Licensing and Accreditation

Licensing & Accreditation Information

The Education department at Randolph-Macon College administers an educator preparation program (EPP) that is accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the Virginia Board of Education (VBOE) to prepare students in 14 teaching endorsement areas.

• Learn more about CAEP
• learn more about the VBOE

Teacher Licensure Disclosure

Federal regulations (34 CFR Part D, §668.43, 5-v) require higher education institutions to disclose to prospective and enrolled students which states’ licensure requirements are met by its professional licensure program(s).

• Federal Regulations for licensure disclosure
• RMC General Disclosure on licensure programs

Randolph-Macon College’s EPP fully meets the Virginia Department of Education’s (VDOE) requirements for initial licensure in Virginia, but it may not meet the licensure requirements of other states, U.S. territories, or the District of Columbia. The EPP’s mission is to train educators who intend to teach in Virginia and no determination has been made regarding the completion of requirements in other states.

Anyone intending to teach in a different location is expected to consider licensure reciprocity or transferability conditions, as well as content and testing requirements, in that intended location prior to applying to the Teacher Preparation Program at Randolph-Macon College. It is incumbent upon such persons to consult the Education department chairperson about the feasibility of meeting those out-of-state requirements before applying.

CAEP Accountability Measures

In November 2023, Randolph-Macon College’s Department of Education was granted accreditation status by the Council for Accreditation of Education Preparation (CAEP) for a seven-year period, ending on December 31, 2030.

• CAEP Accreditation Letter
• CAEP Accreditation Action Report

CAEP requires all teacher preparation programs to report on the following measures related to impact and outcomes:

Impact Measures: Our graduates’ impact on student learning and development, or graduates’ effectiveness in teaching, satisfaction with employers with our graduates’ performance, and satisfaction of our graduates with their preparation.

Outcome Measures: Graduation rates, the ability of our graduates to meet licensing requirements, the ability of our graduates to be hired in the field in which they have been prepared, and student loan default rates.

CAEP Evidence of Success

Measure one: Completer Effectiveness

VEAC Completer Surveys

Starting in 2021 the EPP began using the VEAC survey to collect data on completers through the completer survey. The item in the survey that aligns to completer effectiveness (R.4.1) is: “Based on your preparation, how would you rate your performance in each of these teaching areas: – work results in acceptable, measurable, and appropriate student academic progress.”

Response options ranged from 1 (low) to 4 (high) with these descriptors: “Unacceptable, Developing/Needs Improvement, Proficient, Exemplary.”

A total of 19 individuals who completed our program between 2021-2024 responded to the survey. For the completer effectiveness item, the EPP mean was 3.44. Looking at frequencies, the majority of respondents (n=14; 56%) rated themselves as Proficient. A number (n=19; 76%) rated their ability as Exemplary in this area. None of the respondents indicated they thought their performance was Developing or Unacceptable.

VEAC Employer Surveys

Starting in 2021 the EPP began using the VEAC survey to collect data on completers through the employer survey. The item in the survey that aligns to completer effectiveness (R4.1) is: “Please rate the completer’s performance on each of the following: Engages in practices that results in acceptable, measurable, and appropriate student academic progress”

Response options ranged from 1 (low) to 4 (high) with these descriptors: “Unacceptable, Developing/Needs Improvement, Proficient, Exemplary.”

A total of 19 employers responded to the survey. For the completer effectiveness item, the EPP mean was 3.47. Looking at frequencies, the majority of respondents (n=11; 58%) rated completers as Proficient. A number (n=7, 37%) rated completer ability as Exemplary in this area. One employer (.05%) rated the completer Developing/Needed Improvement. None of the respondents indicated they thought completer performance was Unacceptable. 

