AAQEP Annual Report for 2025

This overview describes the mission and context of the educator preparation provider and the programs included in its AAQEP review.

SUNY Cortland has a proud legacy of excellence in teacher education, rooted in a mission to prepare candidates with the knowledge, integrity, skills and compassion to excel as leaders, citizens, scholars, teachers and champions of excellence. Our Teacher Education Unit offers rigorous, diverse, and transformational programs that blend liberal learning with professional preparation. Students gain a strong foundation in general education, develop critical thinking and communication skills, and engage with technology and pedagogy grounded in research, best practices, and national standards. Our programs are designed to prepare reflective teachers who are ready to make a difference in their profession, communities, and society.

Located in the heart of Central New York, SUNY Cortland serves a region that includes rural communities and high-needs urban districts. Teacher candidates benefit from hands-on experiences in a wide range of educational settings—from local schools and childcare centers in Cortland County to urban districts in Syracuse and Binghamton. These placements offer students meaningful opportunities to work with diverse populations and to learn about the challenges and strengths of different communities.

SUNY Cortland is deeply connected to its local context. As the largest employer in Cortland County, the University contributes significantly to the region’s economic and civic life. Our “Live in Cortland” initiative encourages faculty and staff to invest in the community, while our Center for Civic Engagement supports student involvement in service learning, internships, and volunteer work. These efforts reflect our commitment to fostering socially conscious educators who are active participants in their communities.

With over 3,000 students enrolled in teacher education programs, SUNY Cortland is the largest preparer of teachers in the SUNY system and ranks among the top 20 nationally. We offer 32 undergraduate and graduate certification programs, including several fully online graduate degrees that make it easier for students across New York State to access high-quality teacher preparation. Our growing graduate enrollment reflects the strength and flexibility of our programs, as well as the loyalty of our alumni—many of whom return to Cortland for advanced study.

At SUNY Cortland, we believe in the power of education to transform lives. Our faculty, staff, and students share a commitment to excellence, equity, and service. Whether just beginning their journey as educators or looking to advance their careers, SUNY Cortland offers a welcoming and supportive environment where educators can thrive and make a lasting impact.

The Enrollment and Completion Data tables show current enrollment and recent completion data, disaggregated by program and license/certificate, for each program included in the AAQEP review.

Program Specification: Enrollment and Completers for Academic Year 2024-2025

Total for programs that lead to additional/advanced credentials

• Number of Candidates Enrolled in most recently completed academic year (12 months ending 06/25): 2,652
• Number of Completers in most recently completed academic year (12 months ending 06/25): 621

Total for programs that lead to additional/advanced credentials

• Number of Candidates Enrolled in most recently completed academic year (12 months ending 06/25): 504
• Number of Completers in most recently completed academic year (12 months ending 06/25): 179

Total for programs that lead to P-12 leader credentials

• Number of Candidates Enrolled in most recently completed academic year (12 months ending 06/25): 289
• Number of Completers in most recently completed academic year (12 months ending 06/25): 88

Total for programs that lead to specialized professional or no specific credentials

• Number of Candidates Enrolled in most recently completed academic year (12 months ending 06/25): 431
• Number of Completers in most recently completed academic year (12 months ending 06/25): 107

Total enrollment and productivity for all programs

• Number of Candidates Enrolled in most recently completed academic year (12 months ending 06/25): 3,876
• Number of Completers in most recently completed academic year (12 months ending 06/25): 995

Unduplicated total of all program candidates and completers

• Number of Candidates Enrolled in most recently completed academic year (12 months ending 06/25): 3,731
• Number of Completers in most recently completed academic year (12 months ending 06/25): 962

Added or Discontinued Programs

Any programs within the AAQEP review that have been added or discontinued within the past year are listed below. (This list is required only from providers with accredited programs.)

