As Samford University’s Orlean Beeson School of Education continues its accreditation cycle with the Council for the Accreditation of Educator Preparation (CAEP), the process serves as more than a requirement. It provides a structured opportunity to reflect, refine and demonstrate the ongoing strength of a Samford education.
This marks the School of Education’s second accreditation cycle with CAEP, reinforcing a long-standing commitment to national standards in educator preparation. The peer-reviewed process engages representatives from across the country to evaluate Samford’s teacher preparation and educational leadership programs that lead to licensure.
Why CAEP Accreditation Matters
“All educator preparation providers in the state are required to be accredited through CAEP,” said Amy Hoaglund, professor and assistant dean for teacher education. “We examine our programs through a comprehensive self-study and step back to evaluate how we are preparing teachers and leaders for their roles and how we are impacting student learning.”
The process invites critical questions: How are candidates recruited and supported? How are they prepared in the field? How do programs ensure readiness for real-world classrooms and leadership settings?
For Hoaglund, these questions help define what she calls the “Samford distinctive.”
“CAEP challenges us to examine all licensure programs and ask what makes them unique,” she said. “Without this process, we would not have the same level of insight into the student experience or the effectiveness of our programs.”
Dean Anna McEwan echoed that perspective. “Some might view accreditation as a task to complete, but we see it as a calling,” she said. “It reflects our commitment to integrity, excellence and faith-based leadership.”
The Role of Self-Study and Data
The School of Education’s first CAEP accreditation cycle led to the development of a comprehensive quality assurance system and data dashboard that now informs ongoing decision-making. The system tracks recruitment, enrollment, assessment performance and licensure outcomes.
“We are examining data at every stage,” Hoaglund said. “From recruitment to graduation, we are looking closely at how our students are progressing and where we can improve.”
That sustained focus has strengthened collaboration across faculty and increased transparency.
“There is a difference between anecdotal understanding and evidence,” said Karen Birkenfeld, professor and chair of teacher education. “We have embraced the data in a way that allows us to clearly communicate the impact of our programs.”
Hoaglund and Birkenfeld, along with staff member Melissa Judge, also serve as CAEP reviewers for other institutions across the country. Their external experience brings added perspective, helping ensure that Samford’s programs remain aligned with national best practices.
A Culture of Continuous Improvement
At its core, CAEP emphasizes growth rather than compliance.
“We have worked to shift the mindset around accreditation,” Hoaglund said. “Our quality assurance system is not about meeting a requirement. It is about strengthening our programs.”
That approach has led to meaningful program enhancements, including the integration of commitment-based teaching across foundational coursework in both undergraduate and Alternative A master’s programs.
“We are establishing a framework for what it means to be an educator,” Birkenfeld said. “Those commitments are reinforced throughout the student experience, from admission through graduation.”
Faculty developed eight dispositional commitments for teachers and six for educational leaders, all grounded in the school’s core values of integrity, respect, responsibility and humility. These commitments are defined through observable actions, helping students connect theory and mission to everyday practice in classrooms and schools.
“We are not checking boxes,” Hoaglund said. “We are studying our programs and our students to continually improve the experience we provide.”
Accreditation at Samford is not a one-time effort but an ongoing process of evaluation and growth. The unit’s self-study report was submitted in March, and a virtual visit with the accreditation team is scheduled for December 2026.
“CAEP is very much a collective effort,” Hoaglund said. “It challenges us to think about how we can continue improving together.”
