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Areas for Improvement

(AFI 1) [from NCATE Standard 2] Evaluation measures do not assess unit operations in a comprehensive and coherent manner.

(AFI 2) [from NCATE Standard 2] State teacher licensure exam pass rates are not disaggregated for initial and advanced program teacher candidates.

In response to AFI 1, the dean instituted a number of procedures to ensure that evaluation measures assessed unit operations in a comprehensive and coherent manner. She implemented a Continuous Improvement Advisory Team (CIAT) to ensure that Unit operations were assessed in a comprehensive manner. The team, which included deans, chairs, and faculty members met quarterly from 2013 to 2016. In Spring 2013, faculty voted on priority goals moving forward from NCATE Accreditation. The priorities were 1) To increase quality experiences both within the classroom and in the field; 2) To increase collaboration among the faculty and with community partners; and 3) To conduct research and support professional development in order to enhance student learning.

The CIAT discussed metrics and targets for improvement for each goal, reviewed preliminary data and made recommendations. A primary recommendation, which was implemented in 2014, was to institute two half day retreats per year in order to review selected data to determine areas for improvement. In the fall 2016 retreat, faculty members reviewed data from teacher certification exams and discussed the role of the School of Education in meeting the new University Strategic Plan. In the Spring 2017 retreat, faculty members reviewed both entrance (SAT and GRE data, along with national comparison data) and exit data (outcomes on NYS test licensure exams). Faculty discussed how to sustain success, as well as areas for improvement. The 2017 Spring faculty retreat provided an opportunity to review the new CAEP and NYSED standards established in 2016 for graduate students’ entry to initial educator programs, with a 3.0 GPA, and GRE exam scores.

SPA reports, which were submitted in fall 2016, were a focused opportunity for programs to review standards in their specialized professional areas, to review and revise key assessment rubrics, and to gather and review data with a focus on continuous program improvement.

In 2018, the CIAT was disbanded in favor of a smaller group more focused on CAEP preparation. The CAEP Core Team, which includes the deans, teacher education chairs, selected faculty members, and the directors of the Assessment and Accreditation Office and the Office of Professional Experiences and Community Engagement, began meeting weekly in February 2018. This group worked to review assessment procedures to ensure that there is a functioning process in place to develop and revise assessments of candidate knowledge, skills, and dispositions, which align with CAEP standards and cross-cutting themes. The faculty chair of the Assessment Committee joined the CAEP Core Team to discuss committee plans to verify the quality of assessment measures, in conjunction with partner schools.

The CAEP Core Team has also worked to ensure that faculty members have an opportunity to systematically review data on candidate progress and use the results for continuous improvement. Toward that end, the CAEP Core Team elected to continue with two faculty retreats each academic year. The Fall retreat will focus on the review of data for Standards 1 and 3; the Spring retreat will focus on the review of data for Standards 2 and 4.

Regarding AFI 2, the EPP disaggregates all data received from the state, including state licensure exam pass rates, into initial and advanced programs. Data is now displayed in a disaggregated manner.

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