In response to NYSED regulation changes, our Master’s degree program in Special Education has been modified to an M.S.Ed. Special Education: Inclusive Teaching and Advocacy (All Grades). Previously, this was two graduate programs, one leading to Grades 1- 6 certification and the other leading to Grades 7 -12 certification. Since NYSED removed these grade bands from its teaching students with disabilities certification, we now offer a single program leading to the NY Student with Disabilities (SWD) All Grades Certificate. We also had to re-register the undergraduate program leading to certification in both SWD 1-6 and Childhood Education 1-6. The revised program, which will lead to SWD All Grades and Childhood 1-6, was approved in late summer, and we are currently recruiting for the first cohort in that program which will begin in Fall 2026.

We also have proposed a new online Masters of Science in Teaching (MST) in Adolescence Education (7-12). This program will have seven tracks leading to certification in either English, Social Studies, Mathematics, Chemistry, Biology, Physics or Geology. We anticipate getting approval for this program in January 2026 at which point we will begin recruiting for the first cohort to begin in Fall 2026. The initiation of this new online program will lead to the discontinuance of our current in-person MAT programs in English, Biology, Chemistry and Physics.

The program performance information applies to the academic year indicated in the Enrollment and Completion Data.

 A. Total enrollment

Total enrollment in the educator preparation programs shown in the Enrollment and Completion Data. This figure is an unduplicated count, i.e., individuals earning more than one credential may be counted in more than one line above but only once here.

3,731

B. Total number of unique completers

Total number of unique completers (across all programs) included in the Enrollment and Completion Data. This figure is an unduplicated count, i.e., individuals who earned more than one credential may be counted in more than one line above but only once here.

962

C. Number of recommendations

Number of recommendations for certificate, license, or endorsement included in the Enrollment and Completion Data.

708

D. Cohort completion rates

Cohort completion rates for candidates who completed the various programs within their respective program’s expected timeframe and in 1.5 times the expected timeframe.

For cohort completion rates, we reviewed data from our 2019 cohort, the most recent cohort whose 6-year graduation status (i.e., 1.5 times expect timeframe) could be evaluated for this report. In this summary, cohort is defined as full-time, first-time, first-year undergraduate students entering in fall 2019. There were 466 students in this cohort who began at Cortland in a teacher education program. The total number who graduated within the expected 4-year timeframe was 324 (70%). Of those who graduated in 4 years or less, 274 completed a teacher preparation program, and 50 completed a different major.

From this cohort of 466, an additional 42 candidates graduated from a teacher education major within six years (i.e., 1.5 times the expected timeframe. Another 13 candidates completed a different major within the six-year timeframe. In total, 367 of 466 candidates in the 2019 teacher education cohort completed a SUNY Cortland undergraduate degree within six years (81%). Of those graduates, 316 of the original 466 candidates completed a teacher education program at Cortland (68%).

In addition to the undergraduate cohort completion rates, we also evaluated completion timeframes for our graduate programs, with two years set as the criteria for the expected completion timeframe and three years being 1.5 times the expected timeframe. For our 2021 cohort, 193 of 217 candidates have graduated (89%). Most graduated within the expected timeframe (N = 142), 42 graduated within three years, and an additional nine graduated after three years. While the number of full-time graduate candidates (N = 110) was comparable to the number of part-time graduate candidates (N = 107) in this cohort, full-time candidates completed their programs at a higher rate (75% in 2 years; 94% in 3 years; 95% total) than their part-time peers (56% in 2 years; 76% in 3 years; 82% total).

While data for the 2022 cohort is not available beyond three years, there is a notable improvement in the completion rate for the part-time candidates. To illustrate, 79% of the 132 part-time candidates (N = 104) completed their programs within three years, quite comparable to the percentage of the 101 full-time candidates who completed their programs (N = 90; 89%). For the 2022 cohort totals, 194 of 233 candidates graduated (83%) within the three-year timeframe, and a slightly higher percentage (i.e., 68%) graduated within the two-year timeframe than the 2021 cohort (65%).

E. Summary of state license examination results

Summary of state license examination results, including teacher performance assessments, and specification of any examinations on which the pass rate (cumulative at time of reporting) was below 80%.

