Education Accreditation

Bethel University’s Educator Preparation Provider (EPP) has established and implemented a comprehensive, multidimensional system for the collection, analysis, and use of data to evaluate completer effectiveness, with particular emphasis on employer satisfaction and stakeholder involvement. The EPP systematically gathers both qualitative and quantitative evidence to enable triangulation across multiple measures, including data from completers, their employers, and employing school districts. This approach ensures that conclusions regarding completer effectiveness and impact on P–12 student learning are grounded in multiple, credible sources of evidence, with a primary focus on employers’ perceptions and experiences.

The EPP’s monitoring system includes the administration of an annual employer satisfaction and impact survey designed to assess employer perceptions of completer preparedness, professional performance, and contribution to student learning and growth. These surveys are aligned to professional program standards (e.g., InTASC, state frameworks, etc.) and include both quantitative ratings and qualitative feedback to provide a comprehensive understanding of employer perspectives.

In addition, Bethel University EPP actively engages P–12 partners and other key stakeholders through structured feedback processes, including ongoing collaboration with school leaders, cooperating teachers, and advisory groups. These stakeholder groups meet regularly to review program data, discuss emerging needs in schools, and recommend programmatic changes, ensuring strong alignment between preparation and practice.

Data derived from employer feedback and stakeholder engagement are not only collected but also used systematically to inform programmatic decisions. Bethel University uses these findings to refine curriculum, strengthen clinical experiences, and improve candidate readiness in targeted areas identified through survey and stakeholder input. For example, based on assessment data and stakeholder feedback emphasizing the importance of instructional quality and evidence-based practice, faculty have made a consistent and intentional effort to model the role of research in teaching. Faculty explicitly cite current research, draw candidates’ attention to scholarly sources, and emphasize the use of best practices in lesson design and instructional decision-making. This intentional modeling supports candidates in understanding the critical role that research and evidence-based strategies play in developing effective instruction and positively impacting P–12 student learning.

Data collected through employer satisfaction measures and stakeholder engagement are systematically reviewed and analyzed to identify trends, strengths, and areas for improvement. These findings are used within a continuous improvement cycle to guide revisions to coursework, clinical partnerships, and candidate support structures. This process ensures that the program remains responsive to employer expectations, stakeholder input, and evolving educational contexts, thereby strengthening candidate preparation and enhancing their impact on student achievement and growth.

Employer Surveys

• Administrators in schools where Bethel University completers work were asked to complete a survey to evaluate the competence of the candidate and their satisfaction with our preparation program. The survey results presented below reflect the most recent data available; data will be updated as new information becomes available throughout the academic cycle.
• Based on the most recent survey of principals and/or district leaders, 100% reported being Satisfied or Highly Satisfied with Bethel University completers.
  • 2024-25 Bethel Employer Satisfaction Survey Results
  • 2024-25 Bethel Advanced Licensure Direct Supervisor Survey Results
  • 2025 Employer Survey Results
  • 2024 Employer Survey Results
  • 2024 Employer Survey Results by Grade Level
  • 2023 Employer Survey Results
  • 2022 Employer Survey Results
  • 2022 Employer Survey Results by Grade Level

Source: Indiana Department of Education

Bethel Source: Bethel University Teacher Education Program

Case Study and Addendum

Original Case Study

The case study provides evidence of Standards R4.1, R4.2, and R4.3. The case study process began with a long-term plan to collect student data from completers. Data were originally obtained from completers in 2018-19, 2019-20, and 2020-21. The addendum reviews additional data up to the present and will be available for review once K-12 data is available and data harvest is complete. Specifically, the EPP examined quantitative survey data from these beginning teachers (n = 29) and qualitative data from surveys and interviews. The case study revealed that completers felt Bethel University had a clear focus on building strong relationships with candidates. In addition, completers felt the process used and modeled at Bethel allowed them to use the tools and knowledge they acquired to build relationships with their P-12 students. Participants from the case study further asserted that because of the strong relationships they had developed with their P-12 students, their students had grown academically, socially, physically, and emotionally.

Addendum

Bethel University continued to investigate the impact completers are having on student achievement. The Addendum reinforces the findings from the original Case Study, and the excerpt from the Case Study Addendum below summarizes the findings. For a more thorough review, use the link below to access the Case Study Addendum.

