Data for Accountability for Our Educator Preparation Program
The data below reports on licensure-eligible graduates from our educator preparation degree programs.
We share data in four areas (called “measures”) that are designated by our education-program accrediting agency, the Council for the Accreditation of Educator Preparation. Data is presented by year of graduation.
Measure 1
Measure 1 is about graduates’ effectiveness in contributing to their students’ learning growth in applying professional knowledge, skills and dispositions in their teaching.
Because our licensure programs are quite new, we do not yet have effectiveness data from state evaluation systems. We are presenting Teacher Work Sample (TWS) data for this measure.
Graduates completed the TWS during their student teaching experience, and the scores here are from their cooperating teachers. The scale used is: 1=indicator not met; 2=indicator partially met; 3=indicator met. Scores are an average across all students for whom we have data.
|
Teacher Work Sample item |
2020-2021 (n=2 of 2) |
|
Accurate Representation of Content |
3.00 |
|
Adaptations Based on the Individual Needs of Students |
3.00 |
|
Alignment Among Goals, Instruction, and Assessment |
3.00 |
|
Alignment with Learning Goals |
3.00 |
|
Alignment with Learning Goals and Instruction |
3.00 |
|
Alignment with National, State or Local Standards |
3.00 |
|
Appropriateness For Students |
3.00 |
|
Clarity |
3.00 |
|
Clarity and Accuracy of Presentation |
3.00 |
|
Clarity of Criteria and Standards for Performance |
3.00 |
|
Congruence Between Modifications and Learning Goals |
3.00 |
|
Evidence of Impact on Student Learning |
3.00 |
|
Implications for Future Teaching |
3.00 |
|
Implications for Instructional Planning and Assessment |
3.00 |
|
Implications for Professional Development |
3.00 |
|
Insights on Effective Instruction and Assessment |
3.00 |
|
Interpretation of Data |
3.00 |
|
Interpretation of Student Learning |
3.00 |
|
Knowledge of Characteristics of Students |
3.00 |
|
Knowledge of Community, School, and Classroom Factors |
3.00 |
|
Knowledge of Students’ Skills and Prior Learning |
2.50 |
|
Knowledge of Students’ Varied Approaches to Learning |
3.00 |
|
Lesson and Unit Structure |
3.00 |
|
Modifications Based on Analysis of Student Learning |
3.00 |
|
Multiple Modes and Approaches |
2.50 |
|
Significance, Challenge, and Variety |
3.00 |
|
Sound Professional Practice |
3.00 |
|
Technical Soundness |
3.00 |
|
Use of a Variety of Instruction, Activities, Assignments and Resources |
3.00 |
|
Use of Contextual Info & Data to Select Appropriate/Relevant Activities & Assignments |
3.00 |
|
Use of Technology |
3.00 |
Measure 2
Measure 2 is about employers’ satisfaction with graduates.
Because our licensure programs are quite new, we do not yet have employer satisfaction data from state systems. We are presenting data from our own survey of graduates’ employers.
This Employer Satisfaction Survey uses a 5-point scale. The first item uses an ability scale, while the second item is a scale of likelihood. The remaining survey items are presented as an agreement scale.
