School of Education Accreditation Report
PART I: Publicly Available Program Performance and Candidate Achievement Data
The following is the University of Mount Saint Vincent School of Education’s Part I report to the Association for Advancing Quality in Educator Preparation (AAQEP): publicly available program performance and candidate achievement data.
Overview and Context
This overview describes the mission and context of the educator preparation provider and the programs included in its AAQEP review.
UMSV’s School of Education is committed to fostering diversity in our student body and ensuring flexibility to meet the unique needs of every individual. Our varied programs are designed to equip future educators with the knowledge, skills, and values necessary for lifelong learning and competent problem-solving. Supported by dedicated faculty and staff who deeply care about student learning, we prepare teachers for lives of service through pedagogical training and field experience. Our commitment to continuous learning ensures that our graduates are not only effective educators but also innovators and leaders in their inclusive classrooms and communities.
The School of Education offers exceptional programs to equip educators with the skills necessary to become leaders in the classroom, schools, and districts. We offer:
- Dual MS in Early Childhood (Birth to Grade 2) and Special Education (Birth to Grade 2)
- Dual MS in Childhood (Grades 1 to Grade 6) and Special Education (All Grades)
- Dual MS in Adolescent (Grade 7 to Grade 12) and Special Education (All Grades)
- Dual MS in Childhood (Grade 1 to Grade 6) and TESOL (All Grades)
- MS in Special Education (All Grades) – Initial Certification
- MS in Special Education (All Grades) – Professional Certification
- MS in TESOL (All Grades) – Initial Certificate (no prior teaching certificate)
- MS in TESOL (All Grades) – Professional Certificate (an addition to prior teaching certificate(s))
- TESOL Additional Coursework – Can be applied toward an Additional Classroom Teaching Certificate in ESOL
Enrollment and Completion Data
Table 1 shows current enrollment and recent completion data, disaggregated by program and license/certificate, for each program included in the AAQEP review.
Table 1. Program Specification: Enrollment and Completers for Academic Year 2024-2025
Programs that lead to initial teaching credentials
| Degree or program offered by the institution/organization | Certificate, license, endorsement, or other credential granted by the state | Number of candidates enrolled | Number of completers |
|---|---|---|---|
| Master of Science in Education | Initial Certification: Early Childhood (Birth – Grade 2) & Special Education Early Childhood (Birth – Grade 2) (46 credit) | 562 | 204 |
| Master of Science in Education | Initial Certification: Childhood 1-6 & Special Education Childhood 1-6 (45 credit) | 225 | 74 |
| Master of Science in Education | Initial Certification: Adolescent 7-12 & Special Education Generalist 7-12 (45 credit) | 24 | 11 |
| Master of Science in Education | Initial Certification: ESOL PreK-12 & Childhood 1-6 (45 credit) | 26 | 3 |
| Master of Science in Education | Initial Certification: Students with Disabilities PreK-12 (36 credit) | 145 | 35 |
| Master of Science | Initial Certification: ESOL PreK-12 (36 credit) | 59 | 9 |
| Total for programs that lead to initial credentials | 1041 | 336 | |
Programs that lead to additional or advanced credentials for already-licensed educators
| Degree or program offered by the institution/organization | Certificate, license, endorsement, or other credential granted by the state | Number of candidates enrolled | Number of completers |
|---|---|---|---|
| Master of Science | Professional Certification: ESOL PreK-12 (30 credit) | 60 | 25 |
| Master of Science in Education | Professional Certification: Students with Disabilities PreK-12 (30 credit) | 91 | 35 |
| Master of Science in Education | Initial Certification: Early Childhood (Birth – Grade 2) & Special Education Early Childhood (Birth – Grade 2) (46 credit) | 7 | 1 |
| Master of Science in Education | Initial Certification: Childhood 1-6 & Special Education Childhood 1-6 (45 credit) | 6 | 5 |
| Total for programs that lead to additional/advanced credentials | 164 | 66 | |
Programs that lead to P-12 leader credentials
Total for programs that lead to P-12 leader credentials: not applicable.
