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Pepperdine University Professional Services Division May 2021

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Pepperdine University Professional Services Division May 2021 Recommendations by the Accreditation Team and Report of Findings of the Accreditation Visit for Professional Preparation Programs at Pepperdine University Professional Services Division May 2021 Overview of this Report This agenda report includes the findings of the accreditation visit conducted at Pepperdine University. The report of the team presents the findings based upon a thorough review of all available and relevant institutional and program documentation as well as all supporting evidence including interviews with representative constituencies. On the basis of the report, a recommendation of Accreditation is made for the institution. Common Standards and Program Standard Decisions For All Commission Approved Programs Offered by the Institution Common Standards Status 1) Institutional Infrastructure to Support Educator Met Preparation 2) Candidate Recruitment and Support Met 3) Course of Study, Fieldwork and Clinical Practice Met 4) Continuous Improvement Met 5) Program Impact Met Program Standards Total Program Met with Not Programs Met Standards Concerns Met Preliminary Multiple Subject, with Intern 6 6 0 0 Preliminary Single Subject, with Intern 6 5 1 0 The site visit was completed in accordance with the procedures approved by the Committee on Accreditation regarding the activities of the site visit: • Preparation for the Accreditation Visit • Preparation of the Institutional Documentation and Evidence • Selection and Composition of the Accreditation Team • Intensive Evaluation of Program Data • Preparation of the Accreditation Team Report Report of the Site Visit Team to Item 31 May 2021 Pepperdine University 1 California Commission on Teacher Credentialing Committee on Accreditation Accreditation Team Report Institution: Pepperdine University Dates of Visit: March 21-23, 2021 Accreditation Team Recommendation: Accreditation Previous History of Accreditation Status Accreditation Reports Accreditation Status Date: April 2012 Accreditation with Link to team report: Pepperdine University Stipulations Date: June 2013 Accreditation Link to team report: Pepperdine University Rationale: The unanimous recommendation of Accreditation was based on a thorough review of all institutional and programmatic information and materials available prior to and during the accreditation site visit including interviews with administrators, faculty, candidates, graduates, and local school personnel. The team obtained sufficient and consistent information that led to a high degree of confidence in making overall and programmatic judgments about the professional education unit’s operation. The decision pertaining to the accreditation status of the institution was based upon the following: Preconditions All preconditions were found to be met. Program Standards All program standards were determined to be met with the exception of the following: Preliminary Single Subject, with Intern Program Standard 3c: Criteria for the Selection of Program Supervisors which was met with concerns. Common Standards All Common Standards were determined to be met. Overall Recommendation Report of the Site Visit Team to Item 31 May 2021 Pepperdine University 2 Based on the fact that the team found all Common Standards and program standards to be met with the exception of one program standard in the Preliminary Single Subject, with Intern program, which was met with concerns, the team recommends Accreditation. On the basis of this recommendation, the institution is authorized to offer the following credential programs and to recommend candidates for the appropriate and related credentials upon satisfactorily completing all requirements: Preliminary Multiple Subject, with Intern Preliminary Single Subject, with Intern In addition, staff recommends that: • The institutions response to the preconditions be accepted. • Pepperdine University be permitted to propose new educator preparation programs for approval by the Committee on Accreditation. • Pepperdine University continue in its assigned cohort on the schedule of accreditation activities, subject to the continuation of the present schedule of accreditation activities by the Commission on Teacher Credentialing. Accreditation Team Team Lead: Programs Reviewers: Anne Weisenberg Virginia Panish California State University, Stanislaus University of California, Irvine Common Standards: Staff to the Visit: Rebekah Harris Miranda Gutierrez Azusa Pacific University Commission on Teacher Credentialing Documents Reviewed Common Standards Submission Candidate Handbooks Program Review Submission Survey Results Common Standards Addendum Performance Expectation Materials Program Review Addendum Precondition Responses Course