Measure 1 (Initial): Completer effectiveness. (R4.1) Data must address: (a) completer impact in contributing to P-12 student-learning growth and (b) completer effectiveness in applying professional knowledge, skills, and dispositions.
IUP's program completers are making a positive impact on P-12 student learning and development around the country. A case study approach was used to demonstrate the impact of IUP's EPP completers on P-12 student learning and development, classroom instruction, and schools. Results of the completers' surveys demonstrate that IUP completers are reaching employment milestones such as promotion and retention, and they are continuing their professional growth.
Process
A survey was sent out to all initial-level program graduates who graduated within the last three years. Based on their responses, two to three completers were identified from each program. Completers are defined as graduates from one of our programs who are certified and employed in the content area that IUP prepared them for. They were then asked to participate in the case study by completing the following tasks:
- A survey that sought educational background information about the teacher, Likert scale items based on the 10 InTASC standards and ten critical dispositional standards within the InTASC standards, and five open-ended questions.
- Provide any or all of the following documentation for AY 2021–22 to demonstrate your impact on student learning:
- Standardized Test Scores (without students’ names)
- Classroom Assessments (perhaps mini-Teacher Work Sample without students’ names)
- Technology-based Assessments and Monitoring (ex: NWEA, online gradebooks)
- Student Learning Objectives / Student Performance Measures
- Provide any or all of the following documentation for AY 2021–22 to demonstrate your effectiveness as a teacher:
- End-of-Year Evaluation (portfolio, district- or state-required forms/documents)
- Principal or Direct Supervisor’s Classroom Observations of Teacher
Completer Survey for 2023 Report
Case Study 1
Case Study 2
Case Study 3
Measure 2 (Initial and Advanced): Satisfaction of employers and stakeholder involvement. (R4.2|R5.3| RA4.1)
Employer Satisfaction
Immediate supervisors of each case study were asked to complete the same survey as teachers to assess their satisfaction with the IUP graduate employed by their district.
Employer Survey for 2023 Report
Stakeholder Involvement
The EPP’s dean, assistant dean, dean's associate, and Clinical Services specialist actively participate in the Superintendent's Advisory Council (SAC) with ARIN IU 28 and IUP pays to be a member of the School District University Collaborative (SDUC) of Pittsburgh Public Schools (PPS). IUP’s Educator Preparation Program is also represented in the statewide Field Director’s group and the PA Educator Diversity Consortium (PEDC).
The local intermediate unit, ARIN IU28, hosts and participates in SAC. This forum of superintendents, leaders of the intermediate unit, and IUP's dean and assistant dean of Education and Communications provides a partnership of two-way networking, exchange of current and relevant information, and a direct link to central administration of regional PK-12 school districts.
The SDUC consists of central administration from PPS and several regional universities. The SDUC meets several times per year to encourage preservice teacher placements, professional development, networking, and partnerships within urban school settings.
IUP has been represented for many years in the PA Field Director’s group which is comprised of deans, assistant deans, field directors, and placement coordinators from institutions throughout the Commonwealth. In response to the pandemic, the group has become more active due to the increased need for communication and support during an unprecedented time. The group continues to meet monthly to discuss new PDE initiatives and ways to support preservice teachers.
Started in Eastern PA, PEDC expanded to include IHEs and other stakeholders in Western PA with a mission to increase educator diversity in PA. The EPP is an advocate for their mission and continually strives to develop culturally-responsive and sustaining educators.
Each semester, mentor teachers are asked to provide feedback regarding their experience with student teachers in the field. The majority of mentors agree or strongly agree that IUP student teachers are prepared to meet InTASC standards. This data is reviewed by program coordinators and feedback is incorporated into programs and field experiences.
Measure 3 (Initial and Advanced): Candidate competency at completion. (R3.3)
Data provided should relate to measures the EPP is using 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.)
The provisions of the 1998 Amendments to Title II of the Higher Education Act of 1965 require Indiana University of Pennsylvania to provide information to the public about students who complete our teacher education programs. It is important to recognize that the Pennsylvania Department of Education uses a sliding GPA scale to determine pass rates that are not captured in the data within Title II reporting. Specific information regarding pass rates and the sliding scale may be found on PDE's website. The institutional outright pass rate was 66 percent, comparable to the statewide pass rate of 68 percent.
The EPP uses a common final evaluation aligned with CAEP, InTASC, and Danielson standards to assess candidate competency at the completion of student teaching. Overall, candidates were rated as proficient or distinguished by IUP faculty supervisors and district mentors.
Measure 4 (Initial and Advanced): Ability of completers to be hired (in positions for which they have prepared.)
Handshake report
The Career and Professional Development Center of IUP provides completer data from the 2021–22 academic year. Of 84 initial-level program graduates, 60 percent are working, 14 percent are continuing their education, and 24 percent are still looking. Of respondents that specified their industry, 74 percent are working in the field of education. Of 86 advanced program graduates, 84 percent are working, 8 percent are continuing their education (most at IUP), and 7 percent are still looking. Of respondents that specified their industry, 94 percent are working in the field of education.