Proud to be accredited by CAEP

The School of Education is accredited by the Council for the Accreditation of Educator Preparation (CAEP). To receive accreditation, the school has demonstrated that it meets the following standards: CAEP long_Logo_web

content and pedagogical knowledge
clinical partnership and practice
candidate quality, recruitment and selectivity
program impact
provider quality, continuous improvement, and capacity

The MSED in School Counseling and MSED in Clinical Mental Health Counseling programs are CACREP–accredited programs.

As part of that CAEP accreditation process, the following programs were nationally recognized by professional associations or reviewing bodies:

PROGRAM	RECOGNIZED BY
Adolescence Education (BSED and MSED)	CAEP
Childhood Education (BSED)	Association for Childhood Education International, Council for Exceptional Children, National Association for the Education of Young Children, and CAEP
Educational Leadership — school building and school district leader (MSED and advanced certificate)	CAEP
Inclusive Special Education	Council for Exceptional Children
Literacy (MSED)	CAEP
Physical Education (BSED)	National Association for Sports and Physical Education

CAEP annual reporting measures

All students in the School of Education meet rigorous requirements. They are well-prepared and successful in their chosen fields. Below you will see information and data about students and graduates of the School of Education.

Teaching effectiveness is assessed throughout the education programs in the St. Bonaventure School of Education. The School uses the Interstate New Teacher Assessment and Support Consortium (INTASC) standards as one method of evaluating teaching effectiveness.

The School of Education surveyed employers of our graduates from 2021-2022 regarding program completers’ Impact on P-12 Student Learning by evaluating their ability to meet the InTASC standards and the Knowledge, Skills, and Dispositions of the School of Education while working in the field. These data are presented below.

The employer survey data indicate that completers of our programs plan and deliver instruction designed to meet the needs of diverse learners. Completers implement research–based instructional strategies and use appropriate assessment tools to monitor student learning outcomes. Data are not disaggregated due to the low number of responses.

Employer Satisfaction Survey
(n=4)

A. Understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				1 (25%)	3 (75%)

B. Uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					4 (100%)

C. Works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					4 (100%)

D. Understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners, to assure mastery of the content.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				1 (25%)	3 (75%)

E. Understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					4 (100%)

F. Understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner's decision making.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				1 (25%)	3 (75%)

G. Plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				1 (25%)	3 (75%)

H. Understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					4 (100%)

I. Engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					4 (100%)

J. Seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				2 (50%)	2 (50%)

We surveyed employers of teachers and leaders who completed programs at St. Bonaventure School of Education on their satisfaction with the performance of the completer on the job. Results are not disaggregated due to the low number of responses.

All employers found completers of initial programs to be above average on all indicators and exceptionally strong in dispositional indicators of being receptive to feedback and respecting the dignity and worth of all individuals.

Employer Satisfaction Survey - Initial

2021-2022 Graduates
(n=4)

Using content knowledge and strategies for short- and long-term planning activities appropriate to the professional discipline.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				2 (50%)	2 (50%)

Using research and evaluation findings to guide critical thinking when working with learners.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				1 (25%)	3 (75%)

Communicating effectively in speech and writing with students or clients, administrators, parents, and other stakeholders in the educational process

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					4 (100%)

Using technology appropriately and effectively for professional work (communication, collaboration, and production)

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				1 (25%)	3 (75%)

Using appropriate assessment tools and techniques to inform practice

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				1 (25%)	3 (75%)

Using reflection to improve professional practice.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				1 (25%)	3 (75%)

Demonstrating professionalism in interactions, appearance, and behaviors.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					4 (100%)

Being receptive to feedback.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				1 (25%)	3 (75%)

Working as an active part of a learning community.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				2 (50%)	2 (50%)

Demonstrating respect for the dignity and worth of individuals.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					4 (100%)

Creating effective learning environments that recognize commonalities while affirming diversity in all its forms.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					4 (100%)

Understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				1 (25%)	3 (75%)

Uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					4 (100%)

Works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					4 (100%)

Understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners, to assure mastery of the content.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				1 (25%)	3 (75%)

Understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					4 (100%)

Understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner's decision making.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				1 (25%)	3 (75%)

Plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				1 (25%)	3 (75%)

Understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					4 (100%)

Engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					4 (100%)

Seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
				2 (50%)	2 (50%)

Employer survey data – Advanced programs

The majority of employers of completers of advanced programs rated completers above average or higher on all indicators.

