Accreditation

CAEP Accountability Measures for Initial and Advanced Programs

• Measure #1: Completer Effectiveness and Impact on P-12 Learning and Development (Initial)

  Measure #1 - Completer Effectiveness and Impact on P-12 Learning and Development (Initial) 

  Initial Licensure Programs

  1. Completer impact in contributing to P-12 student-learning growth
  2. Completer effectiveness in applying professional knowledge, skills and dispositions

  a. Completer impact in contributing to P-12 student-learning growth

  Completer impact is based on completer VAM, or value-added model. VAM scores are calculated using P-12 student performance on statewide tests in ELA and/or Math to determine contribution to learning growth. A P-12 student’s expected score is based on the student’s prior test score history and measured characteristics, as well as how other P-12 students in the state actually performed on the assessment. The VAM is reported as a decimal number where zero represents expected growth. A score greater than zero represents a positive contribution to learning growth.

  26% percent of completers contributed to P-12 student learning growth shown through positive VAM scores above zero. 74% of completers' P-12 students had expected growth or VAM scores below zero.

  The tables show the VAM scores for the applicable programs. The navy bar represents the zero line. 

  The VAM scores for 2021-2022 completers are:

  Elementary Education: Math VAM

  0.426
  0.153
  -0.123
  -0.138
  -0.14
  -0.175
  -0.189
  -0.191
  -0.2
  -0.553
  -1.97

   

  Elementary Education: ELA VAM 

  0.24
  0.086
  0.025
  0.006
  -0.016
  -0.045
  -0.047
  -0.073
  -0.107
  -0.176

   

  Middle Grades Mathematics Education: Math VAM 

  -0.138

   

  English Education: ELA VAM

  0.339
  0.098
  -0.023
  -0.052
  -0.054
  -0.056
  -0.063
  -0.088
  -0.103
  -0.112
  -0.118
  -0.155

  b. Completer effectiveness in applying professional knowledge, skills and dispositions

  Completer effectiveness in applying professional knowledge, skills and dispositions is based on Teacher Evaluations of completers from 2021-2022, 2022-2023 and is taken from the 2025 Florida Department of Education (FLDOE) Teacher Evaluations Report. School/district measures used to determine student learning gains make up a portion of completers' teacher evaluation rating. The EPP ascertains those completers earning Highly Effective or Effective summative ratings also had student learning gains on local measures. 

  Definition of Performance Evaluation System: Performance Evaluation (fldoe.org)

  Evaluation systems must differentiate among the following four levels of performance:

  1. Highly Effective
  2. Effective
  3. Needs Improvement or, for instructional personnel in the first three years of employment, Developing
  4. Unsatisfactory

  Others: “Not Evaluated” means the instructional staff member or school administrator was not required to be evaluated.

  Elementary Education - 39 candidates evaluated

  

  Programs with fewer than 30 completers 

  1. Prek-Primary - 3 evaluated
     • 2 Highly Effective
     • 1 Effective

  2. Biology – 1 evaluated
     • 1 Highly Effective

  3. English - 8 evaluated
     • 5 Highly Effective
     • 3 Effective

  4. Math - 2 evaluated
     • 1 Highly Effective
     • 1 Effective

  5. Middle Grades Math/Gen Science - 5 evaluated
     • 2 Highly Effective
     • 3 Effective

  6. Social Science - 2 evaluated
     • 1 Highly Effective
     • 1 Effective

  7. Deaf Education – 3 evaluated
     • 3 Effective
  8. Exceptional Student Education - 8 evaluated
     • 5 Highly Effective
     • 3 Effective
  9. Music Education - 4 evaluated
     • 1 Highly Effective 
     • 3 Effective
• Measure #2: Satisfaction of Employers and Stakeholder Involvement (Initial, Advanced)

  Measure #2 - Satisfaction of Employers and Stakeholder Involvement (Initial, Advanced)

  Initial Licensure Programs

  UNF teacher preparation provides an annual employer survey to principals/employers of graduates in their first or second year of employment. Employer survey items align with the Florida Educator Accomplished Practices (FEAPs) and InTASC standards to gauge perceptions of preparedness of graduates for the responsibilities required of a professionally certified teacher.

