Accreditation Data

Accreditation Status and Reviewed Programs

The Department of Education of Washburn University is fully accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the Kansas State Department of Education (KSDE). This accreditation includes licensure programs at both the Initial and Advanced levels and includes:

  • Elementary Education (PreK-6)
  • Art (P12)
  • Modern Foreign Languages (P12)
  • Music (P12)
  • Physical Education (P12)
  • Biology (6-12)
  • Chemistry (6-12)
  • English (6-12)
  • History (6-12)
  • Mathematics (6-12)
  • Speech/Theatre (6-12)

Graduate (Advanced) Programs

  • Building Level Leadership (MEd and Licensure Only)
  • District Level (Licensure Only)
  • High Incidence Special Education (K-6 & 6-12)
  • Reading/ESOL Specialist

CAEP Annual Accreditation Reporting Measures

To measure completer impact on P-12 student learning and development has been an impossible task for Washburn University since the Kansas State Department of Education does not release data specifically to our graduates. The Washburn Department of Education has attempted to collect this data by doing a case study and a principal follow up survey.

During the 2024-25 school year, we attempted to begin a revision of the case study to add new structure to the program. These changes included:

  1. Completers will not be limited to one school district but will represent multiple districts. This will increase the number of districts represented in the data analysis.
  2. Completers will be asked to participate during the student teaching semester so that data collection can begin during their first year of teaching.
  3. Completers will be selected based upon a set criterion: nomination for one of the Education Department’s outstanding student teacher awards.
  4. Completers will agree to periodically (depending on the time of student data collection) submit data to the Education Department for systematic ongoing data collection and analysis.
  5. Data will still be collected by survey, but the statements will focus on more specific, evidence-based components.
  6. Due to the anticipated yearly increase in the number of completers participating in the study, one-on-interviews will no longer be used.
We are currently waiting to get approval from our University IRB committee for this proposal.

Employer Satisfaction was measured using the Employer Satisfaction Survey conducted by OEIE at Kansas State University.  These 2025 results, as shown in Measure 1, show employer satisfaction with our graduates. The percentage rate on these indicators ranged from 82 to 94 percent.

Stakeholder involvement continues to be at a high level. Each semester the Department of Education conducts an Education Advisory Council with district and community partners. Meetings are also conducted with our University Teacher Education Council (UTEC), usually two meetings each semester. UTEC basically deals with undergraduate (initial program), while the Education Advisory Council addresses both initial and advanced programs. The 2024-25 school year saw the participation of Education Advisory Council members and UTEC partners in our CAEP Accreditation process.  Accreditation team members were complimentary of both advisory groups and their participation in Education Department discussions and decisions.

We are continuing to strengthen the consistency of our secondary candidates in the program. Student stakeholders continue to complete a variety of surveys and evaluations. As completers, the student teachers record their reflections on the Student Teacher Self Evaluation which rates their entire college career, including student teaching on a 4-point scale. These scores are summarized in the chart below:

Category

Fall 2025

Spring 2025

Fall 2025

P-6

4.0 (n=1)

3.4 (n=7)

3.7 (n=8)

6-12

3.7 (n=3)

3.6 (n=10)

3.6 (n=4)

P12

3.8 (n=5)

3.2 (n=4)

3.6 (n=3)

 

Beginning with the 2024-25 school year, Washburn has increased the level of participation in the Kansas Educator Alumni and Employer Survey conducted by the Office of Educational Innovation and Evaluation (OEIE). These surveys have been conducted annually since 2013 and with increasing the data from this survey, the Washburn Education Department has determined to work on increasing the number of completed surveys, thus increasing the amount of data received.

 The Kansas State Department of Education (KSDE) collects the contact information of individuals th an education degree from Washburn (and other Kansas Board of Regents universities) who received a first-time teaching license from KSDE between July 1, 2023, and June 30, 2024 and were teaching in the state of Kansas during the 2024-2025 school year (referred to as Alumni). Also included in the data were the names and email addresses of Principals (referred to as Employers) who employed the Alumni during the 2024-2025 school year. These data did not capture individuals who were licensed or teaching in other states.

Each year OEIE contacts KSDE to determine when the contact information for Alumni and Employers is available. This information is only available once all districts have reported their personnel data; this typically occurs in April or May.  Washburn University Department of Education sent the information to OEIE on alumni and their employers. This allows the department to continue to contact the alumni and employers to make sure as many alumni and employers as possible respond to the surveys.

