Impact and Outcome Measures

Glenville State College Education program is accredited by the Council for the Accreditation of Educator Preparation (CAEP), formerly National Council for Accreditation for Teacher Education (NCATE). CAEP is  the sole national accrediting body for educator preparation providers having programs leading to certification/licensure, bachelor’s, master’s, post-baccalaureate, and doctoral degrees in the United States and internationally.

CAEP/NCATE accreditation confirms that GSC’s undergraduate educator program has demonstrated that it meets standards set by organizations representing the academic community, professionals, and other stakeholders.

 

Annual Reporting Measures (CAEP Component 5.4)

Impact Measures (CAEP Standard 4)

Outcome Measures

1. Impact on P-12 learning and development
(Component 4.1)

5. Graduation Rates (initial & advanced levels)

2. Indicators of teaching effectiveness  
(Component 4.2)

6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)

3. Satisfaction of employers and employment milestones
(Component 4.3)

7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)

4. Satisfaction of completers
(Component 4.4)

8. Student loan default rates and other consumer information (initial & advanced levels)

Impact Measures

1.   Impact on P-12 learning and development (Component 4.1)

The West Virginia Teacher Performance Assessment (TPA) is a collaboratively developed assessment that is completed by all candidates during the culminating internship/student teaching experience.  The TPA requires that teacher candidates draw on pedagogical and content pedagogical knowledge to plan and deliver instruction that builds on each student’s strengths, needs, and prior experiences.  Through this performance assessment, teacher candidates provide credible evidence of student impact.

The TPA is evaluated by college-based faculty.  A four-point rating scale on each rubric reflects the same descriptors as a beginning teacher would see in West Virginia.  The scoring on the TPA uses the same scale used for evaluating in-service teachers in West Virginia.  Candidates must score “Emerging” or “2 points” on each descriptor in each rubric in order to satisfactorily complete the TPA.  Candidates who score an “Unsatisfactory” or “1 point” on any item are required to remediate and/or re-do the TPA. 

The TPA includes seven performance tasks:

            Task 1:  Contextual Factors

            Task 2:  Standards and Goals

            Task 3:  Assessment Plan

            Task 4:  Design for Instruction

            Task 5:  Implementation and Reflection on Daily Instruction

            Task 6:  Impact on Student Learning

            Task 7:  Reflection and Self-Evaluation

 

WVTPA Assessment Collection

Fall 2017 14 Interns

 

Task 6 Element:

Clarity and Representation

of Evidence

Task 6 Element:     

Interpretation

of Data

Task 6 Element:     

Evidence

of Impact

Intern 1

2

2

2

Intern 2

3

3

2

Intern 3

3

3

2

Intern 4

2

3

2

Intern 5

3

3

3

Intern 6

2

2

2

Intern 7

3

3

2

Intern 8

3

3

2

Intern 9

4

3

3

Intern 10

2

2

2

Intern 11

4

4

3

Intern 12

2

2

2

Intern 13

2

2

2

Intern 14

4

4

4

 

WVTPA Assessment Collection

Spring 2018 25 Interns

 

Task 6 Element:

Clarity and Representation 

of  Evidence

Task 6 Element:     

Interpretation

of Data

Task 6 Element:     

Evidence

of Impact 

Intern 1

3

3

3

Intern 2

3

3

2

Intern 3

3

3

3

Intern 4

3

3

3

Intern 5

3

3

3

Intern 6

2

2

2

Intern 7

3

3

3

Intern 8

3

3

2

Intern 9

3

3

3

Intern 10

3

3

3

Intern 11

3

3

3

Intern 12

3

2

3

Intern 13

2

2

2

Intern 14

3

3

3

Intern 15

3

3

3

Intern 16

3

3

3

Intern 17

3

2

3

Intern 18

3

3

2

Intern 19

3

3

3

Intern 20

3

2

3

Intern 21

3

3

3

Intern 22

3

3

3

Intern 23

3

3

3

Intern 24

3

2

2

Intern 25

3

3

3

 

Based on the data collected, completers scored as follows:  For Task 6 Element: Clarity and Representation of Evidence, completers scored an average of 2.85  above the Emerging scale.
For Task 6 Element: Interpretation of Data, completers scores an average of 2.77, above the Emerging scale.
For Task 6 Element: Evidence of Impact, completers scores an average of 2.26, above the Emerging scale.
Overall, completers scored at 2.73, above the Emerging scale.