  Employer Satisfaction Survey Results – 2025

  *Employer Response: Surveys Sent = 73, Surveys Returned= 50 (68%)

  Description: Employers of UNF Graduates were asked to what degree the employed UNF Graduate was able to perform in the following areas:

  Standards	FEAP Description	Not Applicable	Very Unprepared	Somewhat Unprepared	Neither Prepared nor Unprepared	Somewhat Prepared	Very Prepared	Total
  FEAPs 1, InTASC 1, 2, 7, CAEP 1	Plan instruction	0%	2%	8%	4%	28%	58%	50
  FEAPs 2, InTASC 3, CAEP 1	Design effective classroom environments	0%	6%	12%	6%	24%	52%	50
  FEAPs 2b, InTASC 3, CAEP 1	Maintain effective classroom management	0%	16%	10%	2%	34%	38%	50
  FEAP 3, InTASC 4,5 CAEP 1	Deliver engaging lessons that respond to learners' needs	0%	4%	22%	0%	30%	44%	50
  FEAPs 3h, InTASC 4, CAEP 1	Modify and differentiate instruction for diverse learners' needs	0%	10%	20%	4%	26%	40%	50
  FEAPs 1, 3, 6, InTASC 4, 9, CAEP 1	Demonstrate knowledge and understanding of the FLorida Standards to guide instruction	0%	6%	10%	8%	26%	50%	50
  FEAPs 4, InTASC 6, 9, CAEP 1	Design and modify assessments	0%	2%	18%	10%	36%	34%	50
  FEAPs 4, InTASC 6, 9, CAEP 1	Use assessment data to plan instruction	0%	4%	16%	8%	32%	40%	50
  FEAPs 5, InTASC 9, CAEP 1	Engage in continuous professional development	0%	2%	6%	8%	18%	66%	50
  FEAPs 5, CAEP 1	Engage in reflective teaching practices	0%	6%	14%	4%	20%	54%	50
  FEAPs 1, 3, 4, InTASC 4, 5, 6, 7, 8, 9, CAEP 1	Apply appropriate measures to improve students' reading and computational processes	0%	4%	16%	10%	26%	44%	50
  FEAPs 3, InTASC 5, 8, 10, CAEP 1	Effectively use technology for instructional purposes	0%	4%	2%	4%	28%	62%	50
  FEAPs 6, InTASC 9, CAEP 1	Abide by professional responsibilities and code of ethics	0%	6%	2%	0%	14%	58%	50
  FEAPs 3, InTASC 2, 7, 8	Teach students with diverse ethnic backgrounds	0%	10%	4%	4%	16%	66%	50
  FEAPs 3, InTASC 2, 7, 8	Teach students with diverse linguistic backgrounds	6%	8%	6%	8%	16%	56%	50
  FEAPs 3, InTASC 2, 7, 8	Teach students with exceptionalities	0%	8%	8%	6%	20%	58%	50

  Advanced Programs

  The purpose of the Employer Satisfaction Survey is to ascertain the preparation of graduates of the M.Ed. in Educational Leadership degree program at UNF to serve in Florida schools. The leadership candidates who graduate from the degree have a variety of options to them for leadership positions as designed by the local districts, with some districts requiring additional in-district training before a graduate can apply for an Assistant Principal position. Graduates of the M.Ed. in Educational Leadership may choose to remain in the classroom, work at the district level as a supervisor or director, serve as an instructional coach, or serve in a dean role within the school setting. In addition to Assistant Principal, the above-mentioned roles are also recognized as leadership roles. For this reason, the survey seeks input from school supervisors and principals about the graduates of the degree who serve in their school settings in leadership roles. Employer survey items align with the Florida Educational Leadership Standards (FELS).

  Employer Satisfaction Survey Results – 2025

  *Employer Response: Surveys Sent = 6, Surveys Returned = 5 (83%)

  Description: Employers of UNF Graduates were asked to what degree the employed UNF Graduate was able to perform in the following areas:

