College of Education Accreditations

Welcome to the Wayne State College of Education. Education in our College includes all the disciplines we embrace, from the preparation of classroom teachers, early childhood specialists, counselors and school psychologists, art therapists, rehabilitation therapists, educational evaluation & research, educational leadership and policy, learning design and technology, and kinesiology, heath & sports studies.

Located in vibrant Mid-Town Detroit, our urban environment reflects both the problems and opportunities of education in their most intense and concentrated form. Our educational preparation and research laboratory is Metropolitan Detroit —providing unlimited opportunities for study with a diverse student body at a major research university in an urban setting that provides exposure to a microcosm of our world; you will be prepared for success anywhere. Our students learn in the classroom and in the community. The College of Education holds accreditation in several of its programs.

American Art Therapy Association (AATA)

Both the M.Ed. in Art Education with Art Therapy Concentration and the MA in Clinical Mental Health Counseling with Area of Interest in Art Therapy are Approved by the American Art Therapy Association through 2021, Wayne State's Art Therapy Program is transitioning to the Education Standards of the Commission on Accreditation of Allied Health Education Programs (CAAHEP), adopted by the American Art Therapy Association in 2016.

Council for Accreditation of Counseling and Related Educational Programs (CACREP)    

The Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council on Postsecondary Accreditation (COPA), has conferred accreditation to the following program areas in the College of Education, Theoretical and Behavioral Foundations, Counselor Education program at Wayne State University: Community Counseling (M.A.), School Counseling (M.A.) and the Ed.D./Ph.D. programs in Counselor Education and Supervision.

Council for the Accreditation of Educator Preparation (CAEP)

The College of Education at Wayne State University has been granted probationary accreditation for the next two years by The Council for the Accreditation of Educator Preparation (CAEP). Wayne State University joins 42 other providers to receive CAEP Accreditation in fall 2017. They join the 34 providers previously accredited through CAEP.

A focus for the WSU program over these next two years will be to address the quality of our programs by examining solid evidence that is both valid and reliable to be shared with our stakeholders.

Three stipulations we will address within the next two years:

  1. We will increase our capacity of our Quality Assurance System by systematically monitoring candidates' progress and completers achievements.
  2. We will provide evidence to illustrate how relevant, verifiable, representative, cumulative and actionable measures are used to produce empirical evidence or that its interpretations of data are valid and consistent.
  3. We will provide evidence that we regularly and systematically assess performance against our goals and relevant standards, track results over time, test innovations and the effects of selection criteria on subsequent progress and completion, and use results to improve program elements and processes.

Wayne State University joins 42 other providers to receive CAEP Accreditation in Fall 2017. They join the 34 providers previously accredited.

Teacher Education Stakeholder Information

Council on Rehabilitation Education, Inc. (CORE)                                                                             

The Rehabilitation Counseling concentration is accredited by the Council of Rehabilitation Education (CORE). The program provides an educational experience that is designed to help students acquire knowledge; skills and understandings needed to become committed and competent to help persons with disabilities participate in and contribute to the quality of life in a complex, changing urban society.

National Academy of Kinesiology/Physical Education

The dual purpose of the Academy of Kinesiology shall be to encourage and promote the study and educational applications of the art and science of human movement and physical activity and to honor by election to its membership persons who have directly or indirectly contributed significantly to the study of and/or application of the art and science of human movement and physical activity.

National Association for the Education of Young Children

The Early Childhood Education program area is accredited by the National Association for the education of Young Children (NAEYC). The goal of Wayne State University College of Education Early Childhood Center (COE-ECC) and the Merrill-Palmer Skillman Institute Early Childhood Center (MPSI-ECC) is to provide a safe, nurturing, child-centered environment with a high-quality educational program that serves diverse children, families, student teachers, practicum students, and staff.

National Association of School Psychologists

Educational Psychology program area offers a graduate program in School and Community Psychology.  The dual credential program aligns with the training standards of the National Association of School Psychologists (NASP) and is fully approved by NASP.  Completion of the M.A. degree satisfies the State of Michigan Department of Education certification requirements for school psychologists and the State of Michigan Board of Psychology requirements for a limited license to practice psychology (LLP) in the community.

