Candidate Measures of Success
CAEP Accountability Measures of Success
“The teacher education program at Grace is one that really values their developing teachers. From the very first class in the program to graduation and beyond, all of the staff are invested in their relationships with the students of the program and seeing them through to a successful career.”
~Hannah Heier, 2020-2021 Elementary Education Graduate
95-100% of Grace Teacher Education Grads Believe They Are Prepared in Areas of Knowledge, Performance, and Disposition.
Grace College School of Education program completers effectively contribute to the learning growth of P-12 students. This is clearly demonstrated through the EPP’s Action Research Case Study, and through the NWEA student growth data and kindergarten & 1st grade student growth data provided by Warsaw Community Schools, a partner school district. Further, Grace completers are able to apply in P-12 classrooms the professional knowledge, skills and dispositions that the preparation experiences were designed to achieve as demonstrated through Indiana’s Principal Surveys and Teacher Surveys.
MEASURE 1a. COMPLETER IMPACT IN CONTRIBUTING TO P-12 STUDENT-LEARNING GROWTH
ACTION RESEARCH PROJECT:
Gathering student impact data has been a challenge for Indiana EPPs. Given the state of Indiana does not provide to EPPs the student test data connected to specific teachers, it falls on the EPP to generate meaningful data in order to demonstrate the effectiveness of individual completers’ instruction on P-12 student learning and development. In response to this need for impact data, the EPP developed an action research project in which program completers who are in their first, second or third year of in-service teaching would complete a Professional Teacher Work Sample (PTWS). The PTWS Project is based on a modified version of the undergraduate Teacher Work Sample project and is executed bi-annually (over the course of a semester) by a new cohort of professional teachers (program completers) at differing grade levels, school districts, and content areas. The PTWS is then presented to the cadre of participants as well as School of Education faculty and student-growth data is highlighted. The assessment employs a range of strategies, and professional teachers provide credible evidence of their ability to facilitate learning-growth for all students. The first application of the PTWS Project was planned for spring 2020, however, due to the impact of the COVID-19 pandemic, implementation of the PTWS Project was delayed until fall 2020.
In the PTWS, participating teachers employ a range of strategies and build on each student’s strengths, needs, and prior experiences. Participants provide evidence of their ability to facilitate learning and document student progress throughout a unit of study aligned to state standards. PTWS participants systematically plan, document and analyze student learning, and reflect on practice to produce student-learning growth.
A sample of nine (total) completers were evaluated over the course of two applications of the PTWS. Data for fall 2020 (N=5) and spring 2021 (N=4) participants demonstrate that professional teachers who have been prepared by Grace School of Education have the knowledge and skills to improve student-learning growth. Across both applications, completers’ ability to link contextual factors and research-based strategies to produce significant student-learning growth is illustrated by all participants scoring at or above target in all categories.
(See link to PTWS assessment and data for more information)
NORTHWEST EVALUATION ASSESSMENT (NWEA) GROWTH DATA:
Warsaw Community Schools (WCS) is a partner school district that employs on average 25-40% of Grace School of Education graduates each year. WCS teachers implement NWEA MAP Growth assessments for obtaining an accurate measure of student growth and proficiency through NWEA’s RIT (Rasch Unit scale) scale. RIT scales are stable, equal interval scales that use individual item difficulty values to measure student achievement independent of grade level (across grades). RIT scores allow teachers to identify students’ missing skills, connect instructional resources with student instructional needs, track student growth over time, differentiate instruction, plan effectively, set student growth goals. WCS has set a district-wide expected growth target of 50% for all students participating in NWEA assessments.
Through a sampling of ten Grace completers’ (who are within three years of program completion and employed in various grade levels and subject areas throughout WCS) student-growth data, Grace SOE demonstrates a positive impact on student learning. In 18 of 20 data-point instances, as seen in the table below, the students of Grace completers exceeded district expected growth targets.
