Graduate Education Literacy student, Kim Lotocki, works with children at Dunkirk School No. 3.

Council for the Accreditation of Educator Preparation (CAEP) Annual Reporting Measures

The College of Education – Professional Education Unit at the State University of New York at Fredonia is proud to be the first institution of higher education in the state of New York to meet all five of the 2013 CAEP Standards and one of the first institutions in the nation to be fully accredited through CAEP. Our current program effectiveness measures are listed below and we invite you to compare these data with other educator preparation institutions.

 

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CAEP Accreditation Resources 

 

REPORTING MEASURES

Teacher performance in New York State is measured through the Annual Professional Performance Review (APPR) program. The following link provides general APPR information and current statistics for New York State teacher performance: NY State APPR

APPR data for AY 2015-2016 show that 97% of New York state teachers were evaluated as being either “effective” or “highly effective." Our SUNY Fredonia trained teachers are among this “Effective/Highly Effective” group.

In 2014, the Fredonia College of Education began an annual P-12 Impact Case Study Project intended to provide us with a more up-close understanding of the positive impacts our completers have on P-12 student learning. We are now in process with our AY 2018-2019 study and look forward to presenting our findings on this website at the conclusion of the 2018-2019 academic year.

1. Employer Satisfaction with Teaching Effectiveness

The College of Education Annual Employer Survey provides important feedback on employer satisfaction with Fredonia-trained teacher effectiveness. School district employers indicate high levels of overall satisfaction with Fredonia-trained teachers:

  • 97% of employers reported that Fredonia-trained teachers do a great job at "building positive relationships with learners and their families"
  • 95% of employers reported that Fredonia-trained teachers model the belief that "all students can learn at a high level"
  • 95% of employers reported that Fredonia teachers "enthusiastically engage students"

2. Student Teaching Evaluation Results

The College of Education provides high quality and clinically rich programs that facilitate the individual growth, competencies, and professionalism of our student teachers. As seen in the table below, a very high percentage of our student teachers successfully complete their full-time student teaching which is a meaningful measure of teaching effectiveness.

Undergraduate
Academic Year Student Teaching Completers % Not Meeting Target Performance % Meeting Target Performance
2016-17 173 1% 99%
2015-16 180 0% 100%
2014-15 196 0% 97%
Graduate
2016-17 38 0% 100%
2015-16 45 0% 100%
2014-15 48 0% 100%

3. Teaching Effectiveness – edTPA Rubric 10 Results

As of June 2014, the Education Teacher Performance Assessment (edTPA) became a New York State Education Department requirement of all candidates seeking teaching licensure. The edTPA is a teacher performance measure developed by the Stanford Center for Assessment, Learning, and Equity (SCALE) and administered by Pearson. SCALE describes edTPA as, “a summative, subject-specific portfolio-based assessment of teaching performance, completed during a preparation program within a clinical field experience. The edTPA is designed to assess a teacher candidate’s readiness for licensure” (SCALE, 2014).

The edTPA is composed of three tasks – planning, instructing, and assessing – within specific areas of teaching, with some variability on the requirements within each task. Success on the edTPA requires candidates to:

  • effectively plan instruction, teach, and assess P-12 student learning
  • demonstrate understanding of content and pedagogy through clear, articulated responses to specific writing prompts
  • provide a “grounded discussion of theory or research” in developing plans
  • identify intended learning outcomes that are connected to “rigorous college-and-career-ready standards,” which in New York includes the Next Generation English Language Arts and Mathematics Learning Standards and/or the Next Generation Science Standards in their plans
  • show P-12 student progress in meeting those outcomes

As New York State has identified the edTPA as one indicator of readiness for licensure, we too use it as a measure of Teaching Effectiveness. The table below includes our edTPA scores for Rubric 10: Analyzing Teaching Effectiveness. The results show that our candidate performance is equal to or better than State and National averages.

edTPA Handbook Fredonia Mean Rubric Score State Mean Rubric Score National Mean Rubric Score
Early Childhood 2.7 2.6 2.7
Elementary Education 2.9 2.8 2.8
K-12 Performing Artts 2.9 2.8 2.7
Secondary ELA 3.0 2.8 2.8
Secondary HSS 3.1 2.9 2.8
Special Education 2.7 2.7 2.7

 

Employer Satisfaction Survey

The College of Education Annual Employer Survey provides important feedback on employer satisfaction. School district employers indicate high levels of satisfaction with our Fredonia trained teachers:

  • 100% of employers said Fredonia trained teachers were very successful in their district.
  • 100% of employers would hire a Fredonia trained teacher in the future.
  • 97% of employers said that of all the teachers they have hired, those trained at Fredonia are among the best.
  • 97% of employers said that Fredonia trained teachers have excellent preparation to assume teacher responsibilities.
  • 97% of employers were very satisfied with the preparation of Fredonia trained teachers.
  • 94% of employers said they would hire Fredonia trained teachers for full-time teaching positions.

 

    1. Student Exit Survey

    The College of Education Annual Exit Survey provides important feedback on our program completer satisfaction with their Fredonia program of study. Our completers report high levels of satisfaction with their Fredonia program of study in areas such as:

    • ability to actively engage learners in the learning process
    • ability to develop effective learning plans
    • ability to reflect on and adjust their teaching practice to enhance learning
    • ability to use real-world contexts to present content in challenging, clear, and compelling ways

    2. Alumni Survey

    The College of Education Annual Alumni Survey provides important feedback on our completer satisfaction with their Fredonia program of study. Alumni who completed a program of study over the past three years provided feedback on their Fredonia program of study, such as:

    • Fredonia alumni are most satisfied with their ability to reflect on and adjust their teaching practice to enhance learning
    • Fredonia alumni are most satisfied with their ability to accommodate specific learner needs
    • Fredonia alumni are most satisfied with their knowledge of how students learn
    • Fredonia alumni are to a great extent satisfied with their ability to provide students multiple ways to understand the content being taught

    3. Institutional Alumni Survey

    Institutional Alumni Survey Results

    The table below includes four, five, and six-year graduation rates for the College of Education cohort of freshmen for AY 2012-2013.

     

      Graduation from the Department Graduation from the Institution
    Freshman 4-year 5-year 6-year 4-year 5-year 6-year
    Initial cohort N # Rate # Rate # Rate # Rate # Rate # Rate
    Fall 2012 96 46 47.9% 60 62.5%     58 60.4% 74 77.1%    

     

    Our program completers exceed the required 80% pass rate on the New York State Teacher Certification Exams (NYSTCE)

    • 2017 – 2018 Pass Rate   93%
    • 2016 - 2017  Pass Rate   97%
    • 2015 – 2016 Pass Rate   89%

    The College of Education Annual Alumni Survey for AYs 2014-2015, 2015-2016, and 2016-2017 provides some insight into the degree to which our program completers are able to be hired in education positions for which they have been trained. Of course, our position is that completion of a high quality program combined with successful completion of all New York State licensure requirements makes Fredonia completers very competitive in regional, state, and National job searches. Based on a sample of n = 122 College of Education Alumni:

    • Approximately 70% of our program completers will immediately enter into education positions related to their certification area after graduation
    • Approximately 17% will work in education related jobs but not necessarily as a classroom teacher
    • The remaining 13% of completers either pursue a Master’s degree which is required for permanent certification in New York State or do not pursue an education related position

    Fredonia’s official Cohort Default Rate (CDR) for the most recent years are:

    2015 – 4.7%

    2014 – 4.0%

    Final CDR will be provided by the U.S. Department of Education September 2018

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