{"id":6,"date":"2026-02-11T16:31:37","date_gmt":"2026-02-11T16:31:37","guid":{"rendered":"https:\/\/education.ufl.edu\/educator-quality\/homepage\/"},"modified":"2026-04-15T18:14:11","modified_gmt":"2026-04-15T18:14:11","slug":"homepage","status":"publish","type":"page","link":"https:\/\/education.ufl.edu\/educator-quality\/","title":{"rendered":"Homepage"},"content":{"rendered":"

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Home<\/a>Educator Quality<\/a><\/p>\n

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Educator Quality<\/h1>\n

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The University of Florida is committed to cultivating a strong professional education community that reflects the breadth of perspectives across the state and nation. Programs within the Educator Preparation Program (EPP) emphasize collaboration among students, faculty, and staff to advance meaningful learning and professional growth. Through research, teaching, and service, the University of Florida seeks to address complex educational challenges and improve outcomes for children, schools, and communities.<\/p>\n

All educator preparation programs are grounded in the preparation of reflective, technologically proficient professionals who create, organize, and apply knowledge in service to their communities.<\/p>\n

The University of Florida\u2019s educator preparation programs have maintained continuous national accreditation since 1954. In 2013, the\u00a0<\/span>Council for the Accreditation of Educator Preparation (CAEP)<\/a>\u00a0<\/span>replaced the National Council for Accreditation of Teacher Education (NCATE) as the national accrediting body, and UF earned CAEP accreditation in 2017 and reaccreditation in 2024.<\/p>\n

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University of Florida Initial Licensure and Advanced Level Programs<\/h2>\n

[\/et_pb_text][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Initial<\/th>\n<\/tr>\n
Program<\/th>\nDegree(s) Offered<\/th>\n<\/tr>\n
Agricultural Education<\/td>\nBaccalaureate, Master’s<\/td>\n<\/tr>\n
Art Education<\/td>\nBaccalaureate<\/td>\n<\/tr>\n
Early Childhood Education<\/td>\nBaccalaureate<\/td>\n<\/tr>\n
Educator Preparation Institute \u2013 Art Education<\/td>\nMaster’s<\/td>\n<\/tr>\n
Educator Preparation Institute \u2013 Secondary Education<\/td>\nPost-Baccalaureate, Graduate Certificate<\/td>\n<\/tr>\n
Educator Preparation Institute \u2013 Secondary English Education<\/td>\nPost-Baccalaureate, Graduate Certificate<\/td>\n<\/tr>\n
Educator Preparation Institute \u2013 Site-Based Implementation of Teacher Education (SITE)<\/td>\nMaster’s<\/td>\n<\/tr>\n
Elementary Education<\/td>\nBaccalaureate<\/td>\n<\/tr>\n
Music Education<\/td>\nBaccalaureate<\/td>\n<\/tr>\n
Advanced<\/th>\n<\/tr>\n
Educational Leadership<\/td>\nMaster’s, Specialist<\/td>\n<\/tr>\n
School Counseling & Guidance<\/td>\nSpecialist<\/td>\n<\/tr>\n
School Psychology<\/td>\nSpecialist, Doctorate<\/td>\n<\/tr>\n<\/table>\n

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CAEP Accountability Measures<\/b><\/h2>\n

Academic Year 2024-2025 (CAEP Annual Reporting \u2013 Spring 2026)<\/span><\/strong><\/p>\n

CAEP (Council for the Accreditation of Educator Preparation) requires that providers document results of monitoring using four Accountability Measures. Measures are used to provide information to the public on program impact and outcomes. Performance and outcomes of the University of Florida\u2019s educator preparation program completers are measured and reported annually. Data reflect the most recent figures released by the Florida Department of Education.<\/p>\n

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Florida\u2019s Value-Added Model (VAM)<\/i><\/b><\/p>\n

The 2011 Florida Legislature passed a law requiring that teachers in Florida be evaluated using student achievement data. Beginning in the 2011-12 academic year, VAM calculations are conducted for all Florida teachers of reading and math in grades 4-10, and the Florida Department of Education provides VAM data for state-approved program completers in Florida public schools.<\/span><\/p>\n

To determine our graduates\u2019 impact on P-12 student learning, the University of Florida compiles, synthesizes, and analyzes data provided by the Florida Department of Education for all program completers teaching in Florida public schools during their first year of teaching. The VAM score reflects the average amount of learning growth of the teacher\u2019s P-12 students above or below the expected learning growth of similar students in the state, using ten separate variables that are accounted for in the model. These include: (1) number of subject-relevant courses in which the student is enrolled, (2) up to two prior years of achievement scores, (3) Students with Disabilities (SWD) status, (4) English Language Learner (ELL) status, (5) Gifted status, (6) attendance, (7) mobility, (8) difference from modal age in grade (as an indicator of retention), (9) class size, and (10) homogeneity of entering test scores.<\/span><\/p>\n

A teacher\u2019s VAM score is an estimate of their impact on P-12 student learning while accounting for other, additional factors that may also have an impact on student learning. A score of \u201c0\u201d indicates that students performed no better or worse that what was expected based on the model. A positive score indicates student performance was better than expected, while a negative score indicates performance was worse than expected. These effects are attributed to teacher impact. The link to the file below shows Value-Added Model results aggregated across program completers for several years.<\/span><\/p>\n

Data are organized by year for program graduates teaching in Florida public schools as first year teachers. Data reflect the most recent figures released by the Florida Department of Education. Updated Impact and Effectiveness data is expected to be made available by the Florida Department of Education <\/b>July 2026.<\/b><\/p>\n

Value-Added Model (PDF, 84 KB)<\/span><\/a><\/p>\n

Teaching Effectiveness<\/i><\/b><\/p>\n

There are two components of the Florida teacher evaluation system: student growth\/performance and instructional practice. Florida Statute 1012.34 describes Florida\u2019s teacher evaluation requirements and is the authorizing Statute for district evaluation systems. The Statute, \u201crequires school districts establish procedures for evaluating the performance of instructional, administrative, and supervisory personnel in order to increase student academic performance by improving the quality of services in public schools.\u201d<\/span><\/p>\n

Overall teacher effectiveness results are provided to the institution annually for program completers employed in Florida public schools in their first year of teaching. Annual evaluation ratings include the following: Highly Effective, Effective, Needs Improvement (for teachers teaching more than three years) or Developing (for teachers with experience of three years or less), and Unsatisfactory. Local districts develop their own teacher evaluation systems consistent with State law and guidelines. Growth or performance data for the teacher\u2019s students and observation of instructional practice must each comprise at least\u00a0<\/span>one third of the overall evaluation<\/span>. Other measures may be added at the discretion of the local district.<\/span><\/p>\n

For more information, please visit:<\/span><\/p>\n