Programs that lead to credentials for specialized professionals or to no specific credential
| Certificate, license, endorsement, or other credential granted by the state | Number of candidates enrolled | Number of completers |
|---|---|---|
| TESOL Additional Coursework – Can be applied toward an Additional Classroom Teaching Certificate in ESOL (12 credits) | 54 | 38 |
| Total for programs that lead to specialized professional or no specific credentials | 54 | 38 |
Totals for all programs
| Measure | Number of candidates enrolled | Number of completers |
|---|---|---|
| TOTAL enrollment and productivity for all programs | 1259 | 440 |
| Unduplicated total of all program candidates and completers | 1259 | 440 |
Added or Discontinued Programs
Any programs within the AAQEP review that have been added or discontinued within the past year are listed below. (This list is required only from providers with accredited programs.)
Not applicable.
Program Performance Indicators
The program performance information below applies to the academic year indicated in Table 1.
A. Total enrollment: 1259
Total enrollment in the educator preparation programs shown in Table 1. This figure is an unduplicated count, i.e., individuals earning more than one credential may be counted in more than one line above but only once here.
B. Total number of unique completers: 440
Total number of unique completers (across all programs) included in Table 1. This figure is an unduplicated count, i.e., individuals who earned more than one credential may be counted in more than one line above but only once here.
C. Number of recommendations: 402
Number of recommendations for certificate, license, or endorsement included in Table 1.
D. Cohort completion rates
Cohort completion rates for candidates who completed the various programs within their respective program’s expected timeframe and in 1.5 times the expected timeframe.
- Candidates who completed the various programs within their respective timeframe: 84%
- Candidates who completed their various programs within 1.5 times the expected timeframe: 86%
E. Summary of state license examination results
Summary of state license examination results, including teacher performance assessments, and specification of any examinations on which the pass rate (cumulative at time of reporting) was below 80%.
| Test name and number | Pass rate | Number of takers | Number who passed |
|---|---|---|---|
| EAS 201 | 86% | 195 | 167 |
| SWD 060 | 75% | 177 | 133 |
| ESOL 116 | 73% | 26 | 19 |
| CST 1-6 (221) ELA | 81% | 115 | 93 |
| CST 1-6 (222) MATH | 75% | 118 | 88 |
| CST B-2 (211) ELA | 88% | 110 | 97 |
| CST B-2 (246) MATH | 84% | 119 | 100 |
| CST Part 3 (245) Arts & Sci | 89% | 178 | 159 |
Note: 3 tests were below 80% (SWD 060, ESOL 116 and CST 1-6 Math). Measures were put in place and goals were established across all programs to address these lower pass rates (lesson plan focus goal, multicultural project revision to address culturally responsive sustaining education, and multiple internal quality control systems were put in place). Specific information on each of these goals can be found in Tables 3, 4 and 5 below.
F. Evidence available from program completers
Explanation of evidence available from program completers, with a characterization of findings.
Data was extracted from IPEDS gathered data (completion rate/census enrollment data), NYSED supplied data (pass rates), internal data systems (licensure data, student tracking data) and Watermark Student Learning and Licensure (student and assessment tracking).
G. Evidence available from employers of program completers
Explanation of evidence available from employers of program completers, with a characterization of findings.
NYSED provided data (employment trends and analysis) and advisory board feedback from administrators that employ recent graduates (trends and suggestions).
H. Employment rates for program completers
Explanation of how the program investigates employment rates for program completers, with a characterization of findings. This section may also indicate rates of completers’ ongoing education, e.g., graduate study.
NYSED provided data (employment trends and analysis). Information gathered from Alumni Survey.
I. Staffing capacity
Explanation of how the staffing capacity for program delivery and administration and quality assurance system monitoring have changed during the reporting year, if at all, and how capacity matches the current size of the program.
Given enrollment growth, the following positions were proposed and approved in the 24/25 academic year to be implemented in 25/26 academic year: addition of a full-time Administrative Assistant, a faculty role transitioned to a full time Student Teaching Coordinator, Interim Dean became permanent position, Visiting Professor position became permanent position, and to better align with programmatic needs two Coordinator titles and responsibility adjustments were made (Data Coordinator became Data and Assessment Coordinator, and Program Coordinator became Licensure and Program Coordinator).
Candidate Academic Performance Indicators
Tables 3 and 4 report on select measures (3 to 5 measures for each standard) of candidate/completer performance related to AAQEP Standards 1 and 2, including the program’s expectations for performance (criteria for success) and indicators of the degree to which those expectations are met.
