Accreditation

Teacher Education and Educational Leadership

Binghamton University is accredited by the Middle States Commission on Higher Education. Our teacher preparation programs are registered by the New York State Education Department and meet the Regulations of the Commissioner for the Registration of Curricula in Teacher Education. In addition, the Department of Teaching, Learning, and Educational Leadership at Binghamton University is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP).

The programs listed below have been awarded full accreditation by AAQEP through June 30, 2027. Full accreditation acknowledges that a program prepares effective educators who continue to grow as professionals and has demonstrated the commitment and capacity to maintain quality.

AAQEP-Accredited Programs

M.S.Ed. (Initial Certification)

  • Childhood, Early Childhood, and Literacy Education
  • Childhood, Early Childhood, and Special Education

M.S.Ed. (Advanced/Professional Certification)

  • Adolescence Education (Biology, Chemistry, Earth Science, English/Language
    Arts, French, Mathematics, Physics, Social Studies, and Spanish)
  • Literacy Education
  • Special Education
  • TESOL

M.A.T. (Initial Certification)

  • Adolescence Education (Biology, Chemistry, Earth Science, English/Language
    Arts, French, Mathematics, Physics, Social Studies, and Spanish)       

Advanced Certificate

  • Educational Leadership
  • Special Education
  • TESOL

TLEL Enrollment Data

Program Specification: Enrollment and Completers for Academic Year 2020-2021

Degree or Certificate State Certificate, License, Endorsement, or Other Credential Number of Candidates currently enrolled Number of Completers in 2021-2022
Masters of Sciences in Education-Early Childhood/Childhood: LTRC, SPED, TESOL New York State Initial and Professional Certification  28 8
Masters of Arts in Teaching Adolescence Education New York State Initial and Professional Certification 87 50
Masters of Science in Literacy Education New York State Initial and Professional Certification 19 4
Masters of Science in Special Education New York State Initial and Professional Certification 19 3
Masters of Science in TESOL Education New York State Initial and Professional Certification  1 0
Certificate in Advanced Study- Ed. Leadership New York State Initial and Professional Certification  63 15
Certificate in Advanced Study- SPED New York State Initial and Professional Certification  2 1
Certificate in Advanced Study-TESOL New York State Initial and Professional Certification 12 12
  TOTALS 231 93

Accreditation Standards and Measures

Binghamton University holds itself accountable to meet specifically set standards to ensure quality candidates are receiving a valuable education. Below is an overview of the measurements used to demonstrate candidate learning outcomes and graduate success.

Standard 1: Candidate/Completer Performance Program completers perform as professional educators with the capacity to support success for all learners. Candidates and completers exhibit the knowledge, skills, and professional dispositions of competent, caring, and effective professional educators. Successful candidate performance requires knowledge of learners, context, and content. Candidates demonstrate the ability to plan for and enact and/or support instruction and assessment that is differentiated and culturally responsive. Evidence shows that, by the time of program completion, candidates exhibit knowledge, skills, and abilities of professional educators appropriate to their target credential or degree.

Provider-Selected Measures Explanation of Performance Expectation Level or Extent of Success in Meeting the Expectation 

Admissions Data

TLEL requires all prospective students to hold an undergraduate GPA of at least 3.0. MAT candidates must enter with at least 30 credits within their content area. C/EC candidates must enter with at least 30 credits in an identified area of liberal arts and sciences concentration, and at least six credit hours in Mathematics, English/Language Arts, Science, and Social Studies. Both MAT and C/EC prospective students were not required to submit GRE scores. 

Educational Leadership students are required to have at least three years of classroom teaching, and professional certification in classroom teaching or pupil personnel service.

Fall 2023 Admit Averages (GRE not required as of Fall 2023): 

  • Undergrad GPA: 3.54

We urge all of our prospective students to hold a transcript review with our admissions and certification advisor to see where they currently stand in the admissions process. We also require a personal statement that varies depending on the program.

Our initial certification programs’ personal statement asks prospective students to write 500-750 words relating to the Department of Teaching, Learning, and Educational Leadership’s core dispositions: 

  1. Demonstrate a commitment to learning and diversity.
  2. Build rapport and serve as a strong role model to peers, colleagues, and learners;
  3. Display effective communication skills (oral and written) in all settings; and
  4. Demonstrate professional competence and conduct

Our Education Leadership program’s personal statement asks prospective students to write 500-750 words with regards to their relative prior leadership experiences; any special skills or contributions to the field of education they wish to make, why they wish to pursue administrative leadership certification at this time in their careers; and leadership goals for the future.
Key Assessments 

Initial 

MAT: 3 Key Assessments

CEC: 5 Key Assessments


Advanced

Literacy: 4 Key Assessments

Special Education: 6 Key Assessments

Educational Leadership: 4 Key Assessments

MAT: In 2022-2023 100% of candidates passed their key assessments 

C/EC: In 2022-2023, 93% of candidates passed their key assessments

EdLeadership: In 2022-2023, 100% of candidates passed their key assessments

Literacy: In 2022-2023, 100% of candidates passed their key assessments 

Special Education: In 2022-2023, 100% of candidates passed their key assessments
Clinical Experiences

Professional Dispositions assessed throughout the candidates experience, the CPAST is used during the candidate’s internship experiences


Final Internship Evaluations

C/EC Final Evaluation: 88% of candidates passed

MAT Final Evaluation: 90% of candidates passed

Educational Leadership: 100% of candidates passed

Standard 2: Completer Professional Competence and Growth Program completers adapt to working in a variety of contexts and grow as professionals. Program completers engage in professional practice in educational settings and show that they have the skills and abilities to do so in a variety of additional settings and community/cultural contexts. For example, candidates must have broad and general knowledge of the impact of culture and language on learning, yet they cannot, within the context of any given program, experience working with the entire diversity of student identities, or in all types of school environments. Candidate preparation includes first-hand professional experience accompanied by reflection that prepares candidates to engage effectively in different contexts they may encounter throughout their careers.

Provider-Selected Measures Explanation of Performance Expectation Level or Extent of Success in Meeting the Expectation in 2021-2022
Internship Evaluations Meets expectation on the CPAST for specific rubric items.  91% of the C/EC and MAT cohorts achieved at least a 'meets expectations’ on their final consensus CPAST evaluation.
Certification Exam Results (EAS) Candidates must pass the EAS exam to receive NYS certification. The cohort achieved a 100% passing rate for the EAS exam.

Advanced Program: 

Educational Leadership (SDL and SBL)

 Candidates must pass the SDL and SBL to earn certification. The cohort achieved a 92% passing rate for the SDL and SBL exams.

AAQEP Part 1