Response rates for the past three years are in the charts below:

Alumni Potential Survey Recipients and Response Rate

School

Surveys Distributed

Surveys Bounce-Back

Potential Surveys Responses

Surveys

Completed

2025 Response Rate (%)

2024 Response Rate (%)

2023 Response Rate (%)

Washburn

52

5

47

21

45%

34%

18%

 

Employer Potential Survey Recipients and Response Rate

School

Surveys Distributed

Surveys Bounce-Back

Potential Surveys Responses

Surveys

Completed

2025 Response Rate (%)

2024 Response Rate (%)

2023 Response Rate (%)

Washburn

47

4

43

20

47%

43%

23%

 

Even though our response rates have increased over the past three years, our goal is to increase that rate to 100 percent to get the most accurate data for the questions asked in the survey.

The results of the Alumni Survey Question Indicators for 2025 follow. The averages for the survey indicators are listed at the beginning of each statement. The averages are out of a total of 5 points for each indicator.

 

ALUMNI SURVEY QUESTION INDICATORS – 2025

 FOUNDATIONS

4.05 I was prepared to understand the foundations (historical, philosophical, social, and cultural) of my professional field.

4.00 I was prepared to understand how students learn and develop.

3.90 I was prepared to understand how to provide a variety of opportunities that support student learning and development.

3.90 I was prepared to understand and use knowledge of school, family, cultural, and community factors that influence the quality of education for all students.

4.29 I was prepared to know the content of my professional field.

3.67 I was prepared to understand the state and federal laws that directly impact schools.

PLANNING

3.71 I was prepared to plan integrated and coherent instruction to meet the learning needs of all students.

3.95 I was prepared to develop lesson plans that align with district, state standards and/or national standards.

3.95 I was prepared to collaborate with other professionals to improve the overall learning of all students.

4.00 I was prepared to implement lesson plans that build on the students’ existing knowledge and skills.

3.95 I was prepared to create lesson plans that promote critical thinking with the students.

INSTRUCTION

4.05 I was prepared to use effective communication techniques in order to develop a positive learning environment.

4.05 I was prepared to effectively use questioning skills to promote higher level thinking skills.

4.10 I was prepared to employ teaching skills that reflect current theory, research, and practice.

3.90 I was prepared to provide student-centered instruction that is characterized by clarity, variety, and flexibility.

3.95 I was prepared to integrate multiple content areas into interdisciplinary units of study.

ASSESSMENT

3.52 I was prepared to use data for instructional decision making.

3.90 I was prepared to engage in assessment activities to identify areas for student improvement.

3.90 I was prepared to use a variety of assessment tools.

3.95 I was prepared to provide feedback to students, which allows them to improve their learning.

3.71 I was prepared to employ appropriate assessments in order to measure the learning and progress of all students.

TECHNOLOGY

3.76 I was prepared to make use of appropriate technology in the classroom to enhance student learning.

3.81 I was prepared to use a variety of technologies to differentiate instruction.

4.05 I was prepared to use technology effectively to engage communities and families.

4.10 I was prepared to provide opportunities for my students to utilize technology.

4.00 I was prepared to use technology to enhance my overall professional practice.

DIVERSITY

4.33 I was prepared to establish an inclusive classroom environment of respect and rapport that provides a culture for learning.

4.33 I was prepared to effectively work with individuals from diverse backgrounds.

3.86 I was prepared to understand the larger political, social, and economic context of education.

4.05 I was prepared to implement culturally responsive instruction.

4.10 I was prepared to encourage students to see, question, and interpret ideas from diverse perspectives.

3.90 I was prepared to implement non-biased techniques for meeting the needs of diverse learners.

MOTIVATION AND ENGAGEMENT

3.24 I was prepared to manage student behavior in the classroom.

3.62 I was prepared to use a variety of motivational strategies to facilitate learning for all students.

3.48 I was prepared to communicate with family and community members to make them partners in the educational process.

3.81 I was prepared to collaborate with educational personnel to support student learning.

4.43 I was prepared to establish a caring relationship with students developed through engagement and high expectations for all learners.

4.24 I was prepared to create an environment that encourages positive social interaction among students.

PROFESSIONAL AND ETHICAL BEHAVIOR

3.67 I was prepared to understand the legal practices in education.

3.95 I was prepared to understand the ethical practices in education.

4.00 I was prepared to meet the ethical standards of my profession.

4.38 I was prepared to understand how to behave in ways that reflect integrity, responsibility, and honesty.

3.67 I was prepared to establish collegial relationships with all stakeholders (school personnel, parents, community, etc.) to support student learning.

