CAEP Accountability Measures

Measure 1 (Initial): Completer effectiveness

(R4.1) Data must address:

1. completer impact in contributing to P-12 student-learning growth  AND 
2. completer effectiveness in applying professional knowledge, skills, and dispositions.

EVIDENCE 1

The data and the tables in this spreadsheet represent data collected from principals across the state of Kentucky in the spring of 2023 from approximately mid-March to mid-June for three years (in some cases, four) for EPPs in the state of Kentucky.

KACTE/EPSB/UKY Statewide Principal Survey Results

The data and the tables in this spreadsheet represent data collected from principals across the state of Kentucky in the spring of 2023 from approximately mid-March to mid-June for three years (in some cases, four) for EPPs in the state of Kentucky.

Principal names and school associations were pulled from state available records and email addresses were developed by adding first name and last name together with district email address (e.g. "john.smith@fayette.kyschools.us"). Emails were submitted to an online email validation tool (neverbounce.com), and invalid emails were then manually reviewed.

EPP alumni information was provided by each EPP. The state provided EPPs with a list of initial certification alumni (only alumni who graduated with initial certification) and their associated schools. Additional demographic information provided on graduates included (1) program of study, (2) pathway [e.g., traditional, option-6, proficiency, residency, MAT, etc.], (3) and year of graduation. Graduates who had more than one program of study had programs of study merged together to capture the impact of both programs simultaneously. Each graduate with multiple initial certification areas was also assigned a program+ assignment to allow for a look at the impact of a program of study regardless of the degree combinations [e.g., "elementary education" and "elementary education + special education" are listed separately and there is a separate "elementary education+" category that allows for the combination of the two for comparisons.)

Since the focus is on the program/EPP, to reduce the survey burden on principals, where possible, graduate names were merged together to show principals a group of graduates instead of a single graduate. This merging was done based on (1) EPP, (2) year of graduation, (3) program of study, and (4) pathway. So, for example, if four students graduated from Bellarmine University from the same program, in the same year, and in the same pathway and all work at the same school, the principal would see their names grouped together and asked to think about the group collectively to rate the effectiveness of the preparation program by the EPP. Therefore, it is possible that 1 response from a Principal could represent 2 or more MSU graduates.

This project was completed by Joshua Rhodes McConnell Parsons, who at the time was an evaluation specialist at the Evaluation Center at the University of Kentucky in the College of Education. Mr. Parsons and the project were overseen by Dr. Shannon Sampson, Director of the Evaluation Center.

Morehead State University received 55 responses. These data represent the voices of those leaders and their overall impression of the impact that MSU-EPP graduates have on their K-12 students. Note that the standards represent both InTASC (CAEP) and Kentucky Teacher (EPSB).

These data summarize the impression that principals have of MSU graduates from the past 3 years only, 2019-22. (Data Table Follows)

EVIDENCE 2

This survey was sent to 210 Cooperating Teachers that hosted a Student Teacher during the AY 2022-23. The Response (N) is 108, a 51% return rate.

View Data

Measure 2 (Initial and Advanced)

Satisfaction of employers and stakeholder involvement. (R4.2|R5.3| RA4.1). Data provided should be collected on employers' satisfaction with program completers.

EVIDENCE

During 21-22, data collection consisted of a series of interviews with instructional supervisors and principals in the Morehead State University Region. These 29 school districts provide employment opportunities for a large number of EPP graduates. The data from the interviews were collected to determine the strengths and weaknesses of first-year teachers who had graduated in the spring of 2021 and those who had completed their first year of teaching after graduating in the midst of the statewide shutdown in the Spring 2020 due to the impact of Covid 19.

Although instructional supervisors and principals felt that the skills of first-year teachers had been impacted by online learning and successive shutdowns in schools, as a result of Covid, 100% of the administrators (N=36) were quick to point out that experienced teachers suffered from some of the same problems. However, the consensus (83%) was that new teachers were overwhelmingly strong in technology and teaching in a hybrid situation.

The number one area of need identified for first-year teachers by 94% of interviewees was classroom management. For many completers, beginning their professional career, the lack of in-person field experience during the pandemic left them with opportunities to practice what they had learned and, thus, were not prepared to manage a classroom. Overwhelmingly, administrators explained that new teachers needed to be proactive within the classroom. Administrators expressed that often, new teachers did not understand how misbehavior could quickly escalate. Administrators also mentioned (67%) that new teachers needed a better grasp of how procedures could support their management skills.

Administrators who did not list this as the most important area of need listed it as a close second. Another area that overwhelmingly arose among administrators (91%) was the need for new teachers to understand and support students who may be dealing with anxiety, depression, and trauma. Many administrators saw this in connection with classroom management issues, but all (100%) expressed the belief that the pandemic had taken an emotional toll on students.

Finally, another area of need identified by Constituents (61%) was instructional strategies. New teachers needed to understand how instructional strategies should be integrated with a clear understanding of the standards to provide an engaging lesson. Additionally, 275 mentioned that lesson pacing needed improvement.

This table shows the history of the changes in the identified needs expressed by constituents over the last 7 years. Feedback comes from the last KY statewide principal survey, graduate feedback, focus groups, and interviews.

*Percentage is based on merged responses from surveys and meetings, not actual respondent percentages

MEASURE 3 (INITIAL AND ADVANCED)

Candidate competency at completion. (R3.3)

Data provided should relate to measures the EPP uses to determine if candidates are meeting program expectations and ready to be recommended for licensure. (E.g., EPP's Title II report, data that reflect the ability of EPP candidates to meet licensing and state requirements, or other measures the EPP uses to determine candidate competency at completion.) AND

MEASURE 4 (INITIAL AND ADVANCED)

Ability of completers to be hired (in positions for which they have prepared.)

EVIDENCE

In February 2023, the EPSB provided a report showing program completers between September 1, 2017, through August 31, 2022. It only captures data of completers that are currently assigned to a school. Those completers that are not assigned were not included in this data pull. This data set was then compared to our local lists of all completers during this same time frame, as provided by our I.R. department. Then, those completers not showing as ‘employed’ were located on the EPSB database, to determine if they a) hold a 5-year professional certificate (showing they meet licensing requirements) or b) have not yet applied for that 5-year certification (supposedly due to not meeting state certification requirements, e.g., Praxis scores). This table shows the results for Initial, MAT, and undergraduate programs.

Initial, Undergraduate-Traditional Route to Certification

Initial, MAT Option 6 and Traditional Routes to Certification