N=2

Using content knowledge and strategies for short- and long-term planning activities appropriate to the professional discipline.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					2 (100%)

Using research and evaluation findings to guide critical thinking when working with learners.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					2 (100%)

Communicating effectively in speech and writing with students or clients, administrators, parents, and other stakeholders in the educational process.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					2 (100%)

Using technology appropriately and effectively for professional work (communication, collaboration, and production).

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					2 (100%)

Using appropriate assessment tools and techniques to inform practice.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					2 (100%)

Using reflection to improve professional practice.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					2 (100%)

Demonstrating professionalism in interactions, appearance, and behaviors.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					2 (100%)

Being receptive to feedback.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					2 (100%)

Working as an active part of a learning community.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					2 (100%)

Demonstrating respect for the dignity and worth of individuals.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					2 (100%)

Creating effective learning environments that recognize commonalities while affirming diversity in all its forms.

Terrible	Poor	Below Avg.	Above Avg.	Good	Excellent
					2 (100%)

All candidates in the School of Education are assessed for competency at completion through student teaching for initial certification or internship for those receiving advanced certification.

Initial

The vast majority of candidates score at or above the sufficient level on the indicators in the student teaching final evaluation, which is built on the InTASC standards for teachers, demonstrating their competency on a wide variety of teaching indicators of knowledge, performance, and dispositions.

Elementary Education

1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/ her learning.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	0/26 (0%)	26/26 (100%)

1(j) The teacher takes responsibility for promoting learners’ growth and development.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	1/26 (4%)	25/26 (96%)

2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
2/44 (5%)	42/44 (95%)	0/26 (0%)	26/26 (100%)

2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	0/26 (0%)	26/26 (100%)

2 (a). The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
3/44 (7%)	41/44 (93%)	3/26 (12%)	23/26 (88%)

3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/44 (2%)	43/44 (98%)	1/26 (4%)	25/26 (96%)

3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/44 (2%)	43/44 (98%)	0/26 (0%)	26/26 (100%)

3(j) The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	0/26 (0%)	26/26 (100%)

3(g) The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
2/44 (5%)	42/44 (95%)	2/26 (8%)	24/26 (92%)

4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	0/26 (0%)	26/26 (100%)

4(a) The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	0/26 (0%)	26/26 (100%)

4(h) The teacher creates opportunities for students to learn, practice, and master academic language in their content.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	0/26 (0%)	26/26 (100%)

4(r) The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	0/26 (0%)	26/26 (100%)

5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	0/26 (0%)	26/26 (100%)

5(e) The teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
2/44 (5%)	42/44 (95%)	1/26 (4%)	25/26 (96%)

5(l) The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
2/44 (5%)	42/44 (95%)	0/26 (0%)	26/26 (100%)

5(s) The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/44 (2%)	43/44 (98%)	5/26 (19%)	21/26 (81%)

6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	1/26 (4%)	25/26 (96%)

6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
2/44 (5%)	42/44 (95%)	1/26 (4%)	25/26 (96%)

6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	2/26 (8%)	24/26 (92%)

7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	1/26 (4%)	25/26 (96%)

7 (c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	0/26 (0%)	26/26 (100%)

8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	42/44 (100%)	1/26 (4%)	25/26 (96%)

8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	0/26 (0%)	26/26 (100%)

8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
8/44 (18%)	36/44 (82%)	1/26 (4%)	25/26 (96%)

9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	0/26 (0%)	26/26 (100%)

9(o) The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	1/26 (4%)	25/26 (96%)

10(t) The teacher embraces the challenge of continuous improvement and change.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	0/26 (0%)	26/26 (100%)

10(t) The teacher embraces the challenge of continuous improvement and change.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/44 (0%)	44/44 (100%)	1/26 (4%)	25/26 (96%)

Physical Education

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

1(j) The teacher takes responsibility for promoting learners’ growth and development.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (9%)	4/4 (100%)

2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

2(a) The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/6 (0%)	6/6 (100%)	0/4 (0%)	4/4 (100%)

3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

3(j) The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/6 (0%)	6/6 (100%)	0/4 (0%)	4/4 (100%)

3(g) The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/6 (0%)	6/6 (100%)	0/4 (0%)	4/4 (100%)

4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/6 (0%)	6/6 (100%)	0/4 (0%)	4/4 (100%)

4(h) The teacher creates opportunities for students to learn, practice, and master academic language in their content.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

4(r) The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/6 (0%)	6/6 (100%)	0/4 (0%)	4/4 (100%)

