Licensure and CAEP Information

CAEP Annual Reporting Measures

The Commonwealth of Virginia has no mechanism for collecting and sharing completer data across the state education agency, EPPs, and P-12 school divisions. To help mitigate this challenge to data collection, Roanoke College is member of the Virginia Education Assessment Collaborative (VEAC) in order to gather more reliable information on the success of our completers in the field. The EPP members of the VEAC created this state-wide system for data collection to build a common set of assessment measures, tools, and activities that participating Virginia EPPs may use in response to CAEP requirements. Roanoke College joined the pilot group at the end of the 2020 Academic Year. One of the first developments of VEAC was the creation and implementation of Completer and Employer surveys. The VEAC Instruction Guide outlines how these surveys meet sufficiency within the CAEP Evaluation Framework for EPP-Created Assessments, and how these surveys assessed both the InTASC Standards and the Virginia Uniform Performance Standards. The EPP uses the surveys for continuous improvement.

The 2024-2025 VEAC Initial Licensure Completer Survey and the Employer Survey VEAC Report assess InTASC Standards in regard to completer effectiveness with students in the classroom. The Completer and Employer data below are from the 2024-2025 VEAC surveys. 

Measure 1: Completer Impact and Effectiveness. (R4.1) (2025)

(a) completer impact in contributing to P-12 student-learning growth

• • This measure was assessed on a 4-point Likert Scale. The Roanoke College EPP Completers had the following 2025 scores related to completer effectiveness in the classroom (N=7):
    • (IA) Demonstrate an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Mean score= 2.86
    • (IB) Plan using state standards, the school’s curriculum, engaging and research-based strategies and resources, and data to meet the needs of all students. Mean score – 3.14
    • (IC) Effectively engage students in learning by using a variety of research-based instructional strategies in order to meet individual learning needs. Mean score= 3.14
    • (IE) Uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Mean score = 3.57
    • (IG) Engage in practices that result in acceptable, measurable, and appropriate academic progress. Mean score = 3.43
    • (IM) Uses assessment results to inform and adjust practice: Mean score = 3
    • (IN) Engages in reflection on the impact of their teaching practice and adapts to the needs of each learner. Mean score = 3.29 

 (b) completer effectiveness in applying professional knowledge, skills, and dispositions. 

• • This measure was assessed on a 4-point Likert Scale. The EPP Completers had the following scores related to application of professional knowledge, skills, and dispositions (N=7):
    • (IA) Demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences: Mean score = 2.86
    • (IF) Maintain a commitment to professional ethics, communicate effectively, and take responsibility for and participates in professional growth that results in enhanced student learning: Mean score = 3.29
    • (IH) Use content-aligned and developmentally appropriate instructional technology to enhance student learning: Mean score = 3.29
    • (IJ) Demonstrate a commitment to equity by providing instructional practices and classroom strategies that result in culturally inclusive and responsive learning environments and academic achievement for all students. Mean score = 3.43
    • (IL) Collaborate with the learning community (e.g. school personnel, caregivers, and volunteers) to meet the needs of all learners and contribute to a supportive culture. Mean score: 3.43
    • (IM) Use assessment results to inform and adjust practice. Mean score = 3
    • (IN) Engage in reflection on the impact of their teaching practice and adapt to meet the needs of each learner. Mean score = 3.29

Measure 2: Satisfaction of Employers and Stakeholder involvement. (R4.2, R5.3, RA4.1)

Employer satisfaction with program completers (2025): The Roanoke College EPP had the following scores from the 2024-2025 Employer Survey VEAC Report  (N=4). 

