Teacher Education Assessment Results
- Mission Statement
Mission Statement of the Weber State University Educator Preparation Program:
The Mission Statement of the Weber State University Educator Preparation Program is to work within our communities to prepare caring, competent educators.
Community: We recognize that effective educator preparation is a cooperative endeavor involving faculty and staff members within the Teacher Education Department, the Moyes School of Education, and Weber State University. Our community also includes school districts, administrators, and teachers as well as professional organizations. Our success depends on effective and consistent collaboration between all groups.
Caring, Competent Educators: Our central aim is to ensure that teacher candidates develop necessary skills and dispositions as outlined in the Utah Effective Teaching Standards. We also acknowledge that it is of indispensable importance that each teacher develops an enduring ethic of care — the propensity and ability to meet the educational needs of each student.
Transformative Education Practices: We believe that processes and institutions of teaching and learning can and should promote the wellbeing of all students, with special emphasis on underserved populations. To that end, we are committed, where necessary, to transforming the attitudes and beliefs of teacher candidates and to extending our research and professional outreach in shaping general educational practice and policy. - Student Learning Outcomes
- Certificate
Students completing the Post Baccalaureate Certificate in Teaching (PBCT) will demonstrate the following outcomes:
- Outcome 1: Learners and Learning (LL). Effective teachers exhibit knowledge, skills, and dispositions that demonstrate an awareness of and sensitivity toward diversity in learner development and student individualities.
- Outcome 2: Instructional Clarity (IC). Effective teachers exhibit knowledge, skills, and dispositions that demonstrate clarity regarding the content they teach and how to organize and sequence it to effectively facilitate learning and drive student engagement.
- Outcome 3: Instructional Practice (IP). Effective teachers exhibit knowledge, skills, and dispositions that support instructional practices that drive high-quality instruction, demonstrate a data-driven and cooperative approach to teaching and learning, and meet the diverse needs of all learners.
- Outcome 4: Classroom Climate (CC). Effective teachers exhibit the knowledge, skills, and dispositions that enable them to create appropriate physical, social, and emotional environments to support learning.
- Outcome 5: Professional Practice (PR). Effective teachers exhibit the knowledge, skills, and dispositions that demonstrate awareness of and adherence to professional and ethical standards personally, within their school community, with parents, and within their local community.
- Associate Degree
Expected Standards of Performance for students completing the Associate of Science in Education degree:
General education courses provide a foundation of content knowledge for students majoring in education programs. In addition to acquiring general knowledge, the support courses proposed in this program also help students make connections between the content of general education courses and the educational process.
At the conclusion of the program students are expected to possess the knowledge and skills necessary to be admitted to the bachelor’s programs in Teacher Education.
Students completing the AS in Pre-Education will be able to:
- Use effective oral and written communication skills
- Describe key concepts in language arts, science, social studies, and mathematics as they relate to education
- Identify developmentally appropriate practices for the instruction of children
- Apply concepts of the arts to education of children
Assessment of these skills will be done within the courses. However, students may choose to complete requirements for admission into the BS degree in Elementary Education or Special Education. The admission requirements include (a) Praxis II, a standardized test of general knowledge; (b) CAAP writing test, an ACT-produced measure of writing; (c) a writing sample; and (d) an interview.
- Bachelor Degree
Students completing the Bachelor of Science in Elementary and Special Education will demonstrate the following outcomes:
- Outcome 1: Learners and Learning (LL). Effective teachers exhibit knowledge, skills, and dispositions that demonstrate an awareness of and sensitivity toward diversity in learner development and student individualities.
- Outcome 2: Instructional Clarity (IC). Effective teachers exhibit knowledge, skills, and dispositions that demonstrate clarity regarding the content they teach and how to organize and sequence it to effectively facilitate learning and drive student engagement.
- Outcome 3: Instructional Practice (IP). Effective teachers exhibit knowledge, skills, and dispositions that support instructional practices that drive high-quality instruction, demonstrate a data-driven and cooperative approach to teaching and learning, and meet the diverse needs of all learners.