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

5(l) The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

5(s) The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/6 (0%)	6/6 (100%)	0/4 (0%)	4/4 (100%)

6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/6 (0%)	6/6 (100%)	0/4 (0%)	4/4 (100%)

6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/6 (0%)	6/6 (100%)	0/4 0%)	4/4 (100%)

7 (c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/6 (0%)	6/6 (100%)	0/4 (0%)	4/4 (100%)

8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/6 (0%)	6/6 (100%)	0/4 (0%)	4/4 (100%)

9(o) The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/0 (0%)	6/6 (100%)	0/4 (0%)	4/4 (100%)

10(t) The teacher embraces the challenge of continuous improvement and change.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/6 (17%)	5/6 (83%)	0/4 (0%)	4/4 (100%)

10(t) The teacher embraces the challenge of continuous improvement and change.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/6 (0%)	6/6 (100%)	0/4 (0%)	4/4 (100%)

Adolescence Education

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
6/24 (25%)	18/24 (75%)	0/9 (0%)	9/9 (100%)

1(j) The teacher takes responsibility for promoting learners’ growth and development.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
7/24 (29%)	17/24 (71%)	0/9 (0%)	9/9 (100%)

2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
5/24 (21%)	19/24 (79%)	2/9 (22%)	7/9 (78%)

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
9/24 (38%)	15/24 (63%)	1/9 (11%)	8/9 (89%)

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
11/24 (46%)	13/24 (54%)	0/9 (0%)	9/9 (100%)

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
4/24 (17%)	20/24 (83%)	1/9 (11%)	8/9 (89%)

3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
7/24 (29%)	17/24 (71%)	1/9 (11%)	8/9 (89%)

3(j) The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
3/24 (11%)	21/24 (88%)	0/9 (0%)	9/9 (100%)

3(g) The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
3/24 (13%)	21/24 (88%)	0/9 (0%)	9/9 (100%)

4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
3/24 (13%)	21/24 (88%)	0/9 (0%)	9/9 (100%)

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
2/24 (8%)	22/24 (92%)	1/9 (11%)	8/9 (89%)

4(h) The teacher creates opportunities for students to learn, practice, and master academic language in their content.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
3/24 (13%)	21/24 (88%)	1/9 (11%)	8/9 (89%)

4(r) The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
7/24 (29%)	17/24 (71%)	1/9 (11%)	8/9 (89%)

5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/24 (4%)	23/24 (96%)	0/9 (0%)	9/9 (100%)

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
8/24 (33%)	16/24 (67%)	0/9 (0%)	9/9 (100%)

5(l) The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
8/24 (33%)	16/24 (67%)	1/9 (11%)	8/9 (89%)

5(s) The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
4/24 (17%)	20/24 (83%)	1/9 (11%)	8/9 (89%)

6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
12/24 (50%)	12/24 (50%)	1/9 (11%)	8/9 (89%)

6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
3/24 (13%)	21/24 (88%)	1/9 (11%)	8/9 (89%)

6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
13/24 (54%)	11/24 (49%)	1/9 (11%)	8/9 (89%)

7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
6/24 (25%)	18/24 (75%)	1/9 (11%)	8/9 (89%)

7 (c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/24 (0%)	24/24 (100%)	0/9 (0%)	9/9 (100%)

8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
11/24 (46%)	13/24 (54%)	0/9 (0%)	9/9 (100%)

8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
3/24 (13%)	21/24 (88%)	0/9 (0%)	9/9 (100%)

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
12/24 (50%)	12/24 (50%)	0/9 (0%)	9/9 (100%)

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
0/24 (0%)	24/24 (100%)	0/9 (0%)	9/9 (100%)

9(o) The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
1/24 (4%)	23/24 (96%)	1/9 (11%)	8/94 (89%)

10(t) The teacher embraces the challenge of continuous improvement and change.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
5/24 (21%)	19/24 (79%)	1/9 (11%)	8/9 (89%)

10(t) The teacher embraces the challenge of continuous improvement and change.

Fall 2021		Spring 2022
Below/Approaching Sufficient	Sufficient/Above	Below/Approaching Sufficient	Sufficient/Above
10/24 (42%)	14/24 (58%)	1/9 (11%)	8/9 (89%)

Advanced

Candidates in advanced programs are evaluated on standards related to the profession. A majority of candidates scored at sufficient or above on internship evaluations that reflect professional standards.

