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.

The School of Education at Glenville State College is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on May 3-5, 2020.

***Please note, due the the Covid-19 outbreak, the onsite visit scheduled for May 3-5 will be rescheduled for Fall semester 2020, the date to be posted. ****

Interested parties are invited to submit third-party comments to the site team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).

We invite you to submit written testimony to:

CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036

Or by email to: callforcomments@caepnet.org

Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:

*In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.

*A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.

*Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.

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 2018

13 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

2

2

2

Intern 3

2

2

2

Intern 4

3

2

2

Intern 5

2

3

2

Intern 6

2

2

2

Intern 7

2

2

2

Intern 8

2

2

2

Intern 9

4

2

3

Intern 10

2

2

2

Intern 11

4

4

4

Intern 12

3

2

2

Intern 13

2

3

2

WVTPA Assessment Collection

Spring 2019

15 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

3

Intern 3

4

4

4

Intern 4

3

3

2

Intern 5

2

2

2

Intern 6

2

2

2

Intern 7

4

3

3

Intern 8

3

3

3

Intern 9

3

3

3

Intern 10

4

4

4

Intern 11

3

3

3

Intern 12

2

2

2

Intern 13

4

3

3

Intern 14

2

3

2

Intern 15

4

3

3

Average Scores

WVTPA

AY 2018-2019

28 Total Interns

Task 6

Clarity and Representation of Evidence

2.79

 

Interpretation of Data

2.64

 

Evidence of Impact

2.54

 

Task 6 Element Average

 

2.65

 

Based on the data collected, completers scored as follows:  For Task 6 Element: Clarity and Representation of Evidence, completers scored an average of 2.79 (2.85 2017-18)  above the Emerging scale.
For Task 6 Element: Interpretation of Data, completers scores an average of 2.64 (2.77 2017-18), above the Emerging scale.
For Task 6 Element: Evidence of Impact, completers scores an average of 2.54 (2.26 2017-18), above the Emerging scale.
Overall, completers scored at 2.65 (2.73 2017-18), 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. 

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.

The data provided focuses on TPA Task 2: Standards and Goals 2.54 (2.72 2017-18)

Task 3: Assessment Plan 2.58 (2.62 2017-18)

Task 4: Design for Instruction 2.65 (2.67 2017-18)

Task 5: Implementation and Reflection on Daily Instruction 2.63 (2.55 2017-18).

 

WVTPA

Assessment Collection

Fall 2018

13 Interns

 

Task Elements

 

Intern 1

Intern 2

Intern 3

Intern 4

Intern 5

Intern 6

Intern 7

Intern 8

Intern 9

Intern 10

Intern 11

Intern 12

Intern 13

Task 2

Alignment of Standards & Learning Goals

3

3

2

3

4

2

3

2

3

3

4

3

3

Learning Goals

4

2

2

2

3

2

2

2

3

2

4

2

2

Anticipated Student Challenges

3

2

2

2

2

2

2

2

2

2

4

2

2

Task 3

Alignment with Learning Goals

3

2

2

2

3

3

2

2

3

2

4

2

2

Assessment Criteria/Technical Soundness

3

2

2

2

2

2

2

2

2

2

4

2

2

Balance of Assessments

2

2

2

2

2

2

2

3

3

2

4

2

2

Task 4

Factors in Planning

2

2

2

2

3

2

2

2

4

2

4

2

2

Consultation

2

3

2

3

2

2

3

4

3

3

4

3

3

Instructional Strategies

3

2

2

2

3

2

2

3

3

2

4

2

2

Rationale for Instructional Strategies

3

2

2

2

2

2

2

4

2

2

4

2

2

Learning Resources (including technology)

2

2

2

2

2

3

2

2

2

2

4

2

2

Differentiated instruction

2

2

2

2

2

2

2

2

2

2

4

2

2

Task 5

Classroom Set-up and Organization

3

2

2

3

2

2

2

4

2

3

3

2

2

Classroom and Behavior Management

3

2

2

2

2

2

2

3

2

2

4

2

2

Flexibility

3

2

2

2

2

2

2

4

2

2

4

2

2

Questioning Strategies

3

2

2

2

2

2

2

3

4

3

4

2

2

Student Engagement

3

2

2

2

3

2

2

3

2

2

4

2

2

WVTPA

Assessment Collection

Spring 2019

15 Interns

 

