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Accreditation

Teacher Education

Teacher Education Accreditation Council

The NYU Teacher Education Program is fully accredited by the Teacher Education Accreditation Council.

NYU Teacher Education Claims and Assessments are reported on pages 11-54 of the November 2011 TEAC Brief. NYU Teacher Education Survey and Questionnaire samples are reported on pages 151-173.

Council for the Accreditation of Educator Preparation

TEAC has accredited our programs for the seven year period 2012-2019. 

On July 1, 2013 there was a de facto consolidation of NCATE and TEAC into CAEP as the new accrediting body for educator preparation.  

CAEP (Council for the Accreditation of Educator Preparation)  advances excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. 

The Steinhardt School of Culture, Education, and Human Development at New York University is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on February 9–11, 2020. Interested parties are invited to submit third-party comments to the site team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (e.g., graduate, present or former faculty member, employer of graduates).

We invite you to submit written testimony to:

CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email: callforcomments@caepnet.org

Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:

  • In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, educator preparation providers (EPPs) must prove that candidates can connect theory to practice and be effective in an actual P–12 classroom.
  • A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; to be engaged in continuous assessment and development; to ensure that faculty and programs reflect new knowledge, practice, and technologies; and to be involved in continuous development in response to the evolving world of education and educational reform.
  • Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (e.g., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the University for comment prior to the review. No anonymous testimony will be considered.