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Education Division CAEP Accreditation

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CAEP Accountability Measures

The Division of Professional Education was accredited by CAEP in 2018 in the following programs:

  • A. in Early Childhood Education P-5 (Initial)
  • A. in Middle Childhood Education 4-9 (Initial)
  • A. in Adolescent/Young Adult Education 7-12 (Initial)
  • A. in Mild/Moderate Intervention Specialist K-12 (Initial)
  • Ed. in Educational Leadership (Advanced)

The next CAEP visit will occur in Fall 2024 and will include the accreditation of the following programs:

  • A. in Early Childhood Education P-5 (Initial)
  • A. in Middle Childhood Education 4-9 (Initial)
  • A. in Adolescent/Young Adult Education 7-12 (Initial)
  • A. in Mild/Moderate Intervention Specialist K-12 (Initial)
  • Ed. in Educational Leadership (Advanced)
  • Ed. in Reading and Literacy (Advanced)
  • Ed. in Mild/Moderate (Initial)

Notre Dame College is fully approved by the Higher Learning Commission.  The last accreditation visit occurred during the 2016-2017 year.

The Division of Professional Education’s programs are approved by the Ohio Department of Higher Education.

Questions and inquiries should be directed to:
Council for the Accreditation of Educator Preparation
1140 19th St. NW, Suite 400
Washington, DC 20036


Measure 1 (Initial): Completer Impact and Effectiveness

The available information for this measure is limited due to the number of candidates who teach outside of Ohio and/or who teach in parochial and non-public charter schools.  Information from the Ohio Teacher Evaluation System (OTES) is provided for public school teachers as long as the number in each proficiency category is over 10.  Since 2017, the state has reported that all the completers who qualified for the OTES scored in the Accomplished or Skilled categories.  Due to the limitations of collecting data since 2020, there is no information available from 2020 until the present time for OTES results. 

Value-Added measures were not collected by the state for the last two years, and so that information is also not available at this time. 

An informal survey of completers from the undergraduate, post-baccalaureate, and graduate cohorts indicated positive affirmations of the use of specific strategies learned and developed during their time at Notre Dame that have been successfully implemented in their classrooms.   

While this information is no longer required by CAEP for the division’s web page, we believe that the information from completers who responded to the state’s survey of their satisfaction with our preparation program is an important piece that will impact our future case studies research.  Respondents noted the following strengths in their ability to be prepared and successful in their Resident Educator program, Year 2: 

  • Knowledge of research on how children learn and the ability to apply that knowledge in the classroom 
  • Identify and use effective instructional strategies across the curriculum 
  • Treat students fairly and differentiate instruction 
  • Understand and respect diverse cultures 

Areas for continued improvement: 

  • Strengthen knowledge in different content areas 
  • Provide more diverse field experiences 
  • More training in technology 

These and other factors will be part of the intended interviews, observations, and focus groups planned for next year. 

In an effort to increase the data pool for this measure, the division will be conducting observations and interviews of completers in the 2022-2023 academic year.  This approach will allow us to see first-hand how completers carry on the mission of the college and effectively use the strategies and dispositions that were evaluated during their time as pre-service teachers at Notre Dame College. 


Measure 2 (Initial and Advanced): Satisfaction of Employers and Stakeholder Involvement

All completers who are currently teaching in public or parochial schools are part of the Resident Educator Program in Ohio.  Evidence from the latest report (2021) from the state indicates that 100% (22) of the completers in their first year persisted to the next level.  For those in their 2nd and 3rd years of residency, the same statistic is reported, that 100% persisted.  For the 4th year residents (#29), 28 or 96.6% persisted to the next level for their 5-Year Professional License.  These persistence levels indicate a high level of employer satisfaction in that completers stayed on in their job placements for the next round of RESA.

Surveys that were sent to employers did not yield any significant results. Evidence from the aforementioned Gap Grant study has been collected on an informal basis with employers in the schools where volunteers are teaching.  To date, evidence shows a high level of satisfaction with Notre Dame completers.  A survey will be conducted at the end of the study to provide more qualitative data.

The division is planning a similar study to determine the effectiveness of completers in the Educational Leadership program.  Data from this study will be reported at a later date.

The Division of Professional Education has a current advisory board membership of 16 educators from Northeast Ohio who serve as classroom teachers, school and district administrators, and private education services educators.  They meet at least 3 times per academic year to discuss curriculum, licensure testing data, field experiences, and capstone assessments for which they assist in establishing validity and reliability of the measurements.  Their input and co-creation of assessments supports the division’s work in revising assessments and ensuring quality field and clinical experiences.  The previous disposition assessment that yielded a low level of validity and reliability, so the division has changed to the Pre-CPAST disposition measure.  To date, the information collected has been more valid and reliable and we are able to report that Notre Dame teacher candidates show strong dispositions toward teaching thanks to the input of the board members.

Teacher candidates in the initial licensure programs work closely with partner schools in field experiences and tutoring programs, one of which is funded by a state grant.  The division has worked in 2022-2023 to establish stronger relationships with area Montessori schools, using grant money to provide in-school tutoring in math and reading.  Candidates are able to widen their teaching horizons through this unique partnership.

The division worked with an area school district to host a Literacy Night for parents to learn more about how to support their children in reading to close the gap created by COVID.  As a result, more events are being planned to support the work of the schools in bringing students back to pre-pandemic proficiency levels.


