The initial teacher preparation program at the University of Missouri-Kansas City School of Education, Social Work and Psychological Sciences (UMKC SESWPS) is currently accredited by the Missouri Department of Elementary and Secondary Education (DESE) and the Council for the Accreditation of Educator Preparation (CAEP).

The advanced program in school building leadership (principal preparation) at UMKC SESWPS is currently accredited by DESE and will be submitted for accreditation by CAEP in the 2024-25 accreditation review cycle. For information on the school counseling program, which is accredited by DESE and the Master’s in Psychology and Counseling Accreditation Council, please visit the MA in Counseling page.

CAEP requires educator preparation programs to provide outcome data that can be shared widely. The resources shared below will provide evidence of our annual measures.CAEP requires educator preparation programs to provide outcome data that can be shared widely. The resources shared below will provide annual evidence of our outcomes.

Initial-Level CAEP Accreditation

Measure 1 (Standard R4.1): Completer Effectiveness and Impact on P-12 Learning and Development

CAEP Standard R4.1. The provider demonstrates that program completers: 
A. effectively contribute to P-12 student-learning growth AND 
B. apply in P-12 classrooms the professional knowledge, skills, and dispositions the preparation experiences were designed to achieve. In addition, the provider includes a rationale for the evidence provided. 
 
Survey of Completers and Employers. Since 2007, DESE, in collaboration with the University of Missouri’s Office of Social and Economic Data Analysis (OSEDA) has administered an annual survey of first-year teachers and their supervisors, primarily principals, in Missouri Schools. This is one part of a statewide data collection effort known widely as the First-Year Educator Survey. The first-year surveys were redesigned for 2015. 

UMKC First-Year Teacher Responses

2024 (PDF)
2023 (PDF)
2022 (PDF)
2021 (PDF)
2020 (PDF)
2019 (PDF)
2018 (PDF)
2017 (PDF)

Missouri Statewide First-Year Teacher Responses

2024 (PDF)
2023 (PDF)
2022 (PDF)
2021 (PDF)
2020 (PDF)
2019 (PDF)
2018 (PDF)
2017 (PDF)

Principals of UMKC Teacher Responses

2024 (PDF)
2023 (PDF)
2022 (PDF)
2021 (PDF)
2020 (PDF)
2019 (PDF) 
2018 (PDF) 
2017 (PDF) 

Missouri Statewide Principal Responses

2024 (PDF)
2023 (PDF)
2022 (PDF)
2021 (PDF)
2020 (PDF) 
2019 (PDF) 
2018 (PDF) 
2017 (PDF)

1.A.: Effectively Contribute to P-12 Student Learning and Growth

The first-year teachers’ principals survey contains two items on their perceptions of how teachers impact student learning and development:

• 39b. Based on the performance based evaluation of this first year teacher, how would you rate his/her impact upon students?
• 39d. Based on the performance based evaluation of this first year teacher, how would you rate his/her ability to achieve the expected level of student growth?

1.B. Apply in P-12 classrooms the professional knowledge, skills, and dispositions the preparation experiences were designed to achieve.

Both the first-year teachers survey and the first-year teachers’ principals survey include items about perception of preparation aligned with Missouri Teacher Standards:

• Standard 1: Content Knowledge
• Standard 2: Learning, Growth and Development
• Standard 3: Curriculum
• Standard 4: Critical Thinking
• Standard 5: Positive Classroom Environment
• Standard 6: Effective Communication
• Standard 7: Student Assessment and Data Analysis
• Standard 8: Professionalism
• Standard 9: Professional Collaboration
• In addition, there is a question regarding preparation to use technology to enhance student learning.

Measure 2 (Standards R4.2, R5.3): Satisfaction of Employers and Stakeholder Involvement 

CAEP Standard R4.2 The provider demonstrates that employers are satisfied with the completers’ preparation for their assigned responsibilities in working with diverse P-12 students and their families. 
 
CAEP Standard R5.3 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. 

Survey of Employers. In addition to the items listed above, principals of first-year teachers are asked to provide a global assessment with their satisfaction of preparation via the following item:

• 39. Please click on the response that best reflects your perspective about the overall quality of the professional education program that your teacher completed.

Measure 3 (Standard R3.3): Candidate competency at program completion

CAEP Standard R3.3 The provider ensures candidates possess academic competency to teach effectively with positive impacts on diverse P-12 student learning and development through application of content knowledge, foundational pedagogical skills, and technology integration in the field(s) where certification is taught.

Missouri Annual Performance Report for Educator Preparation Programs: Teachers

The Missouri Annual Performance Report for Educator Preparation Programs (APR-EPP) is based on five years of reporting by EPPs at Missouri colleges and universities. The APR-EPP is completed by the Missouri Department of Elementary and Secondary Education (DESE) each year and consists of performance data measuring whether an individual certification program continues to meet state standards. The report is based upon the nine Missouri Teacher Standards and considers data from several sources (e.g., MEES, Missouri Content Assessment [MoCA], completer and employer surveys). The overall goal of MoSPE and the APR-EPP is to ensure that together we are preparing, developing, and supporting educators. 

APR-EPP (PDF) for UMKC (2023)
APR-EPP (PDF) for UMKC (2022)
APR-EPP (PDF) for UMKC (2021)

Information on completer and employer surveys can be found in Reporting Measures 1 and 2 above. Student assessments considered as part of the APR reporting are as follows:

MEES. Since 2018, the Missouri Educator Evaluation System (MEES) has been designated as the assessment of instructional capability prior to licensure.  MEES was created on the general beliefs about the purpose of the evaluation process. Central to these beliefs is a theory of action which maintains that improving student performance is predicated on the improvement of educator practice. The primary purpose of the MEES evaluation system is to promote growth in effective practice that ultimately increases student performance. Below are results for UMKC’s School of Education, Social Work and Psychological Sciences. Note that in 2019, the Missouri Department of Elementary and Secondary Education (DESE) changed their reporting requirements to focus on a comprehensive score for each standard rather than specific quality indicators. 

