University of Findlay CAEP Approved Programs
Initial Licensure offered at the undergraduate and postbaccalaureate levels
Primary grades PK-5
|
| Middle Childhood grades 4-9 |
| Intervention Specialist grades K-12 |
AYA Life Science grades 7-12
|
| AYA Integrated Science grades 7-12 |
| AYA Integrated Social Studies grades 7-12 |
| AYA Integrated Mathematics grades 7-12 |
| AYA Integrated Language Arts grades 7-12 |
MA Visual Arts grades K-12
|
| MA Foreign Language grades K-12 |
| MA Health and PE grades K-12 |
MA TESOL grades K-12
|
Advanced Programs
| Principal |
| Superintendent |
School Psychology*to be reviewed next CAEP visit 2027
|
CAEP Annual Reporting Measures
The Council for the Accreditation of Educator Preparation (CAEP)
The University of Findlay College of Education (COE) was reviewed by the Council for the Accreditation of Educator Preparation (CAEP) in the fall of 2020. Full accreditation status was awarded to all COE programs with no areas of improvement of stipulations noted. Our next accreditation visit is in fall 2027. CAEP requires programs to provide performance measures to the public regarding eight categories related to program impact and program outcomes. The data below provides summary data for each of the eight measures.
Measure 1: Completer Effectiveness and Impact on P-12 Learning and Development (Component R4.1)
The Ohio Department of Higher Education (ODHE) provided value added data for completers.
Description of Data:
Ohio's value-added data system provides information on student academic gains. As a vital component of Ohio's accountability system, districts and educators have access to an extensive array of diagnostic data through the Education Value-Added Assessment System (EVAAS). Schools can demonstrate through value added data that many of their students are achieving significant progress. Student growth measures also provide students and parents with evidence of the impact of their efforts. Educators and schools further use value-added data to inform instructional practices.
Value-Added Data for 2022, 2023, and 2024 Teacher Completers:
|
Exceeded Expectations (Yellow) | 12 (32%)
| 12 (32%)
| 5 (12%)
| 11 (28%)
|
|
Met Expectations (Green) | 18 (49%)
| 18 (49%)
| 31 (78%)
| 25 (64%)
|
|
Fell Short of Expectations (Light Blue) | 7 (19%)
| 12 (16%)
| 4 (10%)
| 3 (8%)
|
Value added data provided by the state for 2025, listed above, indicates 72% of K-12 individual evaluations met or exceeded expectations on state assessments in 2024-2025.
Value added data for principal completers:
The buildings had 40% medium to high poverty levels.
The ODHE provided data from the Ohio Teacher Evaluation System (OTES) for completers.
Description of Data:
Ohio's system for evaluating teachers (Ohio's Teacher Evaluation System) provides educators with a detailed view of their performance, with a focus on specific strengths and opportunities for improvement. The system is research-based and designed to be transparent, fair, and adaptable to the specific contexts of Ohio's school districts. Furthermore, it builds on what educators know about the importance of ongoing assessment and feedback as a powerful vehicle to support improved practice. Teacher performance and student academic growth are the two key components of Ohio's evaluation system.
An apparent dip in evaluations for the most recent "Initial License Effective Year" cohort comes from the perception that any given year's evaluation results is actually a chronological view of evaluations. Rather, it's a view of the evaluations from that school year, showing four different cohorts of licensed educators. The most recently licensed cohort will eventually have more evaluation results in its second year as more educators find employment as teachers or principals.
Limitations of the Ohio Teacher Evaluation System (OTES) Data:
- The information in the report is for those individuals receiving their licenses with effective years of 2021, 2022, 2023, and 2024.
- The teacher evaluation data in this report are provided by the Ohio Department of Education.
- Due to ORC 3333.041(B), annual results must be masked for institutions with fewer than 10 completers with OTES data.
OTES Data-for the year 2024-2025 from completers
|
2021 | N<10 | 17
| N<10 | N<10 |
|
2022 | N<10 | 14
| N<10 | N<10 |
|
2023 | N<10
| 28
| N<10 | N<10 |
|
2024 | N<10 | 14
| N<10 | N<10 |
Description of Data:
Ohio's ordered school-building closure and subsequent emergency legislation addressing the coronavirus pandemic-related issues (House Bill 197 of the 133rd General Assembly) had substantial impacts on state testing during the 2019-2020 school year. As a result, the OTES/OPES and Value-Added sections of this report will include limited or no data.
