EPPs are required to provide data addressing the four CAEP Accountability Measures. These data must be collected or reported for the 2023–24 Academic Year (September 1, 2023–August 31, 2024) and be relevant to the requirements outlined below. Data should be clearly labeled to each of the four CAEP Accountability Measures and made publicly available with explanations that are easily understood by a general audience.
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. For this academic year, English Education completers were the focus. While only one completer agreed to participate, there was evidence of completer effectiveness. In addition, employers report they are satisfied with completers’ preparation overall (See measure 2). 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. They also agree that their educator preparation at IUP prepared them for the classroom.
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 English Education. 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 10 critical dispositional standards within the InTASC standards, and five open-ended questions. (See Reporting Measure 1 2022–23 Completer Survey)
- Provide any or all of the following documentation for AY 2023–24 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 2023–24 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
English Education Case Study
2023–24 Completer Survey Results
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.
Supervisors and administrators from local school districts who often employ our program completers were sent a similar survey to assess their satisfaction with recent completers’ preparation. Overall, the results indicate that employers are satisfied with the preparation of IUP teacher candidates.
2023–24 Employer Satisfaction Survey
Stakeholder Involvement
The EPP’s dean, assistant dean, and clinical services specialist actively participate in the Superintendent’s Advisory Council (SAC) with ARIN IU 28 and IUP is a paying 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, the PA Educator Diversity Consortium (PEDC), the Pennsylvania Association of Colleges and Teacher Educators (PAC-TE), and other professional organizations.
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. 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 Pennsylvania with a mission to increase educator diversity in Pennsylvania. The EPP is an advocate for their mission and continually strives to develop culturally responsive and sustaining educators.
In 2022, IUP received a Teacher Prep 2 Practice grant that strengthened the partnership with IUP and a diverse school district in Allegheny County. The funds helped to support a Grow-Your-Own Teacher Academy, placed literacy graduate assistants in the school, and participated in professional development for culturally relevant and sustaining education practices through the Center for Black Educator Development through the 2023–24 academic year.
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.
Fall 2023 Mentor Survey Results
Spring 2024 Mentor Survey Results
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 67 percent, comparable to the statewide pass rate. Of those who did not pass outright, most others pass using the sliding scale. This is evidence that our program completers are competent in content and pedagogical knowledge at the time of program completion.
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 in fall 2023 and spring 2024.
Final Student Teaching Evaluation
Measure 4 (Initial and Advanced): Ability of completers to be hired (in positions for which they have prepared).
- Data provided may come from various sources, including state or EPP collected data related to completers’ employment in teaching positions for which they were prepared.
The Career and Professional Development Center of IUP provides completer data from the 2023–24 academic year. Of respondents, most are employed in education or education-related fields or are pursuing higher education.