- Outcome 4: Classroom Climate (CC). Effective teachers exhibit the knowledge, skills, and dispositions that enable them to create appropriate physical, social, and emotional environments to support learning.
- Outcome 5: Professional Practice (PR). Effective teachers exhibit the knowledge, skills, and dispositions that demonstrate awareness of and adherence to professional and ethical standards personally, within their school community, with parents, and within their local community.
- Certificate
- Curriculum Grid
Rather than using the Introduced, Developed, Mastered, and Assessed scale, we are using the Utah State Board of Education’s (USBE) General Teacher Preparation Competencies scale. USBE defined the levels of competency as follows:
- Basic Concept Knowledge: Teacher candidates demonstrate knowledge through assignments or assessments.
- Application: Teacher candidates apply competency in a university setting with other adults or in a lesson plan.
- Demonstration: Teacher candidates demonstrate competency in a classroom setting with children.
The 37 competencies have variable levels of required competency. They are distributed as follows: 16 must reach the demonstration level, 20 must reach the application level, and 1 must reach basic concept knowledge. Said another way, students must: demonstrate the most critical teaching competencies in a K-12 classroom, apply the important competencies in the context of a course assignment, and have basic content knowledge of equal opportunity as outlined by R277-328.
Update in Progress
We are currently transitioning to a different format. Please contact oie@weber.edu to request a copy of the current curriculum grid for this program. - Program and Contact Information
Our mission is to work within our communities to prepare caring, competent educators and promote equitable, inclusive and transformative education practices. All programs are approved by the Utah State Board of Education and the Association for Advancing Quality in Educator Preparation (AAQEP).
We offer degrees in: Associates of Science (AS) in Education, Elementary Education (BS), Early Childhood Education (BS), Elementary Education/Early Childhood Education Double Major (BS), Special Education: Mild/Moderate (BS), Master of Education (MED). We provide licensure programs in Secondary Education, Graduate Certificate in Elementary Teaching, Graduate Certificate in Secondary Teaching and Graduate Certificate in Special Education. We also offer endorsements in Dual Language Immersion, Elementary Education Mathematics, English as a Second Language Minor, and in the Masters Level only: Education of the Gifted and Basic Reading.Contact Information:
Dr. DeeDee Mower
1351 Edvalson Street, Dept. 1304
Ogden, UT 84408-1304
Education Bldg, Rm 235
(801) 634-6521
dmower@weber.edu
Teacher Education Department Website - Assessment Plan
On an annual basis, TED evaluates enrollment, assessment, and survey data to meet the requirements of our accreditor, the Association for Advancing Quality in Educator Preparation, AAQEP. Starting in December and continuing through April, recent alumni and their supervisors (principals) complete a survey to identify strengths and weaknesses of our programs. Between April and September, the TED Accreditation Team gathers survey, enrollment, and student teaching assessment data (STER) by program. The team creates an Assessment Review and Action Plan template for each program to review their data, summarize it, and make an action plan with goals for the following year, and distributes the templates in September. In November, the team uses the completed templates, including action plan goals, enrollment, and graduation data, to complete the AAQEP Annual Report for submission by December 31.
Once every seven years, the Accreditation team writes a Quality Assurance Report (QAR) prior to the AAQEP two-day site visit. The QAR provides a detailed analysis of all the educator preparation programs at Weber State, examining enrollment and completion trends, assessment data, progress toward stated goals, and recommendations from previous reviews. After the site visit, AAQEP provides an Accreditation Action Report. In our most recent review in 2020, the Educator Preparation Programs received accreditation with no areas of concern.
- Assessment Report Submissions
To view assessment report submissions prior to April 2026, please visit our assessment archive here.
- Program Review
2020-21 (AAEQP)
This information is part of the cyclical program review process. Details such as mission statements, learning outcomes, etc., are updated as part of the biennial assessment reporting process, an integral component of program review.