Since Title II data for 2024-2025 reporting period will not be available until Spring 2026, we are summarizing the state license examination results for 2023-2024. Of our 548 graduates in initial certification programs for 2023-2024, 461 completed the Educating All Students exam and 455 passed the exam for a 99% pass rate. Candidates in our initial, advanced, and P-12 leader programs must also take either discipline-specific Content Specialty Tests (CST) or Multi-Subject Tests (CST-Multi). Of our 722 graduates across all certification programs for 2023-2024, 1,307 CSTs were taken, 1,207 were passed, and the overall pass rate was 96%. When investigating pass rates on individual CSTs, all pass rates exceeded the state benchmark of 80%.

F. Evidence available from program completers

Explanation of evidence available from program completers, with a characterization of findings: Our completers respond to an exit survey each year just before graduation. The survey measures completers’ perceptions of their preparation at the conclusion of their program. While the survey items differ slightly for the initial and advanced preparation programs, it is in both cases intended to elicit completers’ insights as to the quality of their program and ways they were prepared for the profession. Both surveys included satisfaction questions about completers’ preparation aligned to the InTASC standards and used a 4-point Likert scale of either (4) strongly agree to (1) strongly disagree or (4) very satisfied to very (1) dissatisfied.

Initial Program Responses

• Having over a 94% response rate, 591 initial program completers responded to the Exit Survey. The seven items that measured satisfaction with the initial certification programs had a strong overall average (m = 3.51, SD = 0.12), indicating completers were very satisfied with their programs. For example, 96% of completers responded they were satisfied or very satisfied with the quality of instruction in their teacher preparation courses (m = 3.51, SD = 0.58).
• For the 24 core questions about teacher preparation aligned to the InTASC standards, completers indicated an overall strong agreement that SUNY Cortland prepared them well for the profession (m = 3.60, SD = 0.12). For example, 97% of completers agreed/strongly agreed that their SUNY Cortland education provided them with in-depth knowledge and understanding of content in their field (m = 3.65, SD = 0.54) and of instructional theory and strategies for planning instruction that supports all students in meeting learning goals. (m = 3.62, SD = 0.54). Over 98% of completers agreed SUNY Cortland education provided them with the ability to create learning experiences that make content in my discipline accessible and meaningful for students (m = 3.67, SD = 0.51) and reflect on their work as professionals (m = 3.72, SD = 0.47).

Advanced Program Responses

• Of the 199 advanced program completers who responded to the Exit Survey, most were overall satisfied with their graduate programs (m = 3.37, SD = 0.08). Over 93% of completers indicated being satisfied or very satisfied with four of the six aspects that were surveyed. For example, 96% of completers were satisfied/very satisfied with the integration of authentic and current technology skills throughout their program. The responses on two aspects did provide potential areas for improvement—87% of completers were satisfied/very satisfied with the quality of instruction, and 88% were satisfied/very satisfied with connection between coursework and field experiences.
• When considering the quality of their programs and preparation for the profession, the 199 advanced program respondents overwhelmingly agreed that their programs prepared them for a wide range of knowledge and skills (e.g., content mastery, instructional theory, assessment, classroom management, differentiation). Across all 19 questions, 90% or more completers agreed/strongly agreed that their advance programs prepared them well for their field of specialization (m = 3.47, SD = 0.06).

G. Evidence available from employers of program completers

Explanation of evidence available from employers of program completers, with a characterization of findings.

We distribute an Employer Survey at regular intervals to employers of program completers. Employers are asked to provide demographic information, the number of program completers employed and the programmatic/content areas the completers are employed. The survey prompts employers to rate completers ’preparation to teach by using a five-point Likert- scale to respond to 24 different items that measure completers’ preparedness for their current place of employment.