School Level - Elementary
Grade N =# of Students # Students meeting Expected Growth Level - Math # Students meeting Expected Growth Level - Reading Percent of Expected Growth Met - Math Percent of Expected Growth Met - Reading Teacher A 6 19 11 12 58% 63% Teacher B 4 19 9 9 47% 47% Teacher C 4 25 15 15 60% 60% Teacher D 3 41 29 35 71% 85% School Level - Middle School Content Area N =# of Students # Students Meeting Expected Growth Level - Math # Students Meeting Expected Growth Level - Reading Percent of Expected Growth Met - Math Percent of Expected Growth Met - Reading Teacher E English 113 72 66 64% 58% Teacher F English 120 87 96 73% 80% Teacher G Math 111 76 75 68% 68% Teacher H Math 120 73 75 61% 63% Teacher I Science 121 78 90 64% 74% Teacher J Science 119 70 82 59% 69%
*Growth is determined by using the expected growth and growth within the margin of error.
KINDERGARTEN & FIRST GRADE GROWTH DATA:
WCS teachers of kindergarten students measure student growth through letter sound (LS) and high frequency words (HFW) assessments. WCS teachers of first grade students measure student growth through high frequency words (HFW), letter and sound knowledge (LSK), and through growth in Fountas and Pinnell (F&P) assessment levels.
When considering the percentage of K-1st grade students who met expected levels of proficiency, and by using a sampling of seven Grace completers’ student-growth data (completers within three years of graduation), Grace College School of Education demonstrates a positive impact on student learning.
Teachers K-Q (program completers) outperformed district averages in 10 out of 14 data points. Teachers N-Q also matched or outperformed the district average of F&P student-growth levels in all four data points. The sampling of Grace completers’ student-growth data is shown in the following data tables:
Warsaw Schools N =# of Students Proficiency of LS - N Proficiency of LS - % Proficiency of HFW - N Proficiency of HFW - % District Average 490
252 51.43% 172 35.10% Teacher K 17 13 76.47% 10 58.82% Teacher L 18 12 66.67% 9 50.00% Teacher M 21 16 76.19% 6 28.57%
FIRST GRADE GROWTH
Warsaw Schools N = # of Students Proficiency of HFW - N Proficiency of HFW - % Proficiency of LSK - N Proficiency of LSK - % F&P Growth
F&P Growth - Average District Average 528 354 67.05% 273 51.70% 2.00 0.93 Teacher N 23 13 56.52% 9 39.13% 2.00 2.00 Teacher O 19 11 57.89% 10 52.63% 2.00 2.27 Teacher P 22 18 81.82% 16 72.73% 2.50 2.58 Teacher Q 23 14 60.87% 15 65.22% 2.00 2.74
Letter Sound: Fountas and Pinnell letter and sound recognition growth from initial to last assessment.
HFW: High Frequency Words; growth from initial to last assessment (as of 3rd quarter)
Letter & Sound Knowledge: Decoding skills
F&P Level Growth: Fountas and Pinnell; growth between the fall and winter window
MEASURE 1b: COMPLETER EFFECTIVENESS IN APPLYING PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS
The Indiana Principal Survey of New Teachers addresses Knowledge Preparation, Pedagogical Preparation, and Professional Disposition of Initial Practitioners. The survey consists of 20 elements that reflect both national professional standards (Council for the Accreditation of Educator Preparation) and model standards for beginning teacher licensing and the Interstate New Teacher Assessment and Support Consortium (INTASC). The Principal Survey is an opportunity for principals to assess the quality of instruction by an Indiana teacher preparation program for teachers who received his/her first Indiana teaching license in the previous two (2) years.
Principals rate how well a new teacher was prepared for service by selecting one of the following four statements: Strongly Disagree, Disagree, Agree or Strongly Agree. Results are as follows:
- The 2021 Principal Survey showed 19 principals reporting. In 18 of the 20 knowledge, disposition, and performance statements, principals agreed or strongly agreed that completers were well prepared. One principal disagreed with two statements in the pedagogical preparation category. In the overall assessment all principals were either satisfied (n=9) or very satisfied (n=10) with the training their teachers received from Grace School of Education.
- For the 2020 Principal Survey, fewer than 10 Grace completers were assessed and so no Principal Survey data was available in the 2020 report.