2.   Indicators of teaching effectiveness (Component 4.2)

The West Virginia Teacher Performance Assessment (TPA) is a collaboratively developed assessment that is completed by all candidates during the culminating internship/student teaching experience.  The TPA requires that teacher candidates draw on pedagogical and content pedagogical knowledge to plan and deliver instruction that builds on each student’s strengths, needs, and prior experiences.  Through this performance assessment, teacher candidates provide credible evidence of student impact.

The TPA is evaluated by college-based faculty.  A four-point rating scale on each rubric reflects the same descriptors as a beginning teacher would see in West Virginia.  The scoring on the TPA uses the same scale used for evaluating in-service teachers in West Virginia.  Candidates must score “Emerging” or “2 points” on each descriptor in each rubric in order to satisfactorily complete the TPA.  Candidates who score an “Unsatisfactory” or “1 point” on any item are required to remediate and/or re-do the TPA. 

The TPA includes seven performance tasks.

            Task 1:  Contextual Factors

            Task 2:  Standards and Goals

            Task 3:  Assessment Plan

            Task 4:  Design for Instruction

            Task 5:  Implementation and Reflection on Daily Instruction

            Task 6:  Impact on Student Learning

            Task 7:  Reflection and Self-Evaluation

WVTPA Tasks 2, 3, 4, and 5 demonstrate evidence for CAEP 4.2.

WVTPA Fall 2017

WVTPA Spring 2018

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WVTPA  SPring 2018_2Avg Scores per element

Average data for each Task and element show completers scoring above the Emerging level.

3.   Satisfaction of employers and employment milestones (Component 4.3)

Data for Satisfaction of employers and employment will be provided through the North Dakota State University and the Network for Excellence in Teaching.  NExT, founded in 2010, is a partnership of institutions of higher education (IHEs) and the Bush Foundation.  NExT collaborated to develop a set of common surveys to support teacher preparation programs in measuring the effectiveness of their programs. NExT shared the instruments with other teacher preparation programs, inviting them to contribute their data to an aggregate data set that will be used in future instrument analyses to strengthen the instruments and ensure their validity and reliability across diverse respondent pools. The surveys include the following:
1.)    Exit Survey—administered to teacher candidates near the completion of student teaching
2.)    Transition to Teaching Survey (TTS)—administered to program completers in the spring following the academic year of graduation
3.)    Supervisor Survey—administered in the spring following the academic year of graduation to employers of program completers who are teaching 
 

4.   Satisfaction of completers (Component 4.4)

The following data is compiled as a part of the Network for Excellence in Teaching (NExT) survey compiled during academic year 2017-18.

2017-18 Teacher Education Program Satisfaction: Program Structure/Quality. How satisfied were you with the following aspects of your teacher preparation program?

 

Total Respondents

Very Dissatisfied

Dissatisfied

Satisfied

Very Satisfied

 

#

#

%

#

%

#

%

#

Advising on professional education program requirements.

15

0

0

0

0

2  

13.3

13 

86.7

Advising on content course requirements.

15

0

0

0

0

2

13.3

13

86.7

Quality of instruction in your teacher preparation courses.

15

0

0

0

0

4

26.7

11

73.3

Balance between theory and practice in your teacher preparation courses.

15

0

0

1

6.7

4

26.7

10

66.7

Integration of technology throughout your teacher preparation program.

15

0

0

0

0

5

33.3

10

66.7

Coherence between your coursework and field experiences prior to student teaching.

15

0

0

0

0

7

46.7

8

53.3

Quality of field experiences prior to student teaching.

15

0

0

0

0

4

26.7

11

73.3

Your student teaching placement site.

15

0

0

0

0

4

26.7

11

73.3

 

 Would you recommend your teacher education program to other prospective teachers?

 

 

N=15

 

#

Percent

Definitely yes      

   14   

93.3

Probably yes     

1

6.7

Probably no     

0

0

Definitely no     

0

0


5.  Graduation Rates (initial & advanced levels)
Outcome Measures

The College Navigator will provide data including graduation rates for Glenville State College. Please click the image below to be directed to the College Navigator for Glenville State College. 

College Navigator

 

 

6.  Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)

The Title II of the Higher Education Act provides information on pass rates of completers for the required licensure exams (Praxis). Please click the image below and access the West Virginia reports. The Link will take you to the assessment pass rates for GSC program completers.

Title II Higher Ed Act

 

 

 

 

7.  Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)

Fall 2017 EmploymentSpring 2018 Employment

8.  Student loan default rates and other consumer information (initial & advanced levels)

Information on student loan default rates are provided through the College Navigator. Please click the image below to be directed to the College Navigator for Glenville State College

College Navigator

 

 

 

 

CAEP