We last administered the survey in 2023, and employers provided input on 149 Cortland teacher education graduates who had been hired since 2020. Across the 24 items measuring completers preparedness, the administrators overall agreed that recent SUNY Cortland graduates had demonstrated the knowledge, skills, and dispositions required of successful educators (M = 3.64, Mdn = 4.00, SD = 0.82). Employers most strongly agreed that recent Cortland completers were prepared with the ability to integrate technology effectively (M = 4.00, SD = 0.94) and to create a positive environment that supports learning and development for all students (M = 4.00, SD = 0.82). They also strongly agreed that recent Cortland completers had an understanding and respect for students, family, and community diversity (M = 4.00, SD = 0.47). Some employers did observe that Cortland completers could improve in their skills for teaching reading, writing, speaking, listening, and language (M 3.22, SD = 0.92) and their knowledge and skills necessary for collecting, analyzing, and using student data to inform their instruction (M = 3.22, SD = 1.03).

The next Employer Survey will be distributed in Summer 2026 and will ask employers to rate SUNY Cortland completers hired since 2023. We look forward to improving our response rate in this next iteration and observing improvements in the noted areas for improvement.

H. Employment rates for program completers

Explanation of how the program investigates employment rates for program completers, with a characterization of findings. This section may also indicate rates of completers’ ongoing education, e.g., graduate study.

Our state education department has promised an employment data dashboard to soon be available with detailed information about employment rates for program completers, but this vision has not yet been fully realized. In the meantime, our Career Services Office administers a First Destinations survey for graduates each year and creates a report from the data. The most recent data available from this survey is for our May 2024 graduates. The knowledge rate on this survey for all undergraduates was 66%, and it was 42% for the graduate completers (this knowledge rate includes graduates outside EPPs). Of the 970 responses, 93% indicated they were already employed (N = 405) or were pursuing continued education (N = 494). Consistent with recommendations from career coaching literature, the survey asks graduates to identify their employer’s industry and their job function instead of asking if they are working in a field related to their major (Wright, 2024). Across employed responses, education/teaching/training were the most prevalent functions identified, representing 34% of employed responses (N = 175).

To supplement information for the First Destination survey, we also review SUNY’s gradwages dashboard. While it does not specify which sector that completers of our education programs find employment in, it does indicate the percentage working within NYS and their median wage. Based on 2020-2023 wage and employment data for 1,125 graduate and undergraduate completers from 2019-2022, 93% of Cortland education graduates are employed in NYS one year after graduation with a median income of $53k. Data on 941 education completers from 2018-2021 indicate that 89% are employed in NYS two years after graduation with their median income increasing to $60k.

I. Staffing capacity

Explanation of how the staffing capacity for program delivery and administration and quality assurance system monitoring have changed during the reporting year, if at all, and how capacity matches the current size of the program

Due to the growth of our teacher education programs, we have expanded the overall staffing capacity to better match the program delivery and quality assurance needs. To do this, we have hired an additional Field Placement Coordinator to help with the growth in placements for our online graduate programs. Additionally, we are hiring a Teacher Education Data Manager to support the data collection, analysis, and reporting required for continuous improvement. Both these positions are new to the program during this reporting year.
In addition to these new positions, we are also conducting faculty searches to fill various open positions across our programs: 3 in literacy, 2 in childhood education, 1 in inclusive childhood education, 1 in TESOL, 1 in physical education, and 1 in social studies adolescent education.

Below are reports on select measures (3 to 5 measures for each standard) of candidate/completer performance related to AAQEP Standards 1 and 2, including the program’s expectations for performance (criteria for success) and indicators of the degree to which those expectations are met.

Expectations and Performance on Standard 1: Candidate and Completer Performance

Student Teaching Evaluation (STE)

Provider-selected measures (name and description)

The Student Teaching Evaluation (STE) is administered during the student teaching semester by all initial teacher preparation programs. Candidates are assessed using the STE four times during student teaching including at the midpoint and end of each placement. The assessment is completed by cooperating teachers, university supervisors, and by candidates as a self-assessment.

Criteria for success

SUNY Cortland’s Teacher Education Council (TEC) identified minimal levels of competency for each STE item with input from school partners. Eighteen items were deemed so essential that all agreed that candidates must be rated at a proficient level to be successful in student teaching. The remaining eight items must be rated at the developing level to indicate candidate success. The maximum possible score on the STE is 72, Candidates meeting minimum levels of competency for all 18 items will have scores of 46 or higher.