Literacy
International-ILA-Standards for the Preparation of Literacy Professionals (2017)

2021-2022 Academic Year

	Below Sufficient	Sufficient/Above
2.2. Candidates design, select, adapt, teach, and evaluate evidence-based instructional approaches, using both informational and narrative texts, to meet the literacy needs of whole class and groups of students in the academic disciplines and other subject areas, and when learning to read, write, and communicate.		25/25 (100%)
	Below Sufficient	Sufficient/Above
1.2. Candidates demonstrate knowledge of the major theoretical, conceptual, historical, and evidence-based aspects of the sequence of writing development, writing processes (e.g., revising, audience), and foundational skills (e.g., spelling, sentence construction, word processing) and its relationships with the other aspects of literacy.		25/25 (100%)
	Below Sufficient	Sufficient/Above
1.3. Candidates demonstrate knowledge of theoretical, conceptual, historical, and evidence-based components of language (e.g., structure of language, conventions of standard English, vocabulary acquisition and use, speaking, listening, viewing, visually representing) and its relationships with other aspects of literacy.		25/25 (100%)
	Below Sufficient	Sufficient/Above
4.3. Candidates create and advocate for inclusive and affirming classroom and school environments by designing and implementing instruction that is culturally responsive and acknowledges and values the diversity in their school and in society.		25/25 (100%)

Inclusive Special Education
USA-CEC Initial Level Special Educator Preparation Standards (2013)

2021-2022 Academic Year

	Below/Approaching Sufficient	Sufficient/Above
2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.	5/23 (22%)	18/23 (78%)
	Below/Approaching Sufficient	Sufficient/Above
3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities	2/23 (9%)	21/23 (91%)
	Below/Approaching Sufficient	Sufficient/Above
3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.	6/23 (26%)	17/23 (74%)
	Below/Approaching Sufficient	Sufficient/Above
4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.	3/23 (13%)	20/23 (87%)
	Below/Approaching Sufficient	Sufficient/Above
5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.	3/23 (13%)	20/23 (87%)
	Below/Approaching Sufficient	Sufficient/Above
5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities.	7/23 (30%)	16/23 (70%)
	Below/Approaching Sufficient	Sufficient/Above
5.7 Beginning special education professionals teach cross- disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.	8/23 (35%)	15/23 (65%)

School Building Leader
USA-ELCC-Educational Leadership Building Level Standards (2012)

2021-2022 Academic Year

	Below Sufficient	Sufficient/Above
2.1: Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.		11//11 (100%)
	Below Sufficient	Sufficient/Above
2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program.		11/11 (100%)
	Below Sufficient	Sufficient/Above
3.3: Candidates understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff.		11/11 (100%)
	Below Sufficient	Sufficient/Above
3.4: Candidates understand and can develop school capacity for distributed leadership.		11/11 (100%)
	Below Sufficient	Sufficient/Above
4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers.		11/11 (100%)
	Below Sufficient	Sufficient/Above
5.1: Candidates understand and can act with integrity and fairness to ensure that schools are accountable for every student’s academic and social success.		11/11 (100%)
	Below Sufficient	Sufficient/Above
5.3: Candidates understand and can safeguard the values of democracy, equity, and diversity.		11/11 (100%)
	Below Sufficient	Sufficient/Above
5.5: Candidates understand and can promote social justice within a school to ensure that individual student needs inform all aspects of schooling.		11/11 (100%)
	Below Sufficient	Sufficient/Above
6.3: Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies.		11/11 (100%)

School District Leader
USA-ELCC-Educational Leadership District Level Standards (2012)

2021-2022 Academic Year

	Below Sufficient	Sufficient/Above
2.1 Candidates understand and can sustain a district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.		6/6 (100%)
	Below Sufficient	Sufficient/Above
2.3 Candidates understand and can develop and supervise the instructional and leadership capacity across the district.		6/6 (100%)
	Below Sufficient	Sufficient/Above
3.3 Candidates understand and can promote district-level policies and procedures that protect the welfare and safety of students and staff across the district.		6/6 (100%)
	Below Sufficient	Sufficient/Above
3.4 Candidates understand and can develop district capacity for distributed leadership.		6/6 (100%)
	Below Sufficient	Sufficient/Above
4.3 Candidates understand and can respond to community interests and needs by building and sustaining positive district relationships with families and caregivers.		6/6 (100%)
	Below Sufficient	Sufficient/Above
5.1 Candidates understand and can act with integrity and fairness to ensure a district system of accountability for every student’s academic and social success.		6/6 (100%)
	Below Sufficient	Sufficient/Above
5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity.		6/6 (100%)
	Below Sufficient	Sufficient/Above
5.5 Candidates understand and can promote social justice within the district to ensure that individual student needs inform all aspects of schooling.		6/6 (100%)
	Below Sufficient	Sufficient/Above
6.3 Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt district-level leadership strategies.		6/6 (100%

In order to be employed as an educator, completers must earn the appropriate New York State certification. Candidates are well prepared to complete these exams and are highly successful in completing the exams required for certification in their chosen field.

