
73%
12
FY 2022 Completers
58%

     

   N   
 Secondary &
Middle Grades
Education  
 FY 2021
  Employment  
 FY 2022
  Employment  
 FY 2023
  Employment  
21
  FY 2020 Completers  
86%
95%
86%
22
FY 2021 Completers
64%
64%
28
FY 2022 Completers
89%

     

Alumni Employed in Alaska P–12 Schools Following Graduation

Advanced Licensure Teacher Preparation Programs

      
 Reading,
 Reading Specialist 
 FY 2021
  Employment  
 FY 2022
  Employment  
 FY 2023
  Employment  
5
  FY 2020 Completers  
100%
100%
80%
1
FY 2021 Completers
100%
0%
10
FY 2022 Completers
80%

                                                                                                                                    

   N   
Special
Education
 FY 2021
  Employment   
 FY 2022
  Employment  
 FY 2023
  Employment  
18
  FY 2020 Completers  
89%
89%
56%
14
FY 2021 Completers
93%
93%
15
FY 2022 Completers
87%

                                            

     
Educational
Leadership 
 FY 2021
  Employment  
 FY 2022
  Employment  
 FY 2023
  Employment  
22
  FY 2020 Completers  
100%
100%
68%
35
FY 2021 Completers
100%
94%
13
FY 2022 Completers
92% *

* The FY 2022 completers are coded as FY 2023 completers due to their official 7/20/2023 graduation dates in our database.

   N   
 Secondary &
Middle Grades
Education  
 FY 2021
  Employment  
 FY 2022
  Employment  
 FY 2023
  Employment  
0
  FY 2020 Completers  
0%
0%
0%
2
FY 2021 Completers
100%
50%
0
FY 2022 Completers
0%

A completer is defined as 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.