|
Employer Satisfaction Survey item |
2020-2021 (n=1 out of 3 graduates) |
|
The ability of teachers who are graduates of the GBSC Teacher and/or Music Education programs compared to other teachers with comparable years of teaching experience |
4.00 |
|
Likelihood of hiring or recommending to hire more GBSC Teacher and/or Music Education program graduates |
5.00 |
|
The GBSC Teacher and/or Music Education program graduate(s) demonstrated a knowledge of philosophies and history of education, as they relate to current practices of Western schooling. |
5.00 |
|
Program graduate(s) demonstrated the knowledge and use of the educational research base to inform teachers’ beliefs, choices, actions, and to help empirically sound curriculum. |
4.00 |
|
Program graduate(s) demonstrated knowledge of discipline and its interaction with other subject areas; ability to promote critical thinking in students and self; ability to develop and deepen content knowledge and pedagogy. |
5.00 |
|
Program graduate(s) demonstrated deep knowledge of human development and its significant relationship to theories of learning, assessment, motivation and pedagogy. |
5.00 |
|
Program graduate(s) demonstrated analytical knowledge and process skills, and the ability to critique, refine and adjust their teaching in order to incorporate effective instructional strategies for all learners. |
5.00 |
|
Program graduate(s) demonstrated knowledge and skills in the use of instructional technologies appropriate to teachers’ fields of study and to pedagogical practice in general. |
5.00 |
|
Program graduate(s) demonstrated knowledge of methods and techniques that support work with all students; knowledge of effective instructional planning, based upon knowledge of human development, community and context. |
4.00 |
|
Program graduate(s) demonstrated knowledge of effective classroom management practices. |
5.00 |
|
Program graduate(s) demonstrated knowledge of formative and summative assessment instruments; the ability to develop, administer, and carefully interpret assessments; highly developed analytical skills necessary to critique assessments. |
4.00 |
|
Program graduate(s) demonstrated highly developed intellectual, moral, ethical, and social commitments, understanding their role and influence on learners and their community, as well as their own professional roles, responsibilities, and advocacy. |
4.00 |
|
Program graduate(s) demonstrated a knowledge and understanding of cultural, racial, religious, economic and diverse backgrounds, as well as dis / abilities that learners bring to the classroom and the ability to use this knowledge to develop instructional strategies that promote student learning and success. |
5.00 |
|
Program graduate(s) demonstrated a commitment to developing meaningful relationships with the administration, colleagues, students, and families. |
4.00 |
|
Program graduate(s) demonstrated a commitment to continuous professional improvement, and advocacy for educational reform. |
4.00 |
Measure 3
Measure 3 is about graduates’ (known as “candidates”) competency as they complete the program.
Because our licensure programs are quite new, we do not yet have effectiveness data from state systems, but we do have data on licensure-eligible graduates who take the Ohio licensure exam.
|
Year |
Licensure-eligible Completers |
Number applied for licensure |
Successful licensure tests |
Successful % |
|
2020-2021 |
3 |
1 |
1 |
100% |
We are also presenting data from graduates’ student teaching experiences. These are summative (final evaluation) scores from their cooperating teachers. The scale uses 4 points, from 1=“needs improvement” to 4=“outstanding.”
|
Student Teaching Summative Assessment item |
2020-2021 (n=2) |
|
Lesson Plan |
4.00 |
|
Persistence |
4.00 |
|
Enthusiasm/Energy/Vitality |
4.00 |
|
Relationships with Student |
4.00 |
|
Accepts Criticism |
4.00 |
|
Cooperative Relationships |
4.00 |
|
Professionalism |
4.00 |
|
Self-reflection |
4.00 |
|
Relationships with Colleagues |
4.00 |
|
Dependability |
4.00 |
|
Organizational Skills |
4.00 |
|
Initiative |
4.00 |
|
Participation in School Activities |
4.00 |
|
Compliance with School, Legal, and Professional Requirements |
4.00 |
|
Variety of Instructional Activities, Assignments, and Resources |
4.00 |
|
Multiple Instructional Strategies |
4.00 |
|
Lesson Plan Implementation |
4.00 |
|
Assessment Integrity |
4.00 |
|
Integration of Technology |
4.00 |
|
Management of Transitions |
4.00 |
|
Expectations |
4.00 |
|
Monitoring of Student Behavior |
4.00 |
|
Classroom Management |
4.00 |
|
Gives Directions and Procedures |
4.00 |
|
Oral and Written Language |
4.00 |
|
Communication Methods and Techniques |
4.00 |
|
Students’ Diverse Perspectives and Experiences |
4.00 |
|
Planning For Student Differences |
4.00 |
|
Lesson Adjustment |
4.00 |
|
Appropriateness for All Students |
4.00 |
|
Alignment with National, State, and/or Local Goals |
4.00 |
|
Knowledge of Content-related Pedagogy |
4.00 |
Finally, we are providing the average GPA for licensure-eligible completers.
|
Year |
Average GPA |
|
2020-2021 |
3.44 |
Measure 4
Measure 4 is about graduates’ ability to be hired. Below we present data on graduates in their first year after graduation.
|
Academic Year |
Licensure-eligible Completers |
Number Hired into Schools |
Number Hired into Other Education Positions |
Number without Data |
Ability to Be Hired % |
|
2020-2021 |
3 |
2 |
1 |
0 |
100% |
Why accreditation is important
Listen to Aaron Profitt (VP for Academic Affairs) talk about our accreditation – and why having accreditation from two separate organizations is important.
