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Accreditation

The Office of Accreditation, Placement, and Licensure (APL) serves as the headquarters for data collection and analysis in the preparation of reports to both state and federal accreditation bodies. The data collected by the APL is shared with the Unit, as well as each individual program, for continuous review (and improvement). These reviews ensure that our programs are aligned with professional standards, producing high-quality teachers and other PK-12 professionals. Learn more about APL.

Initial educator preparation programs (EPPs) at The Ohio State University are accredited through the Council for the Accreditation of Educator Preparation (CAEP) through 2026. CAEP accreditation indicates our programs successfully prepare new teachers to effectively know their subject area, serve diverse groups of students, have meaningful preservice experiences and use data to drive targeted program improvement. Information regarding our EPPs alignment with CAEP standards can be found in the box of data and reporting links.

Some program have additional professional accreditation associations due to content area requirements. Learn more about additional accreditations.

EPP Philosophy, Purpose, and Goals

The philosophy of The Ohio State University Educator Preparation Programs is based upon a reciprocal relationship between theory and practice, using research to inform our programs. Drawing from multiple disciplines and methodologies, EPPs focus on evidence-based pedagogical strategies across diverse PK-12 learners. We believe in being responsive to the changing needs of PK-12 communities through the development of innovative practices and a commitment to equity, inclusion and social justice.

Our purpose is to support and enhance the development of educational leaders who engage in and implement research-based practices to support and advance PK-12 educational progress. Our programs prepare candidates for initial licensure and engage experienced educators who aspire to advance their practice. Candidates at all levels gain knowledge, skills and professional dispositions. Our educators are prepared to teach in all settings, empower generations of learners to become leaders, and practice self-evaluation and critical analysis.

The goals of the EPPs are to provide direction for developing and aligning the curriculum, instruction, field experiences, clinical practices and assessments. Candidates shall have a commitment to the following:

  • Implementing socially just and equitable practices and institutions that support the development of all students
  • Utilizing practices grounded in research and theory
  • Conducting data-informed assessment strategies to advance student learning
  • Practicing integrity and ethical behavior
  • Demonstrating a commitment to life-long learning and professional growth