Completer Focus Groups

Each spring, we invite completers in their first, second and third year teaching to participate in focus groups designed to discuss the ways in which completers understand and measure P-12 student learning. Over the past three years (2020-2022), we have had 19 completers participate in our focus groups, and each of our programs was represented in the participants. Participants included:

• 2020 Focus Group
  • 3 Elementary, 4 Secondary, 1 Music, 2 Special Education
• 2021 Focus Group
  • 4 Elementary
• 2022 Focus Group
  • 1 Elementary, 4 Secondary
• 2023 Focus Group
  • 4 Elementary, 3 Secondary
• 2024 Focus Group
  • 1 Elementary, 2 Secondary
• 2025 Focus Group
  • 11 respondents, 5 Elementary, 5 secondary, and 1 currently in administration

The table below represents a summary of qualitative data collected during these focus groups.

Qualitative Data from 2025 Focus Group

Measure two: Satisfaction of employers and stakeholder involvement

We measure employer satisfaction using VEAC surveys that are sent to the administrators of completers from the last four years. Using a sample that spans multiple years is the best way to ensure that all of our programs are represented in our data. The VEAC survey asks employers to rate completers on a scale of 1 (unacceptable) to 4 (exemplary) on specific items related to the InTASC standards. The survey also provides an opportunity for employers to comment on the completer’s performance in an open-ended question.

The VEAC survey results for 2024-2025 indicate that employers rated our completers on average between a 3.47 and 3.74 in all 14 areas, meaning that all scores are approximately “Proficient” in all areas. On the overall satisfaction item, which asks: “Based on your experience with this teacher, what best describes the extent to which they were ready to meet the needs of students in your school?” Respondent employers could respond “Fully ready (able to have an immediate impact on student learning), Mostly ready (able to successfully meet the needs of most students,” “Moderately ready (in order to be successful, needed additional training, support, and coaching beyond what is typically provided to beginning teachers),” “Minimally ready (limited success meeting the needs of students and improving outcomes even with additional supports)” or “Not ready (unable to meet the needs of students even with additional supports)” employers rated our candidates an average of 4.68 on a 5-point scale, indicating that candidates are either “Fully ready” or “Mostly ready.” The full report of the findings can be found here.

In addition to collecting survey data, we also invite completers to provide their employer’s summative evaluation, which gives us insight into how employers are formally rating completers on the Virginia Uniform Performance Standards for Teachers Summative Assessment. This assessment rates completers in the following seven areas: professional knowledge, instructional planning, instructional delivery, assessment of/and for student learning, learning environment, professionalism, and student academic progress. An 8^th area was added in 2023 to assess culturally responsive teaching. Results of these summative evaluations are included below.

2022 Summative Evaluation Data

2023 Summative Evaluation Data

2024 Summative Evaluation Data

Evaluation Frequencies

• Standard 1 – 3 exem (18%), 1 dev (6%), 14 prof (76%)
• Standard 2 – 6 exem (33%), 1 dev (6%), 11 prof (61%)
• Standard 3 – 5 exem (28%), 13 prof (72%)
• Standard 4 – 2 exem (12%), 15 prof (88%)
• Standard 5 – 6 exem (33%), 1 dev (6%), 11 prof (61%)
• Standard 7 – 5 exem (28%), 13 prof (72%)
• Standard 8 – 4 exem (22%), 14 prof (78%)

NOTE: In order to maintain confidentiality, the data are not disaggregated by factors of gender, race, and endorsement areas due to small numbers of students in the Randolph-Macon College Teacher Preparation Programs.

Our stakeholders include faculty in the education department, including adjunct faculty, faculty in other disciplines across campus, including those from departments that represent endorsement areas, college administrators, school partners, including K-12 teachers and administrators, and alumni.  Both internal and external stakeholders are represented on the Teacher Preparation Committee (TPC), which reviews candidates’ performance and eligibility for the programs, and engages in continuous improvement, planning and problem solving.  The TPC meets five times per year and provides important feedback to the EPP for program improvements. 

We also involve our Alumni Board, which is made up of alumni from all programs and in all stages of their teaching career, in our continuous improvement processes.  The board meets at least twice a year and is chaired by a department-appointed alum.