Level or extent of success in meeting the expectation

Cooperating teachers and university supervisors scores on the final student teaching observation indicated that nearly all candidates met the minimal levels of competency.

Cooperating teachers indicated that 555 of 638 (87%) of candidates met the expectations for success on all 18 STE items (M = 62.93, SD = 8.51). When looking at individual items, 92 – 100% of candidates were successful on each item.

University supervisors indicated that 585 (92%) of candidates met the expectations for success on all 18 STE items (M = 61.32, SD = 7.21). Candidates’ extent of success on individual items ranged from 96 – 100%.

The multiple perspectives of the cooperating teachers and university supervisors complementarily demonstrated candidates’ strong level of preparation across all domains assessed by the STE.

The New York State Certification Exam – Content Specialty Test (CST)

Provider-selected measures (name and description)

The Teacher Performance Assessment (TPA) is a direct performance assessment completed by candidates in all initial teacher preparation programs. The TPA is used to measure candidates’ proficiencies during authentic classroom teaching experiences. The TPA assesses candidates’ knowledge and skills using 14 different elements, including competencies with knowledge of students and families, planning, instruction, assessment, creating a safe and productive learning environment and reflecting on practice to improve teaching and professionalism.

Criteria for success

The TPA is scored using a scaled rubric of unsatisfactory, developing, proficient and exemplary ratings. The maximum score is 56 and the minimum score is 14. There is a minimum passing score of 35.

Level or extent of success in meeting the expectation

In Spring 2025, all candidates scored at developing or higher on all elements. 369 of 372 met or exceeded the minimum passing score. The most frequent score candidates earned candidates was 56 (N = 49), and the mean score for all candidates was 47.53 (SD = 6.11). These data evidence that nearly all candidates in our initial teacher certification programs met the expectations of this culminating performance assessment.

The New York State Certification Exam – Content Specialty Test (CST)

Provider-selected measures (name and description)

The New York State Certification Exam – Content Specialty Test (CST) includes multiple-choice items and a written assessment to measure candidates’ content knowledge and skills in the candidates’ certification area.

Criteria for success

The CST is not a program requirement, but a passing score of 520 or higher is required for NY teaching certification. Since approximately 90% of our completers earn NYS teacher certification within 3 years of completing their program, CST results are a strong indicator of whether our candidates have the knowledge and skills required to be an educator.

Level or extent of success in meeting the expectation

Of the 1,307 tests completed in 2023-2024, the college had a 96% pass rate. Over the past five years, the college has maintained a pass rate of 95% or higher.

Culminating Projects

Provider-selected measures (name and description)

Candidates in our P-12 leader and advanced credential programs must complete culminating projects to assess the competencies required by professional standards. These projects also provide data to track candidates’ knowledge, skills and dispositions necessary for competent and proficient professional educators. The culminating projects for the various programs are the following:

• Educational Leadership Internship Project (C.A.S. in Educational Leadership)
• Teaching Students with Disabilities Internship Evaluation (M.S.Ed. in Teaching Students with Disabilities) 
• Literacy Application of the Assessment-Intervention Cycle (M.S.Ed. in Literacy Education)
• Physical Education Leadership Assessment Collection (M.S.Ed. Physical Education Leadership)

Criteria for success

To complete their degree requirements, candidates must pass the course(s) associated with the culminating project for their program.

Level or extent of success in meeting the expectation

Across all advanced credential and P-12 leader programs, 98% of candidates who began their culminating project during this reporting period also successfully passed the course associated with their culminating project.

Expectations and Performance on Standard 2: Completer Professional Competence and Growth

Exit Survey

Provider-selected measures (name and description)

The Exit Survey is completed by candidates at the end of all our programs, just prior to their graduation. It is used to measure completers’ perceptions of their preparation at the conclusion of their final student teaching experience. It is intended to elicit completers’ insights as to the quality of their teacher preparation program and ways they were prepared for the profession. Completers are asked to rate their preparation in the area of content mastery, instructional theory, reflection, respect for diversity, the integration of technology, the use of educational research to inform instruction, assessment, developmentally appropriate instruction, classroom management, parental engagement, differentiation of instruction, and data-driven instructional decision-making.