Pass Rates for Teacher Certification Exams

2021-2022

Test	SBU Test Takers	Pass Rate SBU
Education All Students	68	99%
Elementary ATS-W	25	100%
Secondary ATS	16	100%
Multi-Subject B-2 Part 1 Part 2	25 35	92% 83%
Multi-Subject 1-6 Part 1 Part 2 Part 3	43 47 43	93% 87% 100%
Multi-Subject 7-12 Part 1 Part 2	6 5	67% 100%
Biology	2	100%
English	3	100%
Health	1	100%
Literacy*	4	100%
Mathematics	2	50%
Physical Education	5	100%
Physics	1	0%
Social Studies	12	58%
Spanish	2	100%
School Building Leader Part 1*	7	100%
School Building Leader Part 2*	9	100%
School District Leader Part 1*	5	100%
School District Leader Part 2*	6	100%
Students With Disabilities**	27	100%

*Advanced Program
**Advanced and Initial Program

2020-2021

Test	SBU Test Takers	Pass Rate SBU
EdTPA Overall	31	71%
EdTPA Elementary Ed: Lit/Math	16	81%
EdTPA K-12 Phys Ed	5	40%
EdTPA Secondary	10	80%
Educating All Students	73	94.5%
ATS-W EdTPA safety net	15	100%
Secondary ATS-W EdTPA safety net	7	100%
Multi-subject B-2 Part 1 Part 2	26 28	100% 82.1%
Multi-subject 1-6 Part 1 Part 2 Part 3	40 40 39	97.5% 90% 100%
Multi-subject 7-12* Part 1 Part 2	5 4	60% 100%
Biology	1	100%
English	4	100%
Literacy*	7	100%
Mathematics	3	100%
Physical Education	4	100%
School Building Leader Part 1*	7	85.7%
School Building Leader Part 2*	7	100%
School District Leader Part 1*	4	100%
School District Leader Part 2*	5	100%
Social Studies	11	91%
Students with disabilities**	36	94.4%

*Advanced program
**Advanced and initial proram

2019-2020

Test	SBU Test Takers	Pass Rate SBU
EdTPA Overall	30	96.7%
EdTPA Elementary Ed: Lit/Math	22	95.5%
EdTPA K-12 Phys Ed	1	100%
EdTPA Secondary	7	100%
Educating All Students	18	95%
Multi-subject B-2 Part 1 Part 2	8 10	87.5% 50%
Multi-subject 1-6 Part 1 Part 2 Part 3	15 13 6	66.7% 69.2% 100%
Multi-subject 7-12* Part 1 Part 2	1 0	100%
English	1	100%
Gifted	1	100%
Literacy*	3	100%
Physical Education	4	75%
School Building Leader Part 1*	13	100%
School Building Leader Part 2*	15	93%
School District Leader Part 1*	6	100%
School District Leader Part 2*	6	100%
Social Studies	3	66.6%
Students with disabilities**	3	100%

Note: Low number of test takers due to test center closed because of COVID – 19

*Advanced program
**Advanced and initial programs

2018-2019

Test	SBU Test Takers	Pass Rate SBU
EdTPA Overall	20	85%
EdTPA Elementary Ed: Lit/Math	14	93%
EdTPA Secondary	6	67%
Educating All Students	47	96%
Multi-subject B-2 Part 1 Part 2	23 28	100% 86%
Multi-subject 1-6 Part 1 Part 2 Part 3	23 27 27	96% 89% 100%
Multi-subject 7-12* Part 1 Part 2	4 9	75% 89%
English	1	100%
Gifted	3	100%
Literacy*	6	100%
Math	1	100%
Physical Education	1	100%
School Building Leader Part 1*	17	94%
School Building Leader Part 2*	15	93%
School District Leader Part 1*	5	100%
School District Leader Part 2*	7	86%
Social Studies	2	100%
Spanish	1	100%
Students with disabilities**	28	93%

*Advanced program
**Advanced and initial programs

St. Bonaventure University

Proud to be accredited by CAEP

CAEP annual reporting measures