Longwood has a longstanding history for preparing excellent classroom teachers and citizen leaders. The Office of Teacher Preparation is committed to placing teacher candidates in educational settings that will prepare them to be reflective leaders and practitioners who can teach all students.
The Office of Teacher Preparation assists you with the admission process to the Teacher Preparation Program.
Coordinating field and clinical experience placements for undergraduate and graduate teacher candidates who are pursuing an initial teaching license.
Visit Virginia Department of Education website for more information on obtaining an initial Virginia teaching license.
The Office of Teacher Preparation has developed and continues to refine a comprehensive and integrated assessment system that includes measures of candidate performance as well as evaluations of operations and programs. Systematic data collection, aggregation, and analyses support continuous improvement efforts.
Longwood University teacher preparation programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP). CAEP’s mission is to advance equity and excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning.
Biennial Reports – 2019 (pdf)
In the Commonwealth of Virginia, there is no clear mechanism for collecting and sharing data across the state education agency, EPPs, and P-12 school divisions. EPPs in Virginia, as in many other states, face difficulty capturing meaningful large-scale data for the accreditation requirements of the Council for the Accreditation of Educator Preparation (CAEP) and program improvement. Stakeholders in Virginia consistently identify CAEP Standard 4: Program Impact as the most challenging standard to meet based on current data practices. P-12 partners express concern over additional data collection and reporting requirements because they face their own financial and infrastructural challenges. EPP representatives find it difficult to track program completers and to access data related to completers’ performance after graduation. Both P-12 partners and EPPs desire to move the state forward in its use of data to improve the quality of the teacher workforce.
In spring 2018, several members of Virginia EPPs formed the Virginia Education Assessment Collaborative (VEAC) in a collaborative effort to create a state-wide system for data collection. In particular, to build a common set of assessment measures, tools, and activities that all Virginia EPPs may use in response to CAEP requirements. By implementing the same tools and data collection system, Virginia EPPs may benchmark using other Virginia EPP data. The Collaborative is currently made up of Virginia EPPs, but is open to P-12 partners. Participation in Collaborative-related activities is voluntary. There is no fee to participate in Collaborative-related activities.
Shortly after the establishment of the Collaborative, the Collaborative reached out to all Virginia EPPs to 1) identify the data they currently collect in support of CAEP Standard 4, 2) describe their data collection processes, and 3) propose strategies for collaborating and improving data collection processes without placing unreasonable demands on their EPPs or the state education agency.
The work of the Collaborative continues into AY19-20. The Collaborative expects to be able to provide data and potential benchmarking opportunities to the piloting EPPs.