Insights

Assessment data is only valuable when it leads to action. Landmark reports such as Informing Improvement: Recommendations for Enhancing Accreditor Data-Use to Promote Student Success and Equity emphasize the critical role that data plays in continuous improvement efforts and organizational effectiveness (Arnold et al., 2019). For educator preparation programs, the challenge is not simply collecting candidate performance data but using that information to make meaningful prog

Observation data plays a major role in maintaining the effectiveness of educator preparation programs. It influences teacher candidate feedback, program improvement decisions, accreditation reporting, and partnerships with local school districts. But many providers still struggle with an important question: How consistent and trustworthy is the observation data being collected? With so many stakeholders (e.g., program supervisors, field observers, classroom mentor teachers, a

Educator preparation programs do not need to perform complex statistical protocols to uncover meaningful insights about candidate performance. In fact, some of the most powerful program decisions come from simple, consistent analysis of the data programs already collect. With the EPiC™ Support Dashboard, faculty and program leaders can take on the role of “data detectives”—using straightforward built-in descriptive statistics to identify patterns, pinpoint preparation gaps, a

Educator preparation programs collect large amounts of data throughout the candidate journey. Observations during clinical practice, results from the EPiC™ Key Assessment , course assignments, and candidate reflections all provide insight into how future teachers are developing. The challenge is not gathering the data. The challenge is turning that information into meaningful program decisions. Too often, assessment data is reviewed once for reporting purposes and then set as

Preparing for accreditation requires more than gathering data. It requires telling a clear story about how your educator preparation program develops effective teachers and continuously improves its practices. For many programs, that story can be difficult to communicate. Candidate performance data may exist across multiple assessments, cohorts, and licensure areas, making it challenging to present a clear picture of program impact. The EPiC™ Key Assessment , with its advanc

Preparing for accreditation shouldn’t feel like assembling a puzzle from scattered pieces of data. Yet for many educator preparation programs, that’s exactly what happens. Candidate assessments live in multiple systems, faculty store evidence in different formats, and valuable performance data often sits unused because it’s difficult to retrieve and organize into a clear narrative for reviewers. Accreditation teams aren’t just looking for spreadsheets. They’re looking for evi

The EPiC™ Key Assessment was designed to do more than collect scores. It was built to organize performance evidence in ways that make program impact visible. Accreditors don’t just review data tables. They look for coherence, consistency, and evidence of continuous improvement. They want to see how candidate performance in Part A: Planning & Instruction connects to Part B: Assessment & Analysis , how scoring decisions are grounded in clearly defined Evidence-First™ marker

EPiC™ goes beyond serving as a valid and reliable Key Assessment; it operates as a preparation system that strengthens candidate readiness. While the EPiC™ Key Assessment serves as a summative capstone, its aligned Practice Modules provide structured, formative rehearsal opportunities tied directly to each rubric. Candidates apply what they've learned, receive targeted feedback, and strengthen their performance before the final evaluation. Preparation is not the same as rehe

Accreditation and state approval conversations rarely hinge on whether an assessment exists; they hinge on whether it’s defensible. For Educator Preparation Programs (EPPs), a “key assessment” must do more than align to standards. It must show credible evidence that (1) the instrument measures what it claims to measure, (2) scores are consistent and interpretable, and (3) different evaluators can apply the scoring process with acceptable agreement. Accrediting entities, inclu

Accreditation may start the conversation, but continuous improvement sustains it. For educator preparation programs (EPPs), demonstrating that cycle of reflection, adjustment, and measurable growth is key to maintaining excellence—and that’s exactly where the EPiC™ Key Assessment and EPiC™ Support Dashboard shine. From Data Collection to Meaningful Action Many programs collect data. Few systems make it actionable. EPiC was designed to bridge that gap. Every data point, w

Accreditation is more than a benchmark—it’s a commitment to continuous improvement, accountability, and candidate impact. Whether your institution aligns with CAEP, NASDTEC, AAQEP, NCATE, GaPSC, or AACTE , accreditors share a common expectation: demonstrate verifiable evidence that candidates are ready to teach effectively and ethically in P–12 classrooms. That’s exactly where the EPiC™ Key Assessment and EPiC™ Support Dashboard excel. A Unified System for Accreditation Evi

For Educator Preparation Programs (EPPs), demonstrating quality is more than meeting compliance checkboxes—it’s about showing candidates,...

When Georgia dropped the edTPA requirement, many Educator Preparation Programs (EPPs) were left asking: What comes next? Programs needed...

Data is only powerful when it’s put to use. In Rubric B-4: Using Data to Plan for Future Learning , part of the EPiC™ Key Assessment ...

Feedback goes far beyond the red pen. It’s not about crossing out mistakes or writing “good job” in the margins—it’s about offering...

Data tells a story—if you know how to read it. In Rubric B-2: Analyzing Whole Group Data , part of the EPiC™ Key Assessment...

Great assessments don’t happen by chance—they’re built with precision and purpose. In Rubric B-1: Designing Evaluation Criteria to...

Without reflection, teaching stays the same. With it, everything changes. Rubric A‑6: Reflecting on Teaching in the EPiC™ Key...

What if a single question could shift a classroom from passive listening to active, analytical thinking? The EPiC™ Key Assessment’s...

What does it really look like when teacher candidates foster classrooms where every student feels valued, heard, and safe to learn? Rubric A-4 of the EPiC™ Key Assessment, Respectful Classroom Interactions, goes beyond surface-level civility to evaluate how well candidates build inclusive, relationship-centered learning environments. This installment in our EPiC Implementation Series explores how EPPs can support candidates in modeling respectful communication, promoting peer