Syllabi and Course of Study TPA Results and Analysis Candidate Advisement Materials Examination Results Accreditation Website Accreditation Data Dashboard Faculty Vitae Candidate Files Assessment Materials Report of the Site Visit Team to Item 31 May 2021 Pepperdine University 3 Interviews Conducted Stakeholders TOTAL Candidates 101 Completers 29 Employers 11 Institutional Administration 4 Program Coordinators 3 Faculty 26 TPA Coordinator 2 Fieldwork Coordinator 3 Field Supervisors – Program 13 Field Supervisors – District 9 Credential Analysts and Staff 4 Advisory Board Members 15 Program Advisors 3 TOTAL 223 Note: In some cases, individuals were interviewed more than once due to multiple roles. Thus, the number of interviews conducted exceeds the actual number of individuals interviewed. Report of the Site Visit Team to Item 31 May 2021 Pepperdine University 4 Background Information Pepperdine University is religiously affiliated with the Churches of Christ. Faculty, administrators, and members of the Board of Regents represent many religious backgrounds, and students of all races and faiths are welcome. Pepperdine University has been accredited by WASC since 1949. Since its beginning, the discipline of education has played a prominent role in the academic program of Pepperdine University. With the growing emphasis on improving educational techniques in the public and private school systems statewide, Pepperdine University met increasing demands for leadership and transformed its existing Department of Education into a professional School of Education. The school was formally established on January 1, 1971. In January 1981 after the decision to phase out the School of Professional Studies was made and the Division of Psychology became part of the Graduate School of Education. In March 1982, the Graduate School of Education officially changed its name to the Graduate School of Education and Psychology. Education Unit Pepperdine University offers teaching credentials in its teacher preparation program. The teacher preparation program at Pepperdine University has three pathways: an undergraduate student teaching pathway, a graduate student teaching pathway, and a graduate intern pathway. The undergraduate pathway is within Seaver College and is integrated into the bachelor’s degree so that teacher candidates can work toward a bachelor’s degree and a teaching credential simultaneously. The graduate pathways are within the Graduate School of Education and Psychology. Currently, the graduate pathways are within the Master of Arts in Teaching program. Pepperdine University offers Preliminary Multiple and Single Subject credentials, both with an intern preparation pathway. Table 1: Program Review Status Number of Program Number of Completers Candidates Enrolled Program Name (2019-20) (2020-21) Preliminary Multiple Subject, with Intern 31 91 Preliminary Single Subject, with Intern 23 45 The Visit Due to the COVID-19 pandemic this site visit was conducted virtually. The team and institutional stakeholders were interviewed via technology. Report of the Site Visit Team to Item 31 May 2021 Pepperdine University 5 PRECONDITION FINDINGS After review of all relevant preconditions for this institution, all have been determined to be met. PROGRAM REPORTS Preliminary Multiple Subject, with Intern Preliminary Single Subject, with Intern Program Design The Pepperdine University Teacher Preparation Program (TPP) is guided by a research-based vision that aims to develop resilient and reflective teachers who are committed to nurturing the whole child. The program’s undergraduate pathway and graduate pathway, which includes an intern pathway, are under the leadership of the undergraduate and graduate program directors. The undergraduate pathway has a director of clinical practice and graduate pathway has a director of fieldwork, in addition to a body of faculty. The graduate intern program has low enrollment and is integrated within the graduate pathway and has shared leadership and infrastructure. Within the undergraduate pathway and graduate pathway, communications flow regularly between all personnel and the program directors. When communicating with the institution, each pathway reaches out to its respective associate or divisional dean. To ensure that the undergraduate pathway and graduate pathway are in alignment with teaching standards and expectations, the program directors arrange meetings where all TPP personnel are present once a semester. Interviews with the TPP coordinators and faculty confirm the structure of the unit and the programs. The program coordinators and directors of clinical practice and fieldwork work closely together to coordinate and facilitate the curriculum, instruction, fieldwork and credentialing processes. In addition to the biannual meeting held by the coordinators and directors, both graduate
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