- According to the 2019 Principal Survey, 95-100% of the principals rating the preparation of Grace completers (n=19) Agreed or Strongly Agreed that Grace School of Education did an outstanding job of preparing teachers in areas of Content Knowledge, Pedagogical Preparation and Professional Disposition. An Overall Assessment statement is included at the end of the Principal Survey and asks how satisfied the principal was with the training the teacher received from the EPP. In the 2019 survey, 95% of principals indicated they were Satisfied or Very Satisfied. One principal indicated dissatisfaction in the teacher’s training.
In all items surveyed, Grace completers consistently score highest in areas of ethical practice and working effectively with stakeholders, demonstrating that Grace College School of Education completers have been impacted by the conceptual framework of the EPP.
The Indiana Teacher Survey addresses Knowledge Preparation, Pedagogical Preparation, and Professional Disposition of first- and second-year in-service Initial Practitioners (similar to the Principal Survey of New Teachers). The survey consists of 21 elements that reflect both national professional standards (Council for the Accreditation of Educator Preparation) and model standards for beginning teacher licensing and the Interstate New Teacher Assessment and Support Consortium (INTASC). The Teacher Survey is an opportunity for teachers to assess the quality of instruction by their Indiana teacher preparation program.
Teachers respond to 21 items regarding how well the new teacher was prepared for service by selecting one of the following four statements: Strongly Disagree, Disagree, Agree or Strongly Agree. Teachers are also asked to give an Overall Assessment rating of how well they were prepared to teach by the EPP by selecting either “Poor”, “Fair”, “Good”, or “Excellent.” Results are as follows:
- According to the 2021 Teacher Survey in which the 2019-2020 Initial Practitioners were asked to rate the preparation provided to them by Grace School of Education (n=22), 95-100% Agreed or Strongly Agreed that they were well prepared in areas of Pedagogical Preparation. In the Overall Assessment statement, 95% (n=21) of teachers indicated Grace School of Education did a Good or Excellent job, while 5% (n=1) indicated Grace did a Fair job in preparing them to teach. No completers rated Grace in the “Poor” category.
- According to the 2020 Teacher Survey in which the 2018-2019 Initial Practitioners were asked to rate the preparation provided to them by Grace School of Education (n=16), 100% Agreed or Strongly Agreed that Grace prepared them in areas of Knowledge Preparation, while 94-100% Agreed or Strongly Agreed that they were well prepared in areas of Pedagogical Preparation. In the Overall Assessment statement, 94% (n=15) of teachers indicated Grace School of Education did a Good or Excellent job, while 6% (n=1) indicated Grace did a Fair job in preparing them to teach. No completers rated Grace in the “Poor” category.
- Of the 2017-2018 Grace SOE completers participating in the 2019 Teacher Survey (n=25), 92-100% Agreed or Strongly Agreed that Grace prepared them in areas of Knowledge Preparation, Pedagogical Preparation, and Professional Disposition. In the Overall Assessment statement, 92% (n=23) of teachers indicated Grace School of Education did a Good or Excellent job, while 8% (n=2) indicated Grace did a Fair job in preparing them to teach. No completers rated Grace in the “Poor” category.
In all three applications of the Teacher Survey, items relating to ethical practice were rated among the highest in EPP performance, suggesting Grace College School of Education completers were in sync with principal ratings and illustrate their preparation is both relative and current, especially as relates to ethical practice in the workplace.
ANNUAL RISE EVALUATION SYSTEM:
Indiana P-12 School corporations participating in the annual RISE evaluation system assess teachers on areas of Professional Practice and Student Learning. Teachers receive a rating at the end of the school year in one of four performance levels: Highly Effective, Effective, Needs Improvement, or Ineffective. The Indiana Department of Education provides an annual Effectiveness Ratings Matrix (ERM) to EPPs regarding completers who are in their first, second or third year of in-service.
Over the last three years, Grace School of Education has seen a steady increase in the percentage of evaluated completers falling within the Effective or Highly Effective range, with a significant increase in completers considered Highly Effective. Effectiveness Ratings are as follows:
- In the 2021 ERM, 100% of assessed Grace completers (n=10) were rated as Effective (90%) or Highly Effective (10%).
- According to the 2020 ERM, 100% of assessed Grace completers (n=12) were rated as Effective (25%) or Highly Effective (75%).
- The 2019 ERM indicated 95% of assessed Grace completers (n=22) were rated as Effective (54%) or Highly Effective (41%).