The Department has formalized Memoranda of Understanding with the following school districts in Virginia:

• Hanover County Public Schools
• Henrico County Public Schools
• Richmond City Public Schools
• Caroline County Public Schools
• Petersburg City Public Schools
• King William County Public Schools
• Chesterfield County Public Schools
• Virtual Virginia

Measure three: candidate competency at completion

100% of our graduates pass the VCLA exams for the state of Virginia. In 2023, we began offering alternative options to demonstrate Math proficiency, so completers could pass the Praxis Core Math or demonstrate proficiency through coursework or ACT/SAT scores. From 2014-2019, 100% of our graduates passed their Praxis subject assessments. In 2020, our programs were approved for a modification request from the VDOE due to the COVID-19 pandemic. This modification request allowed us to license completers without passing assessments for one year. Once they were awarded the one-year license, it was up to them and their employers how they would proceed. In 2021, we had one completer not pass their praxis subject assessment. Similarly in 2022, we had one completer not pass their praxis subject assessment. In 2025, the VCLA was no longer required by the state of Virginia, and so the pass rate is now N/A, and the past data is displayed for historical purposes.

NOTE: In order to maintain confidentiality, the data are not disaggregated by factors of gender, race, and endorsement areas due to small numbers of students in the Randolph-Macon Teacher Preparation Programs

In addition to reviewing the licensing exams, we also assess completer competency using an E-portfolio assessment completed during their student teaching experience. The purpose of the E-Portfolio is to showcase candidate learning across all 10 InTASC standards. Candidates are rated on a scale from 1 (Unacceptable) to 4 (Exemplary). Because it is summative, it is used to assess program effectiveness as well as candidates’ readiness for the profession. In the past three academic years, our completers have met our expectations on this assessment. In academic year 2019-2020, the average scores exceeded a 3.5 rating on every standard. In academic year 2020-2021, averages scores on standards 1, 2, 4 and 5 fell below 3.5. However, all scores were still above 3.0 (Proficient). In academic year 21-22, candidates improved on indicators 1, 2 and 5, though they fell slightly below 3.5 benchmark on indicators 7-10. In academic year 22-23, candidates scored above 3.5 on all indicators with the exception of indicator 1, though they still averaged above “proficient”.

E-Portfolio Assessment Averages by Academic Year

Measure four: Ability of completers to be hired in education positions for which they have been prepared

All of our completers are eligible for hire in the state of Virginia and those states with whom VA has reciprocity. We define the ability of our completers to be hired as those who seek a teaching position upon graduation. The percentage of all program completers employed upon graduation in years 2016-2025 is 100%. Prior to that it was 90% in 2015 and 92% in 2014.

NOTE: In order to maintain confidentiality, the data are not disaggregated by factors of gender, race, and endorsement areas due to small numbers of students in the Randolph-Macon Teacher Preparation Programs

Accredited Programs

In Fall 2025, the following programs were reviewed and fully accredited at the initial-licensure level by the Council for Accreditation for Education Preparation (CAEP):

• Elementary Education PreK-6 – Undergraduate major
• English Grades 6-12 – Undergraduate minor
• Engineering Grades 6-12 – Undergraduate minor
• Foreign Language PreK-12 – French – Undergraduate minor
• Foreign Language PreK-12 – German – Undergraduate minor
• Foreign Language PreK-12 – Latin – Undergraduate minor
• Foreign Language PreK-12 – Spanish – Undergraduate minor
• History and Social Sciences Grades 6-12 – Undergraduate minor
• Mathematics Grades 6-12 – Undergraduate minor
• Music Education – Choral PreK-12 – Undergraduate minor
• Music Education – Instrumental PreK-12 – Undergraduate minor
• Science – Biology Grades 6-12 – Undergraduate minor
• Science – Chemistry Grades 6-12 – Undergraduate minor
• Science – Physics Grades 6-12 – Undergraduate minor
• Special Education General Curriculum – K-12 – Undergraduate major
• Theatre Arts Grades 6-12 – Undergraduate minor

Additionally, the department has recently added a Theatre Arts endorsement, which will be included in the next CAEP review.