5.1 Multiple Measures

5.1 The provider's quality assurance system is comprised of multiple measures that can monitor candidate progress, completer achievements, and provider operational effectiveness. Evidence demonstrates that the provider satisfies all CAEP standards.

5.1.1 Quality Assurance System: The teacher certification unit continuously monitors and improves the quality of its programs.

5.1.2 CAEP Operational Retreat Minutes and Goal: The accreditation core team meets annually to establish operational priorities for the upcoming academic year.

5.1.3 Sample Elementary and Secondary Panel Meeting Agendas: Faculty collaborate in elementary and secondary panels on emerging curriculum trends, innovations, and needs.

5.1.4 Faculty and Staff Engagement: Faculty and staff are collaboratively engaged in continuous improvement in multiple ways.

5.1.5 Sample Program Area Meeting Agendas: Program coordinators work with faculty, leading curriculum development/revision and addressing operational ideas, needs, and accomplishments within specific areas.

5.1.6 Administrative Board Members: The Administrative Advisory Board is comprised of executive leaders of local school districts.

5.1.7 Administrative Board Minutes: The Administrative Advisory Board discusses partnership initiatives, educational trends, and the teacher certification unit's measures and evidence related to students, alumni and operations.

5.1.8 Student Advisory Panel Agenda: Members of student organizations meet annually to provide student perspective on the teacher certification unit's strengths and improvement opportunities.

5.1.9 Newsletters: A student newsletter communicates information about the teacher certification unit and the teaching profession.

5.1.10 One to Five Year-Out Survey: The teacher certification unit surveys alumni annually on programmatic strengths and improvement opportunities.

5.1.11 One to Five Year-Out Survey Results: More than 85% of 2018 alumni survey responders felt they have been prepared to use instructional strategies to help students understand key concepts in their content areas, use content-area knowledge to design high quality learning experiences, and create learning environments to support individual and collaborative learning.

5.1.12 Recruitment Retreat Agenda: Recruitment retreat participants review data to identify recruitment strategies and priorities.

5.1.13 Recruitment Plan: The teacher certification unit is working to recruit and support students who aspire to teach in high-need content areas, while increasing the diversity of the teaching force.

5.1.14 Data Retreat Agenda: Faculty come together on an annual basis to review course-embedded assessment data and determine next improvement steps.

5.1.15 Data Retreat Data Report: At the annual data retreat, faculty review multiple cycles of various course-embedded data.

5.1.16 Evidence Data Chart: The teacher certification unit collects and reviews an extensive range of data and evidence.

5.1.17 Data Collection Point Chart: Data collection points are intentionally placed across three sequenced blocks of student coursework.

5.1.18 Course Embedded Data Collection Process: Data collection for course-embedded instruments follows a transparent and sustainable process.

5.1.19 Teacher Education Division Forum Minutes, Mid-Cycle Review: External data from the state Department of Education and exit data from graduating students, clinical coaches, and mentor teachers are analyzed by faculty at the mid-cycle review.

5.1.20 Data Collection Storage Visual: University-licensed technology supports the collecting, archiving, and reporting of data.

5.2 Relevant, Verifiable, and Actionable Measures

5.2 The provider's quality assurance system relies on relevant, verifiable, representative, cumulative and actionable measures, and produces empirical evidence that interpretations of data are valid and consistent.

5.2.1 Course Blocking: Faculty have established a sequence of teacher education coursework across three blocks of student progression.

5.2.2 Transition Points: A progression chart indicates how students move through the certification program and its specific transition points.

5.2.3 Reliability and Validity of Course Embedded Assessments and Surveys: Reliable and valid measures assure data quality.

5.2.4 Expert Panel Review: A protocol for establishing content validity via expert panel review is used for internally-created assessments.

5.2.5 Technology Assessment Expert Panel Review: Content validity is in place for a technology assessment.

5.2.6 Inter-rater Reliability Training: The teacher certification unit follows an inter-rater reliability (IRR) training protocol.

5.2.7 Inter-rater Reliability Training Results Case Study: Participants in the case study inter-rater reliability (IRR) training during the 2017-18 academic year provided independent ratings on common examples, which were then documented for reliability via adjacent agreement.