These ratings demonstrate that Grace College School of Education program completers are well qualified to teach in the area(s) for which they have been prepared.
In order to ensure candidates have met program completion requirements, the EPP has identified the overall GPA as the final measure of competency at completion. All candidates must achieve an overall GPA of 2.5 as a graduation requirement. In addition to individual GPA monitoring, the EPP is responsible to demonstrate each graduating cohort has attained a grade point average of 3.0 or higher as required by the Council for the Accreditation of Educator Preparation (CAEP, the professional accrediting organization of Grace College School of Education).
The Indiana CORE Assessments for Educator Licensure Program consists of content and developmental exams that are required for professional educator licensing in the state of Indiana. The Indiana CORE Assessments are based on the Indiana REPA Educator Standards and are aligned with state and national standards for educator preparation.
Before the start of the professional internship semester, candidates are required to attempt the appropriate developmental and content assessments aligned to their program of study and grade level in which they plan to teach. While candidates are expected to take the assessments, a passing score is not required for degree attainment (a passing score, however, is required for initial licensure). The assessment attempt prior to the student teaching experience allows the EPP the opportunity to assist with remediation of content and/or pedagogical knowledge prior to program completion if the candidate does not pass licensure assessments at first attempt. (See link to Indiana CORE Licensure Exams below for more information)
The table below shows, in corresponding years, a snapshot of candidate competency at completion.
Candidate Completion Milestones 2020-2021 2019-2020 2018-2019 Program Completers (Graduates) 40 44 35 Completer Average CPA (4.0 grading scale) 3.61 3.67 3.64 Licensure Pass Rates (as Reported by Title II) 2020-2021 2019-2020 2018-2019 Program Completers’ Overall Pass Rate 90% 80%* 83% Elementary Education 82% 76% 86% Special Education 94% <10** 100% Secondary Education** 100% 89% <10*
*The overall pass rate for 2019-2020 completers as reported by Title II is 80% (down from 83% in 2018-2019). This decline is a direct result of COVID-19-related testing center closures and cancellations and the impact this had on licensure applicants. With recent graduates unable to take or retake (from unsuccessful attempts prior to the COVID-19 related closures) licensure exams, the Indiana Department of Education Educator licensing team encouraged new preparation program graduates to apply for emergency permits for the 2020-2021 school year if they had been unable to take and pass their licensure test(s). Emergency permits are valid for one year.
**<10 indicates fewer than 10 completers during a reporting cycle. **Aggregate pass rate for secondary education programs; For more information regarding this report or to receive specific secondary education passage rates, contact the Grace College School of Education.
Grace College Center for Career Connections conducted a First Destinations Survey of 2020-2021 Grace College graduates. Of the 30 survey responders who identified themselves as School of Education completers, 97% were successful in their “first destination” with 29 of 30 completers employed in full-time positions.
The School of Education collects ongoing employment data on graduates through surveys, personal contact, and social media. Of the forty 2020-2021 completers, 38 (95%) have been licensed either with the Indiana Department of Education or the Department of Education of their home state (3 of whom were issued an emergency or interim license while professional exams are completed). Most 2020-2021 completers are working within their field of study with 37 of 40 completers (93%) teaching full-time in P-12 schools. The remaining 3 completers (8%) have pursued alternate employment.
Results from the First Destination Survey as well as ongoing School of Education data collection demonstrate Grace School of Education successfully prepares teachers to be hired in the positions for which they have been prepared.
Graduate Employment Stats 2020-2021 2019-2020 2018-2019 Program Completers (Graduates) 40 44 35 Licensed with in field of study 38 (95%) 36* 30 Working Within Field of Study 37 (93%) 42 33
* Several 2019-2020 graduates made use of the emergency license option while working to pass licensure exams for issuance of an Indiana Initial Practitioner license. Of the 8 (out of 44 total) 2019-2020 completers who did not pass licensure exams in 2019-2020, 7 were employed full time on either an emergency license or sub license in 2020-2021.
100% of Principals Consider Grace Grads to Be Well Prepared in Areas of Knowledge, Performance, and Disposition.
97% “Level of Success” in Employment Rate of 2020-2021 Grace Teacher Education Graduates