The Council for the Accreditation of Educator Preparation (CAEP) has four annual reporting measures, which are used to provide the public with information on program outcomes and impact. Below is a list of the CAEP measures, with links to information and data tables that provide supporting evidence for each measure.
IMPACT MEASURES
Measure 1 (Initial): Completer effectiveness
Three primary measures are employed to assess completer impact on PK-12 student learning growth and completer effectiveness in applying professional knowledge, skills, and dispositions Value-Added Student Growth Data, Ohio Teacher Evaluation System (OTES) Data, and Resident Educator Summative Assessment (RESA) pass rates. The Value-Added Ohio Student Growth Data assesses student learning growth relative to our completers who are currently teaching in the field. These data show that several completers met the expected growth (N = 2) , while others did not (N = 4). This data may be in part due to the largely diverse student population in the schools they teach as 83.3% of completers serve students in schools with medium-high levels of poverty. For example, in 2022, 50% of completers taught in schools with medium-high poverty levels, while in 2023, that percentage jumped to 83.3%. The OTES Data, though very limited, demonstrate that for the past four years, most of our alumni have achieved a rating of skilled/proficient. The holistic OTES rating is based on teacher performance on standards, student growth measures, and alternative components such as peer reviews, student surveys, student portfolios, etc. The Ohio Resident Educator Program is a four-year initiative to assist beginning teachers with mentoring and professional development as they start their education careers. During the third year of the Resident Educator Program, participants must pass a summative assessment to earn their five-year professional teaching license. The assessment, known as the Resident Educator Summative Assessment (RESA), consists of one Lesson Reflection that requires resident educators to demonstrate reflection and decision-making in their instructional practices. Our RESA 2023 shows a 100% pass rate for our alumni teachers for the past three years. This data speaks to our alumni teachers’ professionalism and ability to engage in reflective pedagogy responsive to their students’ needs.
Measure 2 (Initial): Satisfaction of Employers & Stakeholder Involvement
Satisfaction of employers is currently being gauged at the initial level through the administration of a principal survey. 35% of the principals surveyed revealed the following trends in areas of strength: designing and planning instruction aligned to state standards, using technology in a manner that facilitates or enhances learning, evaluating, communicating about, and advocating for ethical and legal decisions, and using data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture (Principal Data Initial-Level Completers). In comparing the 2022 to 2023 results, there was a marked improvement in the areas of creating a classroom environment that is both emotionally and physically safe by treating all students with respect and concern, providing multiple opportunities for students to engage in various forms of self-assessment, collaborating with others, and evaluating, developing, and implementing formal and informal culturally responsive and accessible assessments that support data‐informed instructional improvement and student learning and well‐being.
In 2022, the Education Department set a goal to achieve a score of 78% relative to culturally responsive instruction training on the Principal’s survey. The 2023 data revealed a score of 83% for meeting this initiative. The Education Department has created and engaged in multiple self-assessment forms specifically to cultural responsiveness and offered a workshop on culturally responsive instruction. These efforts, along with all students completing EDU 213: Pre-Field, have helped teacher candidates implement formal and informal culturally responsive and accessible assessments for their future students.
In addition to surveying principals who employ the Education Department’s completers, stakeholder engagement is also measured through an annual advisory board meeting. The advisory board is comprised of local superintendents, principals, other administrators, in-service teachers, and pre-service teacher candidates. This board provides feedback to the Education Department during this meeting. See the minutes from the 2023 Advisory Board Meeting to review the topics discussed and the feedback that was shared.
OUTCOME MEASURES
Measure 3 (Initial): Candidate competency at completion.
The Education Department executes two measures at the initial licensure level to determine if candidates are meeting program expectations and are ready to be recommended for licensure. These measures include the Ohio Assessment for Educators (OAE) and Educative Teacher Performance Assessment (edTPA), a performance-based, subject-specific assessment and support system used by teacher preparation programs throughout the United States to emphasize, measure and support the skills and knowledge that all teachers need from Day 1 in the classroom. The 2022-2023 overall initial licensure exam pass rate was 85%, and the edTPA pass rate was 95% with an overall average candidate score of 44.3. See OAE Licensure Exam Data and edTPA Data for disaggregated OAE and edTPA data.
Measure 4 (Initial): Ability of completers to be hired in positions for which they have prepared.
To gauge whether our initial level completers can be hired in the education positions they are prepared for, they are sent an annual survey. Responses given from the 39% of completers who submitted the survey in 2023, indicate several areas of strength, including their knowledge base on how students learn, ways to establish an environment that is safe and respectful, and their ability to uphold professional ethics and policies. See Initial-Level Computer Survey Data for more details.