REFLECTIVE PRACTICE

4.43 I was prepared to employ self-reflection to improve my teaching practice.

3.71 I was prepared to locate resources available to help me improve my professional practice.

4.24 I was prepared to use multiple resources such as professional literature, mentoring, and interaction with colleagues to aid my growth as an educator.

The results of the Employers Survey Question Indicators for 2025 follow. The averages for the survey indicators are listed at the beginning of each statement. The averages are out of a total of 5 points for each indicator.

 

EMPLOYEE SURVEY QUESTION INDICATORS - 2025

Foundations of Teaching – prepared to understand the various foundations underlying educational practice

4.35 The educators have a clear and compelling vision of learning.

4.35 The educators understand theories of human development.

4.15 The educators understand the foundations (historical, philosophical, social, and cultural) of the professional field.

4.30 The educators use knowledge of school, family, cultural, and community factors that influence the quality of education for all students.

4.60 The educators demonstrate a strong knowledge of the subject(s) taught.

4.50 The educators integrate concepts from professional studies into their own teaching environment.

4.10 The educators have entry level knowledge of state and federal laws that directly impact schools.

Planning – prepared to plan and prepare educational lessons

4.55 The educators select clear lesson activities that build towards student learning objectives.

4.45 The educators ensure that objectives and activities are aligned with district, state and/or national standards.

4.40 The educators collaborate with colleagues when planning instruction.

4.30 The educators plan thorough, well-organized lessons.

4.30 The educators use his or her understanding of student development for lesson planning.

4.25 The educators create lesson plans that promote critical thinking with the students.

Instruction- prepared to provide appropriate instruction to students

4.35 The educators use a variety of teaching strategies to enhance student learning.

4.25 The educators include differentiated instructional activities for all learners.

4.35 The educators use a variety of resources to present information.

4.30 The educators use effective questioning skills and facilitate classroom discussion.

4.25 The educators integrate multiple content areas into interdisciplinary units of study.

Assessment – prepared to incorporate assessments into their education practice and to use resulting data to improve the learning of all students

4.30 The educators employ appropriate assessments in order to measure the learning and progress of all students.

4.15 The educators utilize assessment outcomes to develop instruction that meets the needs of all students.

4.35 The educators adhere to ethical and unbiased assessment practices.

4.25 The educators make assessment criteria clear to students.

4.25 The educators accurately interpret assessment results.

4.30 The educators use best practice research and data when making decisions.

Technology – prepared to incorporate various forms of technology into their teaching

4.40 The educators make use of appropriate technology in the classroom to enhance student learning.

4.10 The educators use technology effectively to engage communities and families.

4.00 The educators use a variety of technology to differentiate instructions.

4.15 The educators continually adapt to changes in technology.

4.25 The educators integrate technology into their professional practice.

4.15 The educators use technology appropriately for assessment purposes.

Diversity – prepared to work with students from diverse backgrounds

4.30 The educators create a learning community that implements culturally responsive instruction.

4.50 The educators establish an inclusive classroom environment of respect and rapport that provides a culture for learning.

4.45 The educators implement non-biased techniques for meeting needs of diverse learners.

4.25 The educators adapt lessons to meet the diverse needs of all students.

4.10 The educators respond appropriately to larger political, social, economic, and cultural issues through global awareness.

Motivation and Engagement – prepared to moviate and engage students with different learning styles.

4.30 The educators establish collaborative, productive relationships with all stakeholders (e.g., families, school personnel, and

community members) to support student learning.

4.50 The educators establish a caring relationship with students developed through engagement and high expectations for all learners.

4.50 The educators set clear standards of conduct.

4.40 The educators address student behavior in an appropriate, positive, and constructive manner.

4.40 The educators promote an orderly, safe classroom environment conducive to learning.

4.45 The educators prioritize tasks and manages time efficiently for effective student learning.

Professionalism and Ethical Behavior – how educators are prepared to meet the professional standards of the

 field

4.25 The educators behave in an ethical manner when interacting with others.

4.05 The educators behave in a caring manner when interacting with others.

4.70 The educators understand how to question authority in a respectful and constructive manner.

4.35 The educators display commitment to professionalism and ethical standards.

4.50 The educators meet the ethical standards of the profession.

Reflective Practice – preparation to reflect on the profession and their teaching practice

4.60 The educators use feedback to modify leadership practices.

4.20 The educators provide feedback that allows students to reflect on their learning.

4.30 The educators use reflections to adjust instruction.

4.40 The educators engage in professional learning opportunities.

4.45 The educators show evidence of reflection in professional practice (e.g., planning, delivering, and evaluating instruction).

