Why Become a Teacher

The Vincennes University (VU) teacher preparation program has been accredited by the National Council for Accreditation of Teacher Education (NCATE) since 2012. This accreditation covered all initial licensure programs in education. NCATE‚Äôs performance-based system of accreditation fosters competent teachers who work to improve the education of all students. National accreditation is a mark of distinction and provides recognition that educator preparation programs have met national professional standards. 

In 2014, the consolidation of NCATE into the accrediting body of the Council for the Accreditation of Educator Preparation (CAEP), an evidence-based accreditation that assures quality and continuous improvement to strengthen P-12 student learning, was recognized by the Council for Higher Education Accreditation. Vincennes University is currently transitioning to CAEP accreditation.  http://caepnet.org/

The national accreditation process includes two parts. Part 1 involves review of individual programs.  All initial licensure programs are approved by the Indiana Department of Education.  Additionally, each licensure program is recognized a specialty professional organization as indicated in the chart below.  Part 2 of the national accreditation process involves the review of the unit (the collection of programs).  The unit reviews include a self-study and an on-site visit.


VU Program


Specialty Professional Association


Special Education, Mild Intervention, Elementary Education K-6

Council for Exceptional Children (CEC) www.cec.sped.org

Association for Childhood Education International (ACEI) www.acei.org

Secondary Mathematics Education National Council of Teachers of Mathematics (NCTM) www.nctm.org/ncate
Secondary Science Education National Science Teachers Association (NSTA) http://www.nsta.org/preservice/











Title II Reports:

2015-16 Title II Report Card
2014-15 Title II Report Card

1388 Reports:

House Enrolled Act No. 1388 (HEA 1388) was enacted during the 2014 session of the Indiana General Assembly and was incorporated within IC 20-28-3-1 and IC 20-28-11.5-9. This act requires the Indiana Department of Education (IDOE) to collect and report information from teacher preparation programs, principals, and teachers. 

VU 1388 Report 2016


Hello Colleagues in Education, The Vincennes University Education Program has been preparing for our Accreditation visit on February 16-19,  2019.  CAEP (Council for the Accreditation of Educator Preparation) is the accrediting body that will be reviewing our degrees here at VU.  One of the components of our data collection is to have third party comments about our program. Listed below are the Core Tenets of CAEP accreditation standards of excellence. We would be very appreciative if you could take a few moments to submit some comments relating to these, and how our program meets these requirements. Please specify in your comments, how you are related to the program (i.e. graduate, present or former faculty member, employer, supervisor.)  We thank you so much for your valuable input to preparing our future teachers for a career in education.

We invite you to submit written testimony to:

The Education Program at Vincennes University is accredited by NCATE

Accrediting Agency:  Council for the Accreditation of Educator Preparation (CAEP)

Mailing Address




For full accreditation information, click here.

1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org

Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that: 

  • In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom. 

    • A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform. 

      • Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.