In the state of Indiana, to be able to recommend students for any form of education license, the School is required to be accredited by the professional association, the Council for the Accreditation of Educator Preparation (CAEP). As a part of CAEP's ongoing review of the School, it monitors four (4) Accountability measures. Data with respect to these measures are presented below*:
CAEP Annual Reporting Measures
Surveys conducted by the Indiana Department of Education in 2023-2024 of the effectiveness of our program alumni on performance evaluations indicates that over 91% of our completers provide highly effective or effective classroom instruction with Indiana learners.
Initial Programs (Teacher Education)
As a part of the Indiana Department of Education Annual Report of educator preparation programs (EPP), principal surveys of new teachers’ preparation are included. For 2023-2024, 76 principals (94%) provided data about our graduates. 72 of the principals were satisfied or very satisfied with the training of their Indiana University Bloomington graduates.
Advanced Programs (Educational Leadership)
As part of ongoing program improvement efforts, the School of Education collects feedback on employers’ satisfaction by conducting focus group sessions at the end of each academic year. In March 2026, the Educational Leadership faculty submitted five names to contact as employers of their program graduates. These individuals were contacted by the Office of the Associate Dean for Accreditation for a focus group interview. Three of the five individuals contacted were able to attend the interview. All three employers hired IU graduates within the last three academic years.
Program Strengths and Overall Preparation
Employers expressed strong overall satisfaction with graduates of the Educational Leadership program, noting consistent strengths in foundational knowledge of educational leadership, evidence-based practice, and instructional leadership. Graduates were described as well prepared for the “modern principalship” with particular emphasis on their ability to engage in data-informed decision-making, continuous improvement, and reflective professional practice. Employers highlighted graduates’ collaborative dispositions, strong work ethic, and readiness to assume school-wide leadership roles, including the ability to transition effectively from classroom leadership to broader organizational responsibilities.
Alignment to Program Objectives
Feedback aligned closely with the program’s stated objectives. Employers reported that graduates demonstrate strong capacities as continuous improvement leaders, innovative instructional leaders, inquiry-minded scholars, and ethical, collaborative colleagues. Graduates were viewed as intentional users of improvement strategies, adaptive problem-solvers grounded in theory and practice, and skilled stewards of schools and districts. Particular strengths included the use of data to guide instructional, organizational, and strategic decisions; a commitment to student success; and strong legal literacy in school law and special education law, accompanied by an understanding of the human dimensions of leadership.
Areas for Continuous Improvement
The primary area identified for improvement was preparation related to personnel management and situational application of personnel law. Employers acknowledged that many of these challenges emerged through experience; however, they suggested enhancing scenario-based learning, case studies, and internship focus on complex interpersonal and personnel issues to strengthen graduate readiness. Aside from this targeted area, no systemic concerns were raised about program quality. Overall, employers reaffirmed their confidence in the program and indicated that its graduates consistently demonstrate the knowledge, skills, and dispositions needed to lead schools effectively in dynamic and evolving educational contexts.
Percentage of Candidates Meeting State Licensure Requirements
Initial Programs (Teacher Education)
From our annual First Destinations Survey, conducted in collaboration with other schools on campus, the results indicate that 88% of our graduates are employed as teachers.
Advanced Programs (Educational Leadership)
From our annual Educational Leadership Program Follow-up Survey, 100% of our respondents indicated that they have secured an administrative role.
*Data with respect to advanced licensure programs may be included after the first of the year.