Ohio's system for evaluating principals (Ohio's Principal Evaluation System) provides building leaders with a detailed view of their performance, with a focus on specific strengths and opportunities for improvement.
The Ohio Principal Evaluation System (OPES) data reported here are limited in that the information in the report is for those individuals receiving their licenses with effective years of 2021, 2022, 2023, and 2024.
An apparent dip in evaluations for the most recent "Initial License Effective Year" cohort comes from the perception that any given year's evaluation results are actually a chronological view of evaluations.
Rather, it's a view of the evaluations from that school year, showing four different cohorts of licensed educators. The most recently licensed cohort will eventually have more evaluation results in its second year as more educators find employment as teachers or principals.
OPES Data for Completers 2024-2025
|
2021 | N<10 | N<10 | N<10 | N<10 |
|
2022 | N<10 | N<10 | N<10 | N<10 |
|
2023 | N<10
| N<10 | N<10 | N<10 |
|
2024 | N<10
| N<10 | N<10 | N<10 |
The EPP conducts focus groups each year, results from this focus group indicate that completers felt prepared for their current position.
Measure 2: Satisfaction of Employers and Stakeholder Involvement (Components R4.2, R5.3, and RA 4.1)
The program administers employer surveys of program graduates from one-year and three-year completers. The employer response rate was 63%. 95% of the employers who returned the survey felt alumni were well prepared, 74% were "very satisfied", 21% were "satisfied", 1% marked "improving", and 0% were "not satisfied".
Gap Grant for UF COE
Dr. Melissa Recker and Dr. Gary Herman, University of Findlay - College of Education
Background
The University of Findlay was awarded a 2025-2026 Ohio Association of Colleges of Teacher Education (OACTE) Gap Grant. The purpose of the grant was to assist in the implementation of the University of Findlay College of Education‘s Administrator and Teacher Focus Groups and surveys on the Impact of K-12 Learning. The goal of the focus groups and survey was to understand how program completers perceive their preparation impacted their effectiveness in their professional roles. This also provides the necessary data to address the Council of Accreditation for Educator Preparation (CAEP) Standard 4: Program Impact.
Data Collection
The University of Findlay College of Education invited recent program completers from the past five years to participate in an anonymous survey distributed via Google Forms. Participants represented undergraduate licensure programs—including Intervention Specialist (IS), Primary (P-5), Middle Childhood (MC), Multi-Age (MA), and Adolescence to Young Adult (AYA)—as well as graduate programs in Educational Administration.
The survey was designed to gather completer perceptions of how their preparation supported their effectiveness as professional educators and leaders. At the conclusion of the survey, participants were given the option to volunteer for a follow-up focus group.
From this pool of volunteers, participants were selected to engage in two virtual focus groups (Undergraduate/Post-Baccalaureate and Administration) conducted via Microsoft Teams. The focus group discussions were designed to further explore survey responses, providing deeper insight into areas of strength and opportunities for program improvement.
n = 27 survey respondents; 2 focus groups
Standard 4: Program Impact
The questions for the focus groups and surveys focused on how the participants perceived their educator preparation provider impacted the learning of their K-12 students. More specifically, the participants were asked how their educator preparation provider impacted the learning of their K-12 students as defined in their job responsibilities.
Example questions from survey:
- What aspect of your UF preparation most contributed to your growth as a professional educator?
- What is one component you wish had been part of your preparation that you think should be added for upcoming cohorts?
- How prepared were you to support students with IEPs and 504 plans and to handle the collaboration and documentation responsibilities that come with special education?
Focus Group Insights
Primary Identified Themes:
- Strong Clinical & Real-World Preparation
- Increased need for Applied Practice (Not Just Theory)
- Special Education & IEP Readiness
- Data Use & Application Gap
Teacher Results
Strengths:
- Strong clinical and field experiences
- Prepared for lesson planning and instructional design
- Supportive faculty and real-world connections
Areas for Growth:
- Classroom management in real scenarios
- Special education (IEPs, accommodations)
- Applying and interpreting data
Sample Quotes:
- “The hands-on experiences in the classroom were the most valuable part of my preparation.”
- “I wish we had more practice with behavior situations and real classroom challenges before starting.”
Administrator Results
Strengths:
Areas for Growth:
- Conducting evaluations and giving feedback
- Special education and compliance
- Interpreting and using school data
Sample Quotes:
“You don’t fully realize the complexity of discipline and legal processes until you’re in the role.”
