CAEP Annual Reporting Measures for Fall 2020–Summer 2021 (2022 Report)
Measure 1 (Initial): Completer effectiveness. (R4.1) Data must address: (a) completer impact in contributing to P-12 student-learning growth and (b) completer effectiveness in applying professional knowledge, skills, and dispositions.
IUP's program completers are making a positive impact on P-12 student learning and development around the country. A case study approach was used to demonstrate the impact of IUP's EPP completers on P-12 student learning and development, classroom instruction, and schools. Results of the completers' surveys demonstrate that IUP completers are reaching employment milestones such as promotion and retention, and they are continuing their professional growth.
Process
Two to three completers were identified from each program, considering time after graduation (within the last five years, 6-10 years, or more than 10 years) and region they are working in. They were asked to participate in the case study by completing the following tasks:
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A survey that sought educational background information about the teacher, Likert scale items based on the 10 InTASC standards and ten critical dispositional standards within the InTASC standards, and five open-ended questions.
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Provide any or all of the following documentation for AY 2020–21 to demonstrate your impact on student learning:
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Standardized Test Scores (without students’ names)
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Classroom Assessments (perhaps mini-Teacher Work Sample without students’ names)
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Technology-based Assessments and Monitoring (ex: NWEA, online gradebooks)
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Student Learning Objectives / Student Performance Measures
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Provide any or all of the following documentation for AY 2020–21 to demonstrate your effectiveness as a teacher:
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End-of-Year Evaluation (portfolio, district- or state-required forms/documents)
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Principal or Direct Supervisor’s Classroom Observations of Teacher
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Twelve completers from seven programs responded to the survey and eight teachers were able to provide documentation supporting their impact on student learning and effectiveness. Respondents ranged from one to 23 years of experience. The following subjects are represented: Biology, Mathematics, English, Music, Special Education, and Social Studies.
In brief, all completers were proficient, distinguished, or effective based on school or state evaluations. In 93 percent of survey responses, completers indicated that they agreed or strongly agreed that IUP prepared them according to InTASC standards and professional dispositions. Areas of strength are content, pedagogy, and faculty relationships. Several respondents indicated they would like to see more practical, hands-on experiences embedded into the preparation program beyond field experience and student teaching.
Please visit the link below for a summary of each case study with the understanding that due to COVID-19 pandemic and staffing changes in the Educator Preparation office, the data available for the 2020–21 year is limited.
Measure 2 (Initial and Advanced): Satisfaction of employers and stakeholder involvement. (R4.2|R5.3| RA4.1)
Employer Satisfaction
Immediate supervisors of each case study were asked to complete the same survey as teachers to assess their satisfaction with the IUP graduate employed by their district. Surveys demonstrate that employers are satisfied with IUP completers' preparation for their assigned responsibilities working with P-12 students. 100 percent of supervisors agreed or strongly agreed that IUP prepared students to effectively practice each InTASC standard and professional disposition.
“Yes, I would hire IUP education graduates. They have a solid knowledge base and skill set to begin their teaching career.”
“Yes, we would [hire IUP EPP graduates in the future]. They are well prepared and have a growth mindset that is geared for continuous improvement.”
Stakeholder Involvement
The EPP’s dean, assistant dean, dean's associate, and Clinical Services specialist actively participate in the Superintendent's Advisory Council (SAC) with ARIN IU 28 and IUP pays to be a member of the School District University Collaborative (SDUC) of Pittsburgh Public Schools (PPS). IUP’s Educator Preparation Program is also represented in the statewide Field Director’s group and the PA Education Diversity Consortium (PEDC).
The local intermediate unit, ARIN IU28, hosts and participates in SAC. This forum of superintendents, leaders of the intermediate unit, and IUP's dean and assistant dean of Education and Communications provide a partnership of two-way networking, exchange of current and relevant information, and a direct link to central administration of regional PK-12 school districts.
The SDUC consists of central administration from PPS and several regional universities. The SDUC meets several times per year to encourage preservice teacher placements, professional development, networking, and partnerships within urban school settings. The SDUC provides comprehensive data regarding completers’ performance, PK-12 impact, and retention in the attached SDUC performance report of aggregate data from July 2010 to May 2017. Data for the next multi-year report is currently being collected.
IUP has been represented for many years in the PA Field Director’s group that is comprised of deans, assistant deans, field directors, and placement coordinators from institutions throughout the Commonwealth. In response to the pandemic, the group has become more active due to the increased need for communication and support during an unprecedented time. The group continues to meet monthly to discuss new PDE initiatives and ways to support preservice teachers.
Started in Eastern PA, expanded to include IHEs and other stakeholders in Western PA with a mission to increase educator diversity in PA. The EPP is an advocate for their mission and continually strives to develop culturally-responsive and sustaining educators.
A “Virtual Data Retreat” was held due to the COVID-19 pandemic. EPP program coordinators met with mentors to discuss the strengths and weaknesses shown in final student-teacher evaluations and ways to improve the program. See comments in the document below.
Measure 3 (Initial and Advanced): Candidate competency at completion. (R3.3)
Data provided should relate to measures the EPP is using to determine if candidates are meeting program expectations and ready to be recommended for licensure. (e.g.: EPP's Title II report, data that reflect the ability of EPP candidates to meet licensing and state requirements, or other measures the EPP uses to determine candidate competency at completion.)
The provisions of the 1998 Amendments to Title II of the Higher Education Act of 1965 require ºÚÁϳԹÏÍø to provide information to the public about students who complete our teacher education programs. It is important to recognize that the ºÚÁϳԹÏÍø Department of Education uses a sliding scale to determine pass rates that are not captured in the data within Title II reporting. Specific information regarding pass rates and the sliding scale may be found on PDE's website. Prior to the COVID-19 pandemic, all IUP teacher candidates were required to pass testing requirements for certification, as per the Teacher Education Coordinator Council (TECC), prior to student teaching. For AY 2020-21, that requirement was waived. Therefore, IUP's teacher candidate pass rate was 87 percent, down from 100 percent in previous years but still strong.
The EPP uses a common final evaluation aligned with CAEP, InTASC, and Danielson standards to assess candidate competency at the completion of student teaching. Overall, candidates were rated as proficient or distinguished by IUP faculty supervisors and district mentors.
Measure 4 (Initial and Advanced): Ability of completers to be hired (in positions for which they have prepared.)
Handshake report
The Career and Professional Development Center of IUP provides completer data from the 2020-21 academic year. Of respondents, the Handshake Reports reveal that while a majority of responding initial completers are working, only 40 percent acquire a position within their field and/or continue their education. Others are working in other fields, still looking, or failed to respond. Another survey was shared with spring 2020 teacher education program completers directly from the EPP office. Of the 31 who responded, 74 percent indicated they were in a full-time teaching position. The majority of advanced program completers are working in fields of education.
*Please note that advanced level programs received accreditation in 2021 and are not included in the 2022 annual report.