Belmont’s Teacher Education Program is approved by the Tennessee Department of Education and accredited by the Council for the Accreditation of Educator Preparation (CAEP) through the National Council for the Accreditation of Teacher Education (NCATE) legacy site visit of 2014.
The Belmont University School of Music is a fully-accredited institutional member of the National Association of Schools of Music (NASM).
The Wakins College of Art at Belmont University is an Accredited Institutional Member of the National Association of Schools of Art and Design (NASAD)
CAEP ANNUAL REPORTING MEASURES
The Belmont University School of Education (SoE) prioritizes the use of data as part of its assessment and continuous improvement process. The below data provide summary of survey results, state data reports, and teacher candidate performance assessment data. Data are acquired from sources including the Tennessee Department of Education (TDOE); Educational Testing Service (ETS); the Belmont Office of Career & Professional Development, and the Belmont Office of Assessment & Institutional. Data are linked to the reporting measures to assist prospective and current students, faculty, accrediting bodies, the public, and researchers. Please contact Dr. Cathy Eschete, Director of Clinical Practice and Accreditation Coordinator (cathy.eschete@belmont.edu) before including any of this information in reports or research.
Measures of Program Impact
Measure 1 – Impact completers have on P-12 learning and development
- Provider Impact Data (2018 EPP Report Card)
- Provider Impact Data (2019 EPP Report Card)
- Provider Impact Data (2020 EPP Report Card)
- Overall Completer Effectiveness Data (2015-2018 completers)
Measure 2 – Indicators of teaching effectiveness
- Educator Preparation State Report Cards
- Overall Completer Effectiveness Data (TN Atlas Insight Tool) (2015-2018)
Measure 3 – Satisfaction of Employers
- Completer, Employer and Partner Satisfaction (2014-2017)
- Clinical Supervisor & Mentor Teacher: Satisfaction Survey (Fall 2019/Spring 2020)
- Clinical Supervisor & Mentor Teacher: Satisfaction Survey (Fall 2019/Fall 2020)
Measure 4 – Satisfaction of Completers/Graduates
Measures of Program Outcomes
Measure 5 – Graduation rates
- Undergraduate Teacher Education Cohort Grad Rates (2011-2016 Freshman Cohorts)
- Master of Arts in Teaching (M.A.T.) Cohort Grad Rates (2014-2018 Entering Cohorts)
- Undergraduate Retention and Graduation Rates (2007-2019)
- Belmont Professional Student Outcomes (2017-2019)
- IPEDS Data Feedback Report, NCES (2016)
- IPEDS Data Feedback Report, NCES (2017)
- IPEDS Data Feedback Report, NCES (2018)
Measure 6 – Ability of completers to meet licensing and state requirements.
- Traditional Teacher Candidates: Licensure Assessment Pass Rates (2018)
- Alternative Teacher Candidates: Licensure Assessment Pass Rates (2018)
- Traditional Teacher Candidates: Licensure Assessment Pass Rates (2019)
- Alternative Teacher Candidates: Licensure Assessment Pass Rates (2019)
- Teacher Candidate Assessment Data (2019 EPP Report Card)
- Traditional Teacher Candidates: Licensure Assessment Pass Rates (2020)
- Alternative Teacher Candidates: Licensure Assessment Pass Rates (2020)
- Teacher Candidate Assessment Data (2020 EPP Report Card)
Measure 7 – Ability of completers to be hired in positions for which they are prepared
- Education Completers First Destination Career Outcomes Report (2018)
- Education Completers First Destination Career Outcomes Report (2019)
- Education Completers First Destination Career Outcomes Report (2020)
Measure 8 – Student loan default rates & Institutional Data and Reports
Partnerships
Belmont University believes partnerships are critical in bringing practice and theory together to support teacher preparation. Belmont has partnership agreements with every district where our candidates are placed. We hold a primary partnership with Metro Nashville Public Schools and Williamson County Schools, as the majority of our students are placed in these two districts. Belmont University meets with each district to establish the agreement and they are reviewed and updated on an annual basis.
- MNPS Primary Partnership Agreement 2021-2022
- Williamson County Schools Primary Partnership Agreement 2021-2022
- Sumner County State Recognized Partnership Agreement 2021-2022
- Franklin Special School District State Recognized Partnership Agreement 2021-2022
- Wilson County Schools State Recognized Partnership Agreement 2021-2022
- Clarksville-Montgomery County Schools State Recognized Partnership Agreement 2021-2022
- Rutherford County Schools State Recognized Partnership Agreement 2021-2022
- Robertson County Schools State Recognized Partnership Agreement 2021-2022
Solicitation of Third-Party Comments: CAEP Accreditation Visit
Belmont University is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on April 25-27, 2021. Interested parties are invited to submit third-party comments to the evaluation team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).
We invite you to submit written testimony to:
CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org
Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:
- In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
- A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
- Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.