Table 3. Expectations and Performance on Standard 1: Candidate and Completer Performance
Provider-selected measures
- Lesson Plan Rubric for ELA for student teaching courses
- Lesson Plan Rubric for Math for student teaching courses
- Lesson Plan Rubric for adolescent content area for student teaching courses
- Lesson Plan Rubric for ELA for Sara Schenirer student teaching courses
- Lesson Plan Rubric for Math/Social Skills for Sara Schenirer student teaching courses
Criteria for success
Given the combined student teaching formal lesson plan rubric data (math, ELA, social skills and adolescent content area rubrics) across all programs (looking individually by program as well as collectively), we will increase the percentages of students earning a “highly effective” rating in each element so that every element identified on the rubric has at least 1/3 (33%) of students earning a highly effective rating.
Level or extent of success in meeting the expectation
Goal met. Every element identified on the Lesson Plan rubrics had at least 1/3 (33%) of students earning a highly effective rating.
Table 4. Expectations and Performance on Standard 2: Completer Professional Competence and Growth
Provider-selected measures
- Revised Multicultural Project rubric part 1: Cultural Autobiography (taken from all sections of EDUC 502 across all programs)
- Revised Multicultural Project rubric part 2: Research on students’ funds of knowledge (taken from all sections of EDUC 502 across all programs)
- Revised Multicultural Project rubric part 3: Essay on culturally responsive sustaining education (taken from all sections of EDUC 502 across all programs)
Criteria for success
Given the combined programs’ rubric data from the revised EDUC 502 Multicultural Project, we will increase the percentage of students earning a “meeting” or “exceeding” rating in the area of planning for culturally responsive educational practices so that 90% of students either meet or exceed expectations in this area in alignment to CRSE 3 – Culturally Responsive Sustaining Education.
Level or extent of success in meeting the expectation
Goal was met in Spring 2025. For the academic year (Fall 2024 and Spring 2025 combined) we were 4.5% away from meeting our lofty goal of 90% of students rated as “meeting” or “exceeding expectations” in this area. However, we were pleased with our progress over the academic year. In Fall 2024 76% met or exceeded in this area. Spring 2025 95% met or exceeded. This gives an average of 85.5% for the year.
Notes on Progress, Accomplishment, and Innovation
This section describes program accomplishments, efforts, and innovations (strengths and outcomes) to address challenges and priorities over the past year.
In addition to the goals set above, we also set additional goals related to AAQEP standards 3 and 4.
Standard 3: Quality Program Practices
Criteria for success
We set a goal to develop and maintain effective internal quality control systems through the creation and implementation of Course Coordinators role (to provide consistency in course structures and content), Student Teaching Coordinator as well as a Student Concern System (to enhance candidate success).
Level or extent of success in meeting the expectation
We successfully met this quality program practice goal and will continue to monitor student concerns while providing ongoing support to both students and faculty.
All courses in the program (with the exception of 2 courses in the Education minor and one infrequently offered practicum) were assigned Course Coordinators. All current course coordinators agreed to continue into the next academic year providing consistency. Course Coordinators met at the end of May to discuss what worked well and changes that need to be made going forward.
A faculty member was appointed to serve as the Interim Student Teaching Coordinator. Throughout the 24/25 academic year, the faculty member worked with stakeholders to enhance a quality student teaching experience.
The student concern system was implemented in November 2024. Previously, there was no student concern system in place. Due to this, we saw a 225% increase in system usage. Spring 2025 data shows 25 unique professors submitted student concerns. 31% were academic related, 62% were attendance related, and 7% were categorized as “other”.
Standard 4: Program Engagement in System Improvement
Criteria for success
Due to the increase of candidates already working in schools and are now seeking initial or professional certification, along with the new NYSED fieldwork and student teaching requirements, we established systems and supports for onboarding and working with new school partnerships for fieldwork and student teaching in addition to adding a Student Teaching Coordinator to allow for more systematic approaches.
Level or extent of success in meeting the expectation
We reviewed the newly created Student Resource Canvas analytics and the Faculty and Staff Resource Canvas analytics to assess if participants would access and utilize resources if made available to them. We noted significant engagement with available resources, including 1,800 faculty engagement clicks and 5,900 student engagement clicks. These numbers indicate that the platform is being actively utilized. We believe that continuing to provide targeted support and accessible resources will further strengthen collaboration with partner organizations, supervising teachers, course instructors, university supervisors, and student teaching coordinators, ultimately enhancing the effectiveness of field and student teaching placements.