  Standards	FELS Description	Not Applicable	Very Unprepared	Somewhat Unprepared	Neither Prepared nor Unprepared	Somewhat Prepared	Very Prepared	Total
  FELS 1	Act ethically and according to professional norms to promote the academic success and well-being of all students	0%	0%	0%	0%	0%	100%	5
  FELS 2	Collaborate with parents, students, and other stakeholders to develop, communicate, and enact a shared vision, mission, and core values to promote the academic success and well-being of all students	0%	0%	0%	0%	0%	100%	5
  FELS 3	Manage school operations and resources to cultivate a safe school environment and promote the academic success and well-being of all students	20%	0%	0%	0%	20%	60%	5
  FELS 4	Enable continuous improvement to promote the academic success and well-being of all students	0%	0%	0%	0%	20%	80%	5
  FELS 5	Cultivate a caring, rigorous, and supportive school community that promotes the academic success and well-being of all students	0%	0%	0%	0%	0%	100%	5
  FELS 6	Build the collective and individual professional capacity of school personnel by creating support systems and offering professional learning to promote the academic success and well-being of all students	0%	0%	0%	0%	20%	80%	5
  FELS 7	Cultivate, support, and develop other student leaders to promote the academic success and well-being of all students	0%	0%	0%	0%	0%	100%	5
  FELS 8	Utilize multiple means of reciprocal communication to build relationships and collaborate with parents, families, and other stakeholders to promote the academic success and well-being of all students	0%	0%	0%	0%	0%	100%	5

• Measure #3: Candidate Competency at Program Completion (Initial, Advanced)

  Measure #3 - Candidate Competency at Program Completion (Initial, Advanced)

  Initial Licensure Programs

  Teacher candidates must pass all portions of the Florida Teacher Certification Exam before graduating. Candidates in initial licensure programs test for the Subject Area and Professional Educator Exam.

  Candidate Readiness based on passage rates on educator certification examinations under Section 1012.56, F.S., is based on the performance of completers on required assessments for program completion, as measured by first and second attempt pass rates,” as stated in Rule 6A-5.066(1)(e), F.A.C.

  Program	Subject Area Exam Pass Rate	Professional Educator Exam Pass Rate
  Elementary/ESOL/Reading	79%	98%
  Exceptional Student Education	85%	75%
  Deaf Education	100%	88%
  PreK-Primary	100%	92%
  Music	100%	100%
  English/ESOL	100%	100%
  Social Science	100%	92%
  Middle Grades General Science	100%	100%
  Middle Grades Math	100%	100%
  Math	100%	100%
  Chemistry	N/A	N/A
  Biology	100%	100%
  Physics	N/A	N/A

   

  Advanced Licensure

  M.Ed School Leadership candidates take the Florida Educational Leadership Examination (FELE), which consists of three subtests: Leadership for Student Learning, Organizational Development, Systems Leadership (includes a written performance component). A passing score on the FELE exam is required to graduate. Below is a first and second attempt pass rate for summer 2023 - spring 2024.

  FELE	Passed 1st Attempt	Passed 2nd Attempt
  Subtest 1	76%	75%
  Subtest 2	89%	25%
  Subtest 3	68%	29%
  Subtest 3: Essay	64%	60%

• Measure #4: The Ability of Completers to be Hired in Education Positions for Which They Have Prepared (Initial, Advanced)

  Measure #4 - The Ability of Completers to be Hired in Education Positions for Which They Have Prepared (Initial, Advanced)

  Initial Licensure Programs

  Employed completers by program placed in 2022-23 or 2023-24 that were reported on the 2024 FLDOE Annual Program Performance Report (2024 APPR).

  The EPP had an 80% (102/127) employment rate. Below is a breakdown by program. 

  Program	Number of Completers	Number of Completers Employed
  Biology Education	3	2
  Chemistry Education	N/A	N/A
  Deaf Education	10	7
  Elementary Education	52	45
  English Education	8	7
  Exceptional Student Education	15	12
  Mathematics Education	5	4
  Music Education	8	6
  Middle Grades Math/Science Education	1	1
  PreK-Primary Education	12	9
  Social Science Education	13	9

   

  Advanced Programs

  The following table displays leadership positions held by 2022-23 graduates of the M.Ed. in Educational Leadership program, as reported in the 2024 Florida Department of Education Final Employment Report and the 2025 Preliminary Florida Department of Education Employment Report. It should be noted that candidates who enter the M.Ed. Educational Leadership program already work in schools, typically in instructional positions, and may not transition into a leadership position for a year or more after the completion of their degrees due to additional local school district requirements for internal district level training and expectations. Assistant principal training programs may vary by school district but are typically a year in length. 

  8/25 (32%) completers are serving in a leadership capacity in local districts.

  Position Held	# of Positions
  Assistant Principal	5
  Program Specialist	2
  Executive Director	1