Office of Teacher Education

  • Student teacher with three young students who are coloring

    Long History, Excellent Reputation for Teacher Education

    Since its founding in 1875 as the Indiana Normal School, IUP has been widely recognized for its excellent programs in teacher education. Educator preparation at IUP was the first mission of the university in 1875.

    The Normal School and Model School advanced knowledge about education and excellence in teaching as mutually supportive goals. In 12 decades of growth and change, IUP has maintained a commitment to the linked goals of excellence in learning and excellence in teaching.

    Reasons to Choose IUP for Educator Preparation:

    • IUP offers 22 initial and 11 advanced teacher education programs.
    • Numerous opportunities are provided to practice “hands-on” learning by participating in a full range of activities offered in culturally and economically diverse urban and rural settings.
    • Our faculty are committed to the preparation of outstanding teachers.
    • Collaboration is modeled as university faculty, public school personnel, and candidates work together to accomplish the goals of the IUP teacher education programs.
    • Our programs have received national recognition from the National Council for the Accreditation of Teacher Education (NCATE) and our specialty program associations.
    • Our graduates are recruited by school districts and educational institutions across the country.
    • IUP was selected for the Princeton Review’s “Best Colleges” guidebook for the 17th consecutive year, was ranked by as one of the top 10 colleges in Pennsylvania, and selected by Money Magazine for “Best College for You.”

    Call For Third-Party Comments 

    The College of Education and Communications Educator Preparation Programs at Indiana University of Pennsylvania is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on November 4–6, 2018. Interested parties are invited to submit third-party comments to the site team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party’s relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).

    Visit our CAEP Annual Reporting Measures for additional information about our programs.

    We invite you to submit written testimony to:

    1140 19th Street NW, Suite 400
    Washington, DC 20036
    Or by e-mail to:

    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.

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