2021 CAEP Annual Reporting Measures

The Council for the Accreditation of Educator Preparation (CAEP) has eight annual reporting measures which are used to provide information to the public on both program outcome and program impact. Below is a list of the CAEP measures with links to data tables that provide supporting evidence for each measure:

MEASURE 1: Impact on P-12 learning and development

Two primary measures are employed to assess completer impact on PK-12 learning and development: value-added state student growth data and RESA pass rates. The former data, though limited, shows that the majority of our alumni teachers’ students are performing in the average to most effective range. The Resident Educator data, which speaks to our alumni teachers’ ability to engage in reflective pedagogy that is responsive to their students’ needs, demonstrated three years of passage rates that are 85% or higher with an average of 91% for participating alumni.

 

MEASURE 2: Indicators of teaching effectiveness

The RESA pass rates above speak to our alumni teachers’ effectiveness.  Another indicator of their effectiveness is the data acquired through our principal satisfaction survey. The principal survey is aligned to CAEP, INTASC and OSTP standards and in an attempt to triangulate data, it asks the same questions that are asked on our alumni satisfaction survey. In comparing the 2021 Principal and Completer Satisfaction data as well as the 2021 Superintendent Satisfaction Survey Data and the 2021 Advisory Board Meeting Themes/Initiatives, the main area for improvement is IEP writing/co-teaching and self-assessment of learning.

• Providing multiple opportunities for students to engage in self-assessment of learning; &
• Co-teaching lessons with the special educator or other professionals in a manner that enhances student learning.

This data was shared with the education faculty during the department’s 2021 strategic planning and initiatives were set in place to give candidates more practice in these areas. When the Principals and Superintendents were surveyed again in 2021, 100% of them expressed that our alumni teachers were prepared in every capacity.

 

MEASURE 3: Results of employer surveys, including retention and employment milestones

 

MEASURE 4: Ability to be hired

Satisfaction of undergraduate, initial licensure completers was gauged through our annually distributed Initial Licensure Alumni Survey, which the 2021 graduates were invited to complete. The response rate for this survey was 44% and the results demonstrated that the education program has many strengths, as 85% or more of the survey completers indicated that they are on target or accomplished when it comes to the following:

• Use clear and correct written and verbal language that communicates content in a manner appropriate for students.
• Clearly communicate (via verbal and body language) expectations and confidence in students’ abilities to meet these expectations.
• Create a classroom environment that is both emotionally and physically safe by treating all students with respect and concern.
• Reflect on and evaluate teaching and student learning.
• Display professionalism and appropriate dispositions for teaching children.
• Takes responsibility for engaging in continuous, purposeful professional development.

A few areas of improvement were also noted, with about 33% of the respondents indicating that they were not on target in the following areas:

• Identify misconceptions related to content and effectively address them during instruction.
• Implement instructional strategies that promote the development of higher-order thinking.
• Provide opportunities and guidance for students to consider lesson content from multiple and relevant perspectives.
• Provide multiple opportunities for students to engage in self-assessment of learning. 

The above areas of improvement were compared to those highlighted by alumni from 2015-2018 to see if any sustained trends emerged. There was only one instructional competency in which 30% of both 2021 alumni and those further removed believed they were not on target.  This competency reflects the following ability and is captured in the data from the Initial Licensure Survey – 2+ years past graduation:

• Provide opportunities and guidance for students to consider lesson content from multiple and relevant perspectives.

This data has been shared with faculty at the bi-annual data retreat for the FUS faculty so appropriate changes can be made to better support candidates in this area.

A similar survey was sent to the 2021 completers of advanced programs (see Graduate Education Satisfaction Survey). The response rate for this survey was approximately 29%. The results revealed that the completers were on target (80% + or more) or accomplished (100%) in every competency evaluated with the exceptions of Leading improvement processes (60%), Evaluate, develop, and implement high quality technologically rich curricular programs (60%), Collaboratively evaluate, develop, and implement formal and informal culturally responsive and accessible assessments (60%), Collaboratively develop the school’s professional capacity through engagement in recruiting, selecting, and hiring staff (60%) based on the preparation they received in the graduate education program.