5.2.8 Inter-Rater Reliability Training Results Lesson Plan: Participants in the lesson plan inter-rater reliability (IRR) training during the 2017-18 academic year provided independent ratings on common examples, which were then documented for reliability via adjacent agreement.

5.2.9 Dispositions Process Flow:  The teacher certification unit is piloting a comprehensive system for assessing, monitoring, and supporting student development of professional dispositions.

5.2.10 Professional Performance Student Self-Assessment and Review (PPSSR): The PPSSR instrument is a student self-assessment of professional dispositions.

5.2.11 Cornerstone Welcome: Once accepted into a teacher certification program, students participate in the Cornerstone Welcome experience, which includes a group interview and orientation.

5.2.12 Dispositions Collection Instrument: At the end of every semester, faculty complete a professional dispositions survey for each admitted student in a professional sequence course, while clinical coaches complete this survey for each student teacher after one month of student teaching.

5.2.13 Early Alert Process Flow: A pilot in the 2018-2019 academic year, the Early Alert System allows faculty, clinical coaches, and advisors to immediately notify directors of student concerns before those concerns become bigger problems.

5.2.14 Early Alert System Instrument: Faculty, clinical coaches, and advisors use this instrument to alert directors of student concerns.

5.2.15 Continuous Improvement Journey: Improvements to assessment and data collection processes are ongoing.

5.3 Regular and Systematic Performance Assessment

5.3 The provider regularly and systematically assesses performance against its goals and relevant standards, tracks results over time, tests innovations and the effects of selection criteria on subsequent progress and completion, and uses results to improve program elements and processes.

5.3.1 MTTC Scores: The Michigan Test for Teacher Certification (MTTC) is required for all students who want to obtain Michigan teacher certification. Faculty regularly review student pass rates on the test.

5.3.2 EPI Score: This report uses performance scores from the Michigan Tests for Teacher Certification (three-year passing percentages), Teacher Candidate and Candidate Supervisor Survey efficacy rates, and points earned by the educator preparation program attributed to Educator Effectiveness Labels to determine an overall institutional score. A minimum overall cut score of 84.5 is needed for satisfactory institutional performance.

5.3.3 MTTC Requirements by Michigan University or College: Faculty have updated the teacher certification unit's policy regarding when students take the MTTC.

5.3.4 Data Retreat Agenda and Panel Notes: As part of the quality assurance system, faculty attend an annual data retreat to review data and develop action plans.

5.3.5 Partnership Proposals: The teacher certification unit is working with school district partners to explore Future Teacher Academy dual enrollment programs.

5.3.6 TeachDETROIT: Through TeachDETROIT, students earn elementary teaching certificates in 15 months through a residency program in Detroit elementary schools.

5.3.7 Dream Keepers: Dream Keepers offers long-term substitute teachers an alternative pathway to certification.

5.3.8 Education Scholars Alliance: The Education Scholars Alliance (ESA) aims to recruit and retain male teachers of color and has an impressive 82.3% graduation rate.

5.3.9 STEM Day at WSU: The annual STEM Day at Wayne State University aims to generate interest in STEM teaching careers for middle school students from local school districts.

5.4 Measures of Completer Impact

5.4 Measures of completer impact, including available outcome data on P-12 student growth, are summarized, externally benchmarked, analyzed, shared widely, and acted upon in decision making related to programs, resource allocation, and future direction.

5.4.1 MACTE Principal Survey Development: This pilot survey measures employer satisfaction with certified graduates as it relates to learners and learning, content knowledge, instructional practice, and professional responsibilities.

5.5 Stakeholder Involvement

5.5 The provider assures that appropriate stakeholders, including alumni, employers, practitioners, school and community partners, and others defined by the provider, are involved in program evaluation, improvement, and identification of models of excellence.

5.5.1 Michigan Department of Education Exit Survey 2016-17: Mentor teachers, clinical coaches, and students who are completing their certification programs complete this survey and provide observational and experiential information, which is reviewed by faculty.

5.5.2 Cornerstone Welcome Handbook: The Cornerstone Welcome event includes a reception for faculty to meet and talk casually with incoming candidates about the teaching profession.