Stakeholder Involvement 

In December 2023, the EPP established the Stakeholder Advisory Board (SAB), with external and internal representatives. The purpose of SAB is to create mutually beneficial relationships and co-construction of assessment opportunities with partnering school divisions. SAB is a key component of the continuous improvement process. SAB provides feedback on EPP goals and curricular initiatives, and the EPP seeks input from school personnel on K-12 curricular initiatives that the EPP should attend to. SAB co-constructs and validates EPP-created key assessments and surveys on field placement experiences. In spring, the EPP CAEP Assessment Team shares the yearly cycle of data with SAB and discusses patterns that may result in curricular or field experience adjustments. Upon having three cycles of data, the SAB analyzes three cycles for further patterns and any needed adjustments for continuous improvement

• Convenes in fall and spring semester in each academic year

Measure 3: Candidate Competency at Program Completion. (R3.3)

These data relate to measures the EPP is using to determine if candidates are meeting program expectations and state requirements and are ready to be recommended for licensure. The EPP uses the following key assessments to measure student competency. EPP-created assessments meet CAEP requirements for validity and reliability as outlined in Appendix A of the CAEP Revised 2022 Handbook. 

Praxis II (content-specific tests created by Educational Testing Service)

Teacher Candidate Dispositions Inventory. This is used formatively and summatively for assessment purposes. Formative use monitors student progress at course level and in Student Teaching 1. It provides data for admission into Student Teaching 2 as a teacher candidate. Students must successfully complete Student Teaching 2 to be a completer. The Inventory uses a five-point Likert scale where the 3 is neutral. To account for the neutral category, bimodal rating is used. Final ratings of “Strongly Agree,” “Agree” and “No Evidence Otherwise” are considered Acceptable; “Disagree” and “Strongly Disagree” are considered Unacceptable). When students fall within unacceptable, they receive a Professional  Growth Plan monitored by EPP faculty and Clinical Faculty in the field when applicable. In order to successfully complete the program, candidates must fall within the Acceptable category. Percentage of Prociency (POP) is determined by the number of completers who fall within the Acceptable category.

Field Placement Portfolio Evaluation. The electronic portfolio exhibits teacher candidate artifacts/evidence aligned to InTASC and ISTE standards. Completer data results from the Student Teaching 2 Field Placement Portfolio Rubric. Example pieces of evidence include, but are not limited to, a leadership and collaboration log; analysis of instruction using pre and post assessment data and technology integration; a video of their teaching showing collaboration; lesson plans; unit plans; and reflections. Percentage of Proficiency (POP) is determined by the number of students who received a 3 or 4 out of 4 per standard on the Field Placement Portfolio Evaluation. The EPP adopts 80% as the minimum POP standard. 

Field Placement Performance Evaluation. The Field Placement Performance Evaluation assesses teacher candidate behaviors/actions and implementation of the fulfillment of 10 InTASC standards in the Student Teaching 2 clinical placement. Evidence of standard competency through field performance includes observed interactions with K-12 students and colleagues and the implementation of curriculum planning, assessment, and instruction. Percentage of Proficiency (POP) is determined by the number of students who received a 3 or 4 out of 4 per standard on the Field Placement Portfolio Evaluation. The EPP adopts 80% as the minimum POP standard. 

Measure 4: Ability of Completers to be Hired (in positions for which they have prepared.)

The EPP surveys all completers at program exit and retains email contact to gather employment information. Of 11 completers, eight are employed as classroom teachers; Three did not report their employment status.

Accreditation of Educator Preparation Programs (EPPs)

Council for the Accreditation of Educator Preparation Programs (CAEP)

1140 19th St NW, Suite 400
Washington, DC 20036 
(202) 223-0077

Roanoke College's educator programs are approved by the Virginia Department of Education (2023) and accredited by the Council for the Accreditation of Educator Preparation Programs (CAEP).

Accreditation CAEP Status: Accredited (10/19/2025 through 12/31/2030)

Accredited teacher licensure programs include: Art Education (Visual Arts PK-12), Biology Education (6-12), Chemistry Education (6-12), Computer Science Education (6-12), Elementary Education (PK-6), English Education (6-12), French Education (PK-12), Health & Physical Education (PK-12), Mathematics Education (6-12), Middle Education (6-8 endorsement in English, History & Social Sciences, Mathematics, or Science), Music Education (Instrumental PK-12, Vocal/Choral PK-12), Physics Education (6-12), Social Studies Education (History & Social Science 6-12), Spanish Education (PK-12), Teaching English as a Second Language (ESL PK-12), Theater Education (Theater Arts PK-12).

For detailed information about program requirements, contact us at 540-375-2470.