Task Elements

 

Intern 1

Intern 2

Intern 3

Intern 4

Intern 5

Intern 6

Intern 7

Intern 8

Intern 9

Intern 10

Intern 11

Intern 12

Intern 13

Intern 14

Intern 15

Task 2

Alignment of Standards & Learning Goals

3

4

4

3

2

2

4

3

3

4

3

2

3

3

3

Learning Goals

2

3

4

2

2

3

3

2

2

3

3

2

3

2

3

Anticipated Student Challenges

2

3

4

2

2

2

3

3

2

4

3

2

3

3

3

Task 3

Alignment with Learning Goals

2

3

4

2

2

2

3

3

2

4

3

2

3

2

3

Assessment Criteria/Technical Soundness

2

4

4

3

2

2

3

3

2

4

3

2

3

2

4

Balance of Assessments

3

3

4

2

2

3

3

3

3

4

3

2

3

2

3

Task 4

Factors in Planning

2

3

4

3

2

3

4

3

2

3

3

2

3

3

3

Consultation

3

2

4

4

3

2

3

3

4

4

2

3

3

4

3

Instructional Strategies

2

3

3

2

2

3

4

3

3

4

3

2

3

2

3

Rationale for Instructional Strategies

2

3

4

2

2

3

3

3

2

3

3

2

3

2

3

Learning Resources (including technology)

2

3

3

3

2

3

3

3

3

4

3

2

3

3

3

Differentiated instruction

2

3

4

2

2

2

3

3

2

4

3

3

3

3

3

Task 5

Classroom Set-up and Organization

2

3

3

3

2

3

3

3

3

4

3

2

3

2

3

Classroom and Behavior Management

2

3

4

2

3

3

3

3

2

4

3

2

3

2

3

Flexibility

2

3

4

2

2

3

3

3

2

4

3

2

3

2

3

Questioning Strategies

3

3

3

3

3

3

3

3

2

4

3

2

3

3

3

Student Engagement

2

3

4

2

2

3

3

3

2

4

3

3

3

2

3

Average Scores

WVTPA

AY 2018-2019

28 Total Interns

Task 2

Alignment of Standards & Learning Goals

3.00

 

Learning Goals

2.54

 

Anticipated Student Challenges

2.50

 

Task 2 Element Average

 

2.68

Task 3

Alignment with Learning Goals

2.57

 

Assessment Criteria/Technical Soundness

2.57

 

Balance of Assessments

2.61

 

Task 3 Element Average

 

2.58

Task 4

Factors in Planning

2.64

 

Consultation

3.00

 

Instructional Strategies

2.64

 

Rationale for Instructional Strategies

2.54

 

Learning Resources (including technology)

2.57

 

Differentiated instruction

2.50

 

Task 4 Element Average

 

2.65

Task 5

Classroom Set-up and Organization

2.64

 

Classroom and Behavior Management

2.57

 

Flexibility

2.57

 

Questioning Strategies

2.75

 

Student Engagement

2.61

 

Task 5 Average Element

 

2.63

 

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

 

The following data is compiled as a part of the Network for Excellence in Teaching (NExT) survey compiled during academic year 2018-19.

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

 

 

n

#

Percent

#

Percent

#

Percent

#

Percent

Advising on professional education program requirements

13

0

0.00

0

0.00

7

53.85

6

46.15

Advising on content course requirements

13

0

0.00

1

7.69

7

53.85

5

38.46

Quality of instruction in your teacher preparation courses

12

0

0.00

0

0.00

6

50.00

6

50.00

Balance between theory and practice in your teacher preparation courses

12

0

0.00

0

0.00

7

58.33

5

41.67

Integration of technology throughout your teacher preparation program

13

0

0.00

1

7.69

8

61.54

4

30.77

Coherence between your coursework and field experiences prior to student teaching

13

0

0.00

0

0.00

8

61.54

5

38.46

Quality of field experiences prior to student teaching

13

0

0.00

0

0.00

8

61.54

5

38.46

Your student teaching placement site.

13

0

0.00

0

0.00

1

7.69

12

92.31

 

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

n = 13

#

Percent

Definitely yes

   13      

100.00     

Probably yes  

   0

0.00

Probably no

   0

0.00

Definitely no

   0

0.00


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 2018 Employment

Spring 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