Criteria for success

The Survey uses a scale of (4) strongly agree, (3) agree, (2) disagree and (1) strongly disagree. Criteria for success is deemed by favorable candidates’ ratings of strongly agree and agree across all items.

Level or extent of success in meeting the expectation

Dispositions Evaluation

Provider-selected measures (name and description)

Dispositions Evaluation - All initial teacher preparation program candidates’ dispositions are measured using a 6-item rubric including the following aspects: integrity, emotional maturity, work ethic, fairness and empathy, collegiality and respect for policies and procedures. The dispositions are scored using target, acceptable and unacceptable ratings.

Criteria for success

Candidates are expected to receive ratings of “Acceptable” or “Target” for all items by the end of student teaching to ensure they demonstrate all dispositional attributes at the minimum acceptable level for the unit.

Level or extent of success in meeting the expectation

Cooperating teachers (i.e., mentors) and faculty supervisors assessed student teachers’ dispositions at four checkpoints during their student teaching placements. On the final Dispositions Evaluation, there were 1,178 assessments of 6 dispositional aspects completed (fall and spring combined; mentors and supervisors’ evaluations combined). Except for 4 instances, all candidates achieved acceptable or target ratings from both their mentor and supervisors on all six aspects measured by the Dispositions Evaluation.

Additionally, candidates achieved the highest of the three levels (i.e., Target) on all items 80% or more of the time. Element 3, Work Ethic, was the area showing greatest need for improvement with 10 - 20% of candidates rated as acceptable each semester. With a perfect score on each aspect being 3.0, however, candidate’s overall disposition ratings were exemplary:

• Fall 2024 Cooperating Teachers’ Scoring (N = 214, M = 2.90, SD = 0.05)
• Fall 2024 Faculty Supervisors’ Scoring (N = 214, M = 2.92, SD = 0.03)
• Spring 2025 Cooperating Teachers’ Scoring (N = 375, M = 2.90, SD = 0.04)
• Spring 2025 Faculty Supervisors’ Scoring (N = 375, M = 2.94, SD = 0.02)

Educating All Students Test (EAS)

Provider-selected measures (name and description)

The Educating All Students Test (EAS) is a New York State initial teacher certification examination. Data derived from the EAS is used to measures five completers’ competencies regarding their understanding and knowledge about (1) diverse student populations; (2) English language learners; (3) students with disabilities and other special learning needs; (4) teacher responsibilities and (5) school-home relationships.

Criteria for success

The EAS is not a program requirement, but a passing score of 520 or higher is required for NY teaching certification. Since approximately 90% of our completers earn NYS teacher certification within 3 years of completing their program, EAS results provide strong data on candidates’ preparedness across our programs.

Level or extent of success in meeting the expectation

Of the 461 students tested in 2023-2024, the college had a 99% pass rate. The pass rate has remained above 97% since 2020.

This section describes program accomplishments, efforts, and innovations (strengths and outcomes) to address challenges and priorities over the past year.

Growth of Online Programs

In AY2023-2024, we transitioned our M.S.T. in Childhood Education into a fully online program. This shift was in response to a documented need to expand the teacher pipeline and address shortages in NY. We also hoped to broaden access to the program to diverse populations of students, especially those whose distance precluded them from our in-person program. In addition to seeing increased enrollment, we also hoped to help prospective teachers and working adults (i.e., teaching assistants, substitute teachers) obtain their teaching certification. Through the tremendous effort and collaboration of faculty and staff in the School of Education, this online program has been a monumental success. Every student from the initial 13 person accelerated cohort completed the program within 12 months. New part-time and full-time options were also launched, and enrollment has surged to over 125 participants in just two years. We hope to build on this success with this year’s (i.e., AY2025 -2026) launch of our fully online M.S.Ed. in Special Education: Inclusive Teaching and Advocacy (All Grades) and the addition of online graduate programs in adolescent education.