MoCA. Beginning September 2014, candidates seeking educator certification in Missouri are required to achieve a passing score on the appropriate Missouri Content Assessments (MoCA). Effective August 31, 2014, the Praxis II series was no longer used for Missouri educator certification candidates. The MoCA measures teacher candidates’ content knowledge specific to the area in which each seeks certification. The assessments are aligned with state and national standards and may include several subtests.

Title II

Sections 205—208 of Title II of the Higher Education Act (HEA) call for the accountability for programs that prepare teachers. Educator preparation programs (EPPs) report to the state and then report to the U.S. Department of Education. EPPs report annually on:

• Basic aspects of the teacher preparation program, such as admissions requirements; number of students enrolled by gender, ethnicity, and race; required minimum GPA for admission for undergraduate and postgraduate students; assessment information and pass rates; information about supervised clinical experience; the number of students prepared by academic major and subject area; and the number of program completers;
• Goals for increasing the number of teachers trained in shortage areas and assurances about aspects of teacher training;
• Approval or accreditation of the teacher preparation program and whether the program is under a designation of “low-performing”
• Information about preparing teachers to use technology, to participate as a member of individualized education program teams and to teach students with disabilities or who are limited English proficient.

Measure 4: Ability of completers to be hired in education positions for which they have prepared

Each year the Missouri Department of Elementary and Secondary Education (DESE) links information on district employees employed in Missouri public schools to the educator preparation program in which they were prepared. These data allow us to track our completers’ persistence in the profession in Missouri public schools.

School of Education, Social Work and Psychological Sciences Initial Teacher Preparation Program: Completers (2018-2022) employed as Teachers in Missouri public schools, Academic Year 2022-2023 (PDF)

UMKC contracts with 12Twenty to track career outcomes after graduation. These data allow us to track the number of graduates who have secured full-time employment.

School of Education, Social Work and Psychological Sciences Initial Teacher Preparation Program: Employment outcomes post-graduation (2021-2023) (PDF)

Advanced-Level CAEP Accreditation

CAEP Standard RA4.1 The provider demonstrates that employers are satisfied with completers’ preparation and that completers reach employment milestones such as promotion and retention. 

Since 2007, DESE in collaboration with the University of Missouri’s Office of Social and Economic Data Analysis (OSEDA) has administered an annual survey of employers of first-year employees–typically teachers’ principals or principals’ and counselors’ supervisors. This is one part of a statewide data collection effort known widely as the First-Year Educator Survey. The first-year surveys were redesigned for 2015. 

Supervisors of UMKC Principal Responses (CAEP A.4.1) 

2024 (PDF)
2023 (PDF)
2022 (PDF)
2021 (PDF)
2020 (PDF)
2019 (PDF)
2018 (PDF)

Missouri Statewide Principal Supervisor Responses

2024 (PDF)
2023 (PDF)
2022 (PDF)
2021 (PDF)
2020 (PDF)
2019 (PDF)
2018 (PDF)

Measure 3 (Standard RA3.4): Candidate Competency at Program Completion

CAEP Standard RA3.4 Before the provider recommends any advanced program candidate for completion, it documents that the candidate has reached a high standard for content knowledge in the field of specialization, data literacy, and research-driven decision making, effective use of collaborative skills, applications of technology, and applications of dispositions, laws, codes of ethics, and professional standards appropriate for the field of specialization.

Missouri Annual Performance Report for Educator Preparation Programs: Building Leaders

The Missouri Annual Performance Report for Educator Preparation Programs (APR-EPP) is based on five years of reporting by EPPs at Missouri colleges and universities. The APR-EPP is completed by the Missouri Department of Elementary and Secondary Education (DESE) each year and consists of performance data measuring whether an individual certification program continues to meet state standards. The report organized by five leadership domains and considers data from several sources (e.g., MPEA performance assessment, Missouri Content Assessment [MoCA], completer and employer surveys). The overall goal of MoSPE and the APR-EPP is to ensure that together we are preparing, developing, and supporting educators. 

APR-EPP (PDF) for UMKC (2023) - EPP-APR 2022-23 School Leader
APR-EPP (PDF) for UMKC (2022) - EPP-APR 2021-22 School Leader
APR-EPP (PDF) for UMKC (2021) - EPP-APR 2020-21 School Leader

MPEA Performance Assessment. The Missouri Professor of Educational Administration (MPEA) Instructional Performance Assessment for Aspiring Building Administrators (PAABA) is a required action research activity, reflecting application of the Missouri Leadership Development System domains and aspiring level competencies for building level leadership.

MoCA. Beginning September 2014, candidates seeking educator certification in Missouri are required to achieve a passing score on the appropriate Missouri Content Assessments (MoCA). Effective August 31, 2014, the Praxis II series was no longer used for Missouri educator certification candidates. The MoCA measures teacher candidates’ content knowledge specific to the area in which each seeks certification. The assessments are aligned with state and national standards and may include several subtests.

Measure 4: Ability of completers to be hired in education positions for which they have prepared

Each year the Missouri Department of Elementary and Secondary Education (DESE) links information on district employees employed in Missouri public schools to the educator preparation program in which they were prepared. These data allow us to track our completers’ persistence in the profession in Missouri public schools, and the ability of completers of advanced programs to secure positions pertaining to their certifications.

School of Education, Social Work and Psychological Sciences Leader Preparation Program: Completers (2018-2022) employed in leadership positions in Missouri public schools: Academic Year 2022-2023 (PDF)