The Council for the Accreditation of Educator Preparation (CAEP)
The Council for the Accreditation of Educator Preparation (CAEP) requires programs to provide performance measures to the public regarding eight categories related to program impact and program outcomes. The table below provides summary data for each of the eight measures.
CAEP Annual Reporting Measure 1: Completer effectiveness
The New Jersey Department of Education (NJDOE) provided evaluation data for the 17 program graduates from Fall of 2003 to Spring of 2018 who taught in New Jersey public schools during the 2019-20 school year. This data represents all program graduates from this 15-year period who were teaching in New Jersey public schools. One of the measures provided by the state is an SGO (Student Growth Objective) score, which is part of the New Jersey teacher evaluation framework and reflects the outcome of a specific and measurable long-term learning goal aligned to New Jersey standards. The average SGO score for the group was 3.8 on the four-point scale.
The NJDOE also provided School Year Evaluation Scores as measures of teaching effectiveness for the teachers and school years referenced above. Evaluation scores are determined by formulas that take into account professional practice, as evaluated by research-based evaluation frameworks, and student growth as measured on performance on state and/or local assessments as determined by the subject area. The average School Year Evaluation Score for the group (n=17) was 3.6 on the four-point scale.
Due to the pandemic, state data for the above measures were not available for the 2020-2021 academic year.
CAEP Annual Reporting Measure 2: Satisfaction of employers and employment milestones
The program administered a survey to employers of program graduates from the Fall 2011 to Fall 2021. The employer response rate was 58%. When the employer was asked “In terms of overall teaching skill, please indicate how the teacher is prepared as compared with other teachers of similar experience” employers rated our program graduates on a four point scale. No employers rated program graduates as “Basic” or “Unsatisfactory”.
· Distinguished -- teacher is recognized within your immediate organization as skilled and can assist others in their development 86%
· Proficient -- teacher is able to successfully complete tasks, though help from an expert may be required from time to time for continued growth 14%
· Basic -- teacher understands and can discuss terminology, concepts, principles and issues, is building experience in implementation, but still benefits from coaching and feedback 0%
· Unsatisfactory -- teacher has a fundamental knowledge or an understanding of concepts and/or techniques, but has had minimal experience in implementation and requires substantial coaching and support 0%
In a question that asked about leadership roles they have taken and other employment milestones, eligible alumni responded with the following top five categories:
· Extracurricular Advisor or Coach (clubs, sports, etc.) 61%
· Committee Member (school improvement, district committee, etc.) 57%
· Mentor (novice teacher, student teacher host) 30%
· Instructional Leader (PD, curriculum development, assessment) 30%
· Team Leader (PLC, dept. chair) 26%
CAEP Annual Reporting Measure 3: Candidate competency at completion
Program completers for the 2020-21 academic year had a 100% pass rate for the Praxis subject area tests (see Title 2 report) and the edTPA performance assessment, the two state assessments required for teacher licensure. By satisfying the program requirements, all program completers were eligible to meet licensing and state requirements.
CAEP Annual Reporting Measure 4: Ability of Completers to be hired
Of the 2020-21 cohort (n=9), 56% secured jobs in teaching positions relating to their preparation, while 33% chose to pursue degrees at the graduate level, and 11% chose to seek employment outside of the field of education.