Measure 3 (Initial and Advanced): Candidate Competency at Completion

​Four measures are used to indicate competency at completion of the program.  One is the edTPA that is locally scored and conducted during the student teaching, or clinical internship, semester.  The edTPA provides an in-depth look at the candidates’ effectiveness in assessment and planning and delivering instruction for an individual student as well as a small target group and the whole class.  Candidates may redo areas in which they have shown a need and are provided with mentoring so that they can be successful and be prepared for the RESA program once they are hired for a full-time teaching position.  The average score for 2021-2022 is 270/300.

The second measure is the CPAST (Candidate Preservice Assessment of Student Teaching) evaluation which is done four times during the student teaching, or clinical internship, semester by both the cooperating teacher and the clinical supervisor from the college.  Midterm and final scores are comprised of consensus among the cooperating teacher, the clinical supervisor, and the student teacher or clinical intern.  Candidates are evaluated on pedagogy and dispositions for teaching.

The third measure is the GPA of the candidates at graduation.  Notre Dame College and the Division of Professional Education value diversity, equity, and inclusion, and do not disaggregate data according to gender identification or race.  The average GPA for all programs on the baccalaureate and graduate levels are below:


Degree Avg. GPA  
Early Childhood P-3 3.6
MMIS K-12 3.6
Middle Childhood 4-9 3.5
AYA Integrated Social Studies 3.8
AYA Integrated Mathematics 3.7 



Graduate Avg. GPA 
Educational Leadership 4.0 
Endorsement in Reading 3.9 
Mild/Moderate Initial License 3.8 
Mild/Moderate Non-Licensure 3.9 

The fourth and final measure is the information from the Ohio Assessments for Educators.  Notre Dame College and the Division of Professional Education value diversity, equity, and inclusion, and do not disaggregate data according to gender identification or race.  The information provided below is the overview of the average pass rates for the Early Childhood P-5 and the Mild/Moderate Intervention Specialist (MMIS) programs that have available data from 2021-2022.  The majority of NDC teacher candidates are in these two programs.

Pass Rates

Test Rate  
Professional Knowledge Test Early Childhood98%
Professional Knowledge Test MMIS92%
Early Childhood Content Test94%
MMIS Content Test 94%
Foundations of Reading 090 90%


According to the latest Ohio Educator Preparation Provider Performance Report, Notre Dame College’s Division of Professional Education is rated “Effective.”



Measure 4 (Initial and Advanced): Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

A report based on data from public schools from the state of Ohio indicates that 19% of Notre Dame initial completers teach in an elementary school, 41% in Middle School, 6% in Junior High, and 34% in High School.  Of these, 6% teach in a community school and 94% are in public schools.  Thirty-four percent of our completers teach in schools with a high minority population, 22% are in medium-high minority populations, 22% are in low-medium minority populations, and 22% are in low minority schools.  Sixteen percent teach in high poverty schools, 31% in medium-high poverty schools, 28% in medium-low poverty schools, and 25% are in low poverty schools.

Many Notre Dame Education graduates teach in parochial schools and carry on the mission and vision of the Sisters of Notre Dame.  Others have found positions in charter schools which may serve as a temporary position until public school positions open.  Most Notre Dame Education graduates stay in Ohio; however, we have completers teaching in Hawaii, China, New York, Ireland, North Carolina, Michigan, Georgia, Indiana, South Carolina, Pennsylvania, and West Virginia.

Approximately 95% of Notre Dame completers in the Graduate Program are already teaching full time and stay in their positions or the same school district.

Educational Leadership Accreditation

The Advanced Program in Educational Leadership on the graduate level has been approved and fully accredited by the Council for the Accreditation of Educator Preparation. This is the first time that the program has had to undergo accreditation, and accreditation is an important landmark in the history of the graduate program in Education.

Our Faculty

Faculty and staff at Notre Dame College are central to the personal attention and caring heart of our student learning environment; the esteem and accomplishment of our higher education model; and the warmth, collaboration and economic impact of our workplace.

James Chapple

Associate Professor
Professional Education

Ed.D. Ashland University
M.S. University of Toledo
B.S. Miami University

Regina Hall Room 320

Pam Cook

Assistant Professor
Professional Education

M.S. University of Dayton
M.S. Cleveland State University
B.A. University of Michigan

Regina Hall Room 332

Sue Corbin

Division Chair & Associate Professor
Professional Education

Ph.D. Kent State University
M.A. Kent State University
B.A. Kent State University

Regina Hall Room 328

Crystal Johnson

Instructor and Director of Community Relations and Recruiting
Professional Education

Ed.D. The University of Dayton
M.A. The University of Cincinnati
B.S. The University of Cincinnati

Administration Building

Elizabeth Ritz

Assistant Professor
Professional Education

Ph.D. Kent State University
M.A. Baldwin Wallace University
B.S. Kent State University

Regina Hall Room 320

Tanzeah S. Sharpe

Associate Professor
Professional Education

Ed.D. Ashland University
Ed. Ashland University
B.A. Walsh University

Regina Hall Room 321

Members of Pi Lambda Theta,

Notre Dame College

Alexas Barone Dustin Clark Kirsten Duggan Kelly Fisher Mary Fuerst Angela Gale Lisa Hammond Morgan Hansen Camryn Kidd Beca Kimmet Megan Knott Steven Koblin Jennifer Kraft Sandra Lombardi Michelle Lozoya Tiffany Macioce
Nadia Miller Kelsi Miske Jill Rafferty Rebecca Regnier Nyesha Salters Jessica Shufelt Molly Seifert Jaime Stockert Taylor Sturm Isabelle Thompson Sarah Tolson Bryce Traylor Megan Valenti Kaylee Via Samantha Winkler Andrew Wolens

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