After analyzing the data collected, it is evident that Bethel graduates impact student learning. The completers are helping to raise test scores and can use data to determine the next steps in the instructional process. Evidence was provided to support these claims – Teacher Evaluation process, Test Scores, Growth-Model data, etc. Most graduates enter the workforce and receive either “Highly Effective” or “Effective” teacher ratings. Bethel graduates feel prepared overall for the challenges and demands of impacting student growth in their teaching or content areas. The data collected from undergraduates and those in the Transition to Teaching program indicate that Bethel University completers are successful in their assignments and feel prepared to do their job.

• Bethel University Case Study
• Case Study Addendum
• Updated Case Study – The EPP is in the beginning stages of an updated Case Study to support completer impact on student achievement. Anticipated completion and upload is Fall 2026.

Source: Bethel University Teacher Education Program

The Educator Preparation Provider (EPP) demonstrates that candidates are competent at program completion through a comprehensive system of multiple, valid, and reliable assessments aligned to professional standards. Candidates demonstrate proficiency in content knowledge, pedagogical knowledge, and instructional practice necessary to support the learning of diverse P–12 students. Key assessments, including CPAST evaluations during clinical experiences, provide direct evidence of candidates’ ability to apply knowledge and skills in authentic classroom settings. Disaggregated CPAST data indicate that candidate performance is consistent across initial licensure programs, suggesting equitable preparation outcomes across content areas.

Candidate competency is further supported through the use of multiple data sources, including EPP common assessments, clinical evaluations, and state and federal reporting measures such as Title II data, which provide evidence of candidates meeting licensure expectations and readiness to enter the profession. These data are aligned with professional teaching standards (e.g., InTASC) and are used to evaluate candidates’ ability to effectively teach content, implement instructional strategies, and support student learning.

Ongoing analysis of these data provides accumulating evidence that candidates consistently meet program expectations at completion. The EPP uses this evidence within a systematic continuous improvement process to ensure that candidates demonstrate the knowledge, skills, and dispositions required for effective teaching. Collectively, these measures confirm that program completers are prepared to enter the profession with the competencies necessary to positively impact P–12 student learning and development.

• 2024-2025 CPAST Data
• 2023-2024 CPAST Data
• 2022-2023 CPAST Data
• 2021-2022 CPAST Data
• 2025 Title II Report Traditional Summary Page
• 2025 Title II Report Alternative Summary Page
• 2024 Title II Report Traditional Summary Page
• 2024 Title II Report Alternative Summary Page
• 2023 Title II Report Traditional Summary Page
• 2023 Title II Report Alternative Summary Page
• 2022 Title II Report Traditional Summary Page
• 2022 Title II Report Alternative Summary Page

Source: Bethel University Teacher Education Program; ETS Title II Reporting Services

The Educator Preparation Provider (EPP) demonstrates that program completers are successfully employed in education positions for which they have been prepared through systematic collection and analysis of completer and employer data. For initial licensure programs, the EPP administers a completer survey to graduates from the most recent three-year period to determine employment outcomes and alignment between preparation and placement. Based on the most recent survey administration, which yielded 29 responses (19 Traditional; 10 Alternate Route: Transition to Teaching), 100% of respondents reported employment in positions for which they were trained.

In addition to self-reported employment data, the EPP reviews employer satisfaction survey results and state Title II data, when available, to further corroborate employment outcomes and alignment with certification fields. The 2024–2025 Bethel Completer Satisfaction Survey Results and 2024–2025 Bethel Employer Satisfaction Survey Results represent the most recent data available and will be updated as new data become available throughout the academic cycle

• 2024-25 Bethel Completer Satisfaction Survey Results
• 2024-25 Bethel Employer Satisfaction Survey Results

For advanced programs, completers are typically practicing educators and administrators who are already employed in educational settings. As such, the EPP monitors employment advancement and professional growth through structured Continuous Improvement Focus Discussion groups and stakeholder feedback. These data provide evidence that completers are not only maintaining employment in their field but are also successfully applying newly acquired skills in their current roles and positioning themselves for advancement, additional licensure, or new professional opportunities.

Collectively, these multiple data sources provide strong evidence that Bethel University completers are successfully employed in positions aligned with their preparation and are equipped to enter and advance within the education profession.

• Summary of Continuous Improvement Focus Discussion Groups
• 2024-25 Bethel Advanced Licensure Completer Survey Results
• 2024-25 Bethel Advanced Licensure Direct Supervisor Survey Results

Source: Bethel University Teacher Education Program