“More real-world practice with evaluations and feedback would have helped me feel more confident starting out.”
Conclusions
Overall, completers reported strong preparation in foundational knowledge, instructional practices, and professional dispositions. Clinical experiences and faculty expertise were consistently identified as program strengths.
Recommendations
- Increase structured practice with real-world scenarios (behavior, parent communication, discipline)
- Expand special education training (IEPs, legal processes, documentation)
- Strengthen data literacy experiences (interpreting and applying data)
- Incorporate simulations, case studies, and role-play opportunities
- Continue to prioritize early and diverse field experiences
- Explore integration of emerging tools (e.g., AI) in educator preparation
Employer surveys for advanced licensure completers noted 100% satisfaction in 2024-2025.
The COE promotes stakeholder involvement through the Education Advisory Council (EAC). The COE Education Advisory Council, which includes COE faculty, adjuncts, school partners, and other stakeholders, meets in the spring each year to discuss issues related to EPP operations and to provide feedback and suggestions. At this meeting, programs break into small groups for program-level discussion, feedback is noted in annual minutes and program leads implement suggestions from the group annually.
Measure 3: Candidate Competency at Program Completion (Component R3.3 and RA3.4)
Our candidates are passing the Ohio Assessments for Educators test to obtain a Resident Educator License.
Ohio Assessment for Educators 2024-2025 Passage Rates (UG & PB):
Total for the year: University of Findlay= 89% State= 87%
| APK: AYA (7-12) | 13 | 100% | 100% | 97% |
APK: EC (PK-3)
| 0
| NA
| NA
| NA
|
| APK: Mid Childhood (4-9) | 6
| 100% | 100% | 89% |
| APK: Multi-Age (PK-12) | 17
| 94% | 100% | 93% |
APK: Primary Educ (PK-5)
| 19 | 100% | 100% | 99% |
Art
| 0
| NA
| NA
| 85% |
| Biology | 1 | 0% | 100% | 51% |
Early Childhood Education
| 0
| NA
| NA
| NA
|
| Early Childhood Spec Educ | 5
| 80% | 100% | 95% |
| English Language Arts | 3
| 100%
| 100%
| 82% |
| ESOL | 2
| 100% | 100% | 89% |
Health
| 6
| 100% | 100% | 92% |
| Integrated Science | 10
| 90% | 100% | 82% |
| Integrated Social Studies | 3
| 100% | 100% | 81% |
Mathematics
| 3
| 67% | 100% | 67% |
| Mid Grades English Lang Arts | 0
| NA
| NA
| 87% |
| Mid Grades Mathematics | 2
| 50% | 100% | 79% |
| Mid Grades Science | 0
| NA
| NA
| 84% |
| Mid Grades S. Studies | 5
| 80% | 100% | 76% |
| Physical Education | 8
| 88% | 100% | 77% |
| Primary Education | 31
| 94% | 100% | 94% |
| Primary Spec Educ | 2
| 100% | 100% | 96% |
| Special Education | 15
| 73% | 100% | 84% |
| Foundations of Reading | 43
| 84% | 100% | 82%
|
Ohio Assessments for Educators: Advanced Principal Candidates pass rate 2024-2025:
Educational Leadership (09/13-Present)
| 14
| 11
| 3
| 79% | 21% | 227.9
| 234.0
|
The Title II report confirms the above licensure data.
Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared (initial & advanced levels)
Initial |
N= | 58
| 49
|
49 |
| |
Employed= |
71% |
61% |
67% |
| |
MAE Student= |
5% |
16% |
8% |
| |
Unknown = |
24% |
13% |
25% |
Advanced |
N= | 29
|
19 | 26
|
| |
Employed= |
100% |
100% |
100% |
| |
Unknown= |
0% |
0% |
0% |
| |
Employed in Administration |
48% |
70% |
65% |
Title II Report
As required by Title II of the Higher Education Act, the University of Findlay College of Education submits a teacher preparation program annual report on OAE pass rates, and other program characteristics to the State of Ohio.
The State of Ohio then submits to the United States Department of Education its annual report on teacher licensure requirements and teacher preparation programs from all university teacher education institutions. The Secretary reports to Congress and the public on the quality of teacher preparation programs in the nation.
To view current reports, click here.
Ohio Department of Higher Education
To view the current Ohio Department of Higher Education Educator Preparation Performance Report, click here.