Results of the Alumni and Employer Surveys show that the indicators for effective learning of students are high. The instruction section of the surveys is high (82%-Alumni and 86%-Employers) which show that effective instruction is core for the alumni and employers.

There are three assessments given to completers at the end of student teaching:

1. Washburn Work Sample – a work sample portfolio which shows that the candidate can plan, execute and reflect on a unit of study, including differentiation-accommodations, assessment, and reflection on the unit. The Washburn Work Sample was piloted beginning in the Fall of 2025 and is continuing into the Spring of 2026.

 

 

Fall 2025

N =

20

Range

70-87 (perfect score)

Mean

84

Scores Above Mean

12

Elementary Average/N

86.4/n=9

Art

86/n=2

English

85/n=1

History

85/n=3

Math

78/n=1

Music

81.5/n=2

PE

74.5/n=2

 

2. Student Teacher Summary Evaluation – completed at the end of student teaching for each candidate. The evaluations are completed by both the University Supervisor and Mentor Teacher. The evaluation is divided into four constructs: Construct 1 – Learner and Learning; Construct 2 – Instruction; Construct 3 – Instructional Practices; and Construct 4 – Professional Responsibilities. Items within the four constructs correspond to all 10 InTASC standards. Each item is scored using a rubric with possible scores of Target (3), Developing (2), and Unacceptable (1). Candidates must earn an average score of at least 2.1 on each Construct; candidates must earn an average score of at least 2.0 on individual tasks within each Construct.

Teacher Summary Evaluation – P-6th Grade Averages – N=12

Construct

Construct 1

Construct 2

Construct 3

Construct 4

 

2.9

3.0

2.8

3.0

Teacher Summary Evaluation – 6th-12 Grade Averages – N=8

Construct

Construct 1

Construct 2

Construct 3

Construct 4

 

2.9

2.8

2.9

2.8

Teacher Summary Evaluation – P-12th Grade Averages – N=10

Construct

Construct 1

Construct 2

Construct 3

Construct 4

 

2.9

2.9

2.9

2.8

 

3. Educator Dispositions Assessment (Pilot)
Beginning the Fall of 2025 a new dispositions assessment was piloted for student teachers.

The dispositions assessment covered the following indicators:

  1. Demonstrates Effective Oral Communication Skills
  2. Demonstrates Effective Written Communication Skills
  3. Demonstrates Professionalism
  4. Demonstrates a Positive and Enthusiastic Attitude
  5. Demonstrates Preparedness in Teaching and Learning
  6. Demonstrates an Appreciation of and Value for Cultural and Academic Diversity
  7. Collaborates Effectively with Stakeholders
  8. Demonstrates Self-Regulated Learner Behaviors/Takes Initiative
  9. Exhibits the Social and Emotional Intelligence to Promote Personal and Educational Goals/Stability

Average Dispositions for the Nine Indicators – Fall 2025

 

1.

2.

3.

4.

5.

6.

7.

8.

9.

P-6 (n=4)

2.0

1.8

2.0

1.9

2.0

1.9

1.9

2.0

1.9

6-12 (n=8)

2.5

2.0

2.0

1.9

1.9

1.9

1.9

1.9

1.8

P-12 (n=6)

1.7

2.0

1.9

2.0

1.9

2.0

1.9

2.0

1.9

Advanced Programs

With the revision of graduate programs over the past 18 months, the graduate committee is reviewing all the assessments for graduate programs and are looking at new ways of determining competency at completion of the programs. The reading (now literacy), special education, building level leadership, and district level leadership programs all have PRAXIS content tests of which passage of the PRAXIS tests are being considered for competency in the programs. Currently, only the MEd in the science of reading (literacy) and Special Education are active programs and we have not had any completers over the past year.

Data from the 2024-2025 academic year show that 85 percent (33 out of 39) of our completers were employed by school district.  The other 15 percent were pursuing other positions prior to starting to teach or were pursuing post-graduate education. Thirty percent of the completers were hired by the districts where they did their student teaching.

GET IN TOUCH WITH Department of Education

Education Department
Education Building, Room 156
1731 SW Plass Ave.
Topeka, KS 66621

Phone
785.670.1427

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