CAEP Accountability Measures

CAEP (Council for the Accreditation of Educator Preparation) requires Educator Preparation Programs (EPPs) to provide program accountability measures to the public. Below are the accountability measures for our initial licensure programs. Advanced level licensure program data is not reported due to the personally identifiable nature of information for fewer than 10 completers.

The mission of the EMU Teacher Education Program is to prepare competent, caring, reflective practitioners who advocate for children and youth, develop caring learning environments, initiate and respond creatively to change, value service to others, and teach boldly in a changing world through an ethic of care and critical reflection.

Impact Measures (CAEP Standard 4)

Each year the teacher education program surveys program completers and their employers to get their perceptions on how well the program prepared them for their job responsibilities, and how satisfied they are with their preparation for teaching. The program also asks completers to self-report the results of their annual “Teacher Summative Performance Evaluations” which are completed by administrators in Virginia public schools. The program primarily uses these measures as the measures of impact and satisfaction. Data collected in 2022 was on completers who graduated in 2018, 2019, and 2020.

Measure 1: Completer Impact and Effectiveness

In-service teachers in Virginia are evaluated annually on seven professional standards. One of the professional standards is “Student Academic Progress”. The 2022 response rate for this survey was low, especially for first year teachers. Of the responses received in 2022, 100% of completers received a rating at or above target in the area of impacting student academic progress.

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Results from the 2022 completer and employer surveys also indicate that completers were adequately prepared to positively impact student learning.

Completer responses:

Employer responses:

These data demonstrate that program completers positively impact P-12 student learning growth and effectively apply professional knowledge, skills, and dispositions.

Measure 2: Satisfaction of Employers and Stakeholder Involvement

Results from the 2022 initial licensure employer surveys indicated a high level of satisfaction by employers on completers’ ability to meet the needs of students in their school.

Advanced level licensure program employer survey data is not reported due to the personally identifiable nature of information for programs with low numbers.

In addition to gathering survey results from employers, the program involves external stakeholders in program decisions through its Committee on Teacher Education (COTE). In addition to teacher education faculty, COTE is composed of discipline-specific faculty members from outside of the teacher education program, two student representatives, and three representatives from local school divisions. During the 2021-2022 academic year COTE had three meetings. The following were topics of discussion or actions taken during these COTE meetings:

To solicit input from internal and external stakeholders on program policies and assessment instruments.
To review and approve revised Admission to Teacher Education, Admission to Student Teaching, and Exit Requirements.
To analyze data from the Completer/Employer Survey and Impact Form Survey, and recommend changes to the EPP.

Additionally,

COTE representatives, P-12 administrators and faculty, and EPP faculty conduct focus group interviews of all candidates applying for admission to teacher education.
The MidValley Consortium which consists of partners from four EPPs and seven P-12 school divisions meet monthly to coordinate clinical faculty trainings, create/revise student teaching evaluations and observation form, and to collaboratively place student teachers across the seven school districts.

Measure 3: Candidate Competency at Program Completion

Initial teacher education candidates complete a semester-long student teaching experience at the end of their program. Their final performance is evaluated on 32 criteria by both their P-12 teacher and a university representative. They are evaluated using a 4 point scale, and the target rating is a 3 out of 4 as established by the MidValley Consortium, a collaboration of four universities and 7 school divisions. For 2021-22, 83% of student teachers (n=23) received a total mean rating of at least 3 across all criteria and all raters. The median average for these student teachers was 3.1.

All candidates are required to take a Praxis Subject Assessment to demonstrate competence in their area of study. The initial teacher preparation program requires that candidates pass their subject exam in order to complete their program. Therefore, 100% of all 2021-22 program completers passed their Praxis Subject Assessment.

Advanced level licensure program data is not reported due to the personally identifiable nature for programs with low numbers.

Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

The program collects information on job placement directly from completers primarily through ongoing contact maintained with completers. For the past five years, 100% of undergraduate initial program completers who sought positions in education were employed in PreK-12 education settings.

100% of the 2021-22 completers were employed in an education position for which they were prepared while at EMU.

Triangulating data from Measure 4 with employer satisfaction data from Measure 2 shows that EPP completers are highly sought after and employers are very satisfied with the effectiveness of the program’s completers.

Advanced level licensure program data is not reported due to the personally identifiable nature for programs with low numbers.