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Accreditation

Indiana Educator Preparation Programs (EPPs) are expected to meet high standards of excellence and rigor. Only through regular reviews and annual reporting can the Indiana Department of Education ensure EPPs are providing high quality preparation for future Indiana educators. Therefore, EPPs are expected to meet national standards in order to maintain national and state accreditation. Beginning July 1, 2022, the Indiana Department of Education (IDOE) approved or recognized at least two accreditors that accredit teacher preparation programs and that are recognized by the Council for Higher Education Accreditation (CHEA) (IC 20-28-3-1, (j), (3)). On that date, admission requirements and standards of both the Association for Advancing Quality in Educator Preparation (AAQEP) and the Council for the Accreditation of Educator Preparation (CAEP) will be accepted for Indiana accreditation purposes. While the department is responsible for monitoring all reviews and accreditation status, the Indiana State Board of Education is responsible for determining final state-recognition status of all EPPs and licensure programs (511 IAC 13-1-1).

Program Review

Program areas specific to an EPP and leading to licensure, such as Social Studies Education or Teachers of English Learners, are expected to meet the standards unique to the licensure content area and are individually reviewed as a part of the regular accreditation review process. Indiana EPPs must choose from among any of the following program review options for each approved program:

  • Specialty Program Review with National Recognition: The goal of the specialized professional association (SPA) Program Review with National Recognition is to align specialty licensure area data with national standards developed by SPAs in order to receive national recognition at the program level.
  • State Review: Upon an EPP’s completion of the appropriate state review forms, trained reviewers are selected and assigned within appropriate content areas. Reviewers make recommendations for further action and/or approval.
  • AAQEP Program Performance Review: For EPPs seeking AAQEP accreditation, program performance review is based on the disaggregated evidence presented in the standard AAQEP Quality Assurance Report, supplemented by additional analysis by programs that is appended to the report. The review addresses program-specific standards alignment and evidence regarding content knowledge, pedagogical knowledge, instructional performance, and includes analysis of program-specific data and planning for improvement based on that data.
  • CAEP Evidence Review of Standard 1/A.1: In this option, EPPs seeking CAEP accreditation, will build a case for CAEP Standard 1 and submit complete evidence for the standard as part of the self-study report. The evidence will address candidate proficiencies relevant to the learner and learning, specialty content and content pedagogy, instructional practice, and professional responsibilities. Data will be disaggregated by licensure areas, degree levels, and modes of delivery. EPPs describe how they use the evidence for continuous improvement.

Note: Any program area that has secured accreditation from a specialized accrediting agency recognized by the U.S. Department of Education or CHEA does not require additional review. Click here for a list of approved accreditors.

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