Central New York Alternative Teacher Certification Program

To help address the ongoing teacher shortage in Central New York, several programs supporting candidates to utilize alternative certification pathways were introduced to create new opportunities for aspiring educators and to provide a flexible and supportive route to teacher certification. Guided by Governor Hochul and the New York State Office of Strategic Workforce Development (OSWD), we received two million dollars in state funding, and partnered with SUNY Empire, Tompkins Cortland Community College, Onondaga-Cortland-Madison BOCES (OCM), Tompkins-Seneca-Tioga BOCES (TST), and CiTi BOCES, to establish the Central New York (CNY) Alternative Teacher Certification Program (CNY ATC). The CNY ATC supports candidates in accessing one of two distinct pathways to teacher certification: the Alternative Teacher Certification Program and the Upskilling Paraprofessionals Program.

The Alternative Teacher Certification Program offers support to individuals who hold, or are nearing completion of, a bachelor’s degree in a field other than education. This program provides support for those candidates to complete a master’s degree in teaching while maintaining full-time employment in schools.

In its first year (2024–2025), the program enrolled six dedicated candidates, who began prerequisite coursework as they explored certification options. During the 2025–2026 academic year, candidates are enrolled in various preparation programs at SUNY Cortland and SUNY Empire (e.g., Master of Arts in Teaching Students with Disabilities program, Master of Arts in Teaching Adolescent Education: Mathematics, and Master of Arts in Teaching Adolescent Education: Science) which upon completion, will enable them to be recommended for teacher certification.

Recognizing the invaluable contributions of paraprofessionals, teaching assistants, and career changers, the Upskilling Paraprofessionals Program was designed for individuals who have not yet earned a bachelor’s degree. This pathway supports participants to pursue their bachelor’s degree in education and obtain initial New York State teacher certification, all while continuing full-time employment. In its first year (2024–2025), the program enrolled eight participants, each taking meaningful steps toward certification. During the 2025–2026 academic year, these participants are completing their General Education and content core requirements, while SUNY Cortland develops a new fully online bachelor’s program in Teaching Students with Disabilities.

Online Teaching Professional Learning Communities

To support the growth of our online programs, two professional learning communities were facilitated this summer. Twenty-six faculty and staff engaged in these learning communities that were designed around SUNY’s OSCQR guidelines and strategies for incorporating regular and substantive interactions (RSI). Eighteen faculty who participated in the PLCs regularly teach online courses in our EPPs. While each PLC differed slightly in its format, there were opportunities for in-person, asynchronous, and synchronous engagement. Faculty also worked to design or refine at least two elements of their courses, and there was an intentional focus on course accessibility review and remediation using campus resources. Several faculty presented their online design artifacts at the School of Education opening meeting in August, sparking productive conversation about quality online design. Due to the success of these PLCs, there are ongoing discussions about implementing similar learning communities in the coming year for faculty who were unable to participate previously.

Hiring for the Assessment and Accreditation Office

Throughout the past six years, Dr. Chris Widdall has served as the Assistant Dean for Assessment and Accreditation while also providing technical support for our data collection platform and performing the duties of a data manager. With approximately 40% of SUNY Cortland students in an education major, there is an enormous amount of data collection, analysis and reporting involved with a program of our size. Given these realities and the recent retirement of Dr. Widdall, the university successfully hired a new Assistant Dean for Assessment and Accreditation this past summer and is currently conducting a national search for a newly created position—Teacher Education Data Manager. The Teacher Education Data Manager will support the collection, analysis, and reporting of data related to teacher candidate outcomes. This position will help maintain the teacher education unit’s assessment system and contribute to the preparation of annual updates and progress reports required by the New York State Education Department, the federal government, national accrediting bodies, and other external agencies. The Data Manager will also support data collection and reports for the Teacher Education Council (TEC), TEC’s Annual Data Retreat, and teacher education programs. We are excited to receive this additional support and look forward to how this will enable more timely support for data-informed decision making and continuous improvement.