College of Education Quality Measures Impact on P-12 Learning and - PowerPoint PPT Presentation

College of Education Quality Measures • Impact on P-12 Learning and Development and Indicators of Teaching Effectiveness • Satisfaction of Employers and Employment Milestones • Satisfaction of Completers - Initial Licensure Programs • Satisfaction of Completers - Advanced Programs • Graduation Rates • Ability of Completers to Meet Licensing Requirements • Ability of Completers to Be Hired in Education Positions • Student Loan Default Rates and Other Consumer Information • Student Loan Information – Average Debt

Impact on P-12 Learning and Development and Indicators of Teaching Effectiveness Performance Evaluation Rating 49% 51% Proficient Excellent USF Graduates’ Demonstrated Teaching Skills and Impact on K-12 Students 2018 (N=39) The demonstrated teaching skills and impact on K-12 students graphic above visualizes the performance evaluations of candidates who have completed a program at the institution and are employed in an Illinois public school. Teacher performance evaluations consist of two components: student growth and professional practice. Student growth means a demonstrable change in a student’s or group of students’ knowledge or skills, as evidenced by gain and/or attainment on two or more assessments, between two or more points in time. Districts may designate any percentage of the evaluation toward each component. Student growth must comprise at least 30 percent of the evaluation. Districts may also utilize any rubric in evaluations. Summative evaluation ratings are not comparable from school to school due to evaluator subjectivity and percentage of evaluation utilized for each component.

Satisfaction of Employers and Employment Milestones Employer Satisfaction Interviews: 2017-19 Cycle Demographics of the three schools included in survey In order to assess employers’ satisfaction with our graduates, the College of School Information Education Graduate Education (COE) conducts bi-annual employer interviews. The interview School method is a good fit with our institution due to our size (relatively small Grad Year PEL Type Race | Ethnicity Low- Income LEP Mobility number of graduates) and the fact that most of our graduates are employed within a 20-mile radius. The interview method with its mix of qualitative and 2017 Elementary quantitative data provides deeper and more comprehensive view of employers’ satisfaction with our graduates when compare to surveys. W 3.5% A.O. Marshall Elementary + 2017 H 12.8% 99.8% 58.9% 8.5% Bilingual The construction of interview protocol included developing questions that Joliet B 68.1% are aligned with the InTASC Standards and that assess our candidates’ impact Elementary + 2016 on PK-12 student learning. The personal face-to-face interviews allow us to Bilingual probe beyond just basic agreement or disagreement and determine specific areas of strength or areas for improvement. In addition, interviews provide an W 59% 2015 Elementary Jones Elementary H 8% opportunity for triangulation and increased validity as areas of agreement or 30.0% 5.0% 6.0% Minooka B 27% divergence among employers and other measures can be observed. 2015 Elementary For the interviews, a purposive sample was used to collect a representative sample across all COE programs over the next five years. In order to select W 91% 2013 Math Reed- Custer H.S. H 0% this cycle’s sample, the COE reviewed reports indicating where candidates 36.0% 1.0% 8.0% Braidwood B 6% who graduated within the past five years were employed. Schools and 2013 Visual Art principals with more than one graduate employed were considered. Three schools were selected with graduates from the elementary (5), secondary math (1), and visual arts (1) programs. The COE’s field experience coordinator contacted the principals to explain the process and request their cooperation in completing an anonymous survey and meeting for an in- person interview. All three principals agreed. Prior to the face-to-face interview, the survey was sent out via Survey Monkey. The survey asked the principals to, “Please respond to the statements regarding teachers at your school who completed an education degree at the University of St. Francis since 2013”. Then they were asked to indicate their level of agreement (Strongly Agree to Strongly Disagree) regarding several statements (see table below). After the principals completed the survey, the field experience coordinator arranged a meeting at each of the schools to conduct the interviews. At the interview, principals were asked to describe the performance of the recent graduates in the following categories: 1) The Learner and Learning, 2) Content Knowledge, 3) Instructional Practice, and 4) Professional Responsibility. The field experience coordinator asked follow-up questions for clarification and to gather more robust evidence of their respective performances. The interviews were recorded and notes were taken by the field experience coordinator. 1 Due to the Covid-19 crisis of 2020, the cycle of data collection was postponed.

Survey Results: Satisfaction of Employers and Employment Milestones Following the interview, the field experience Strongly Agree Strongly Disagree Survey Statement (n = 7 graduates, 3 principals) coordinator reviewed the notes and or Agree or Disagree examined relevant themes. The themes that 100% 0% The teacher understands how learners grow and develop and designs and implements developmentally emerged aligned with the INTASC appropriate and challenging learning experiences. standards and categories: Learner and 100% 0% The teacher has a demonstrable (evidence-based) positive impact on student learning and development. Learning, Content Knowledge, Instructional Practice, and Professional Responsibility. 100% 0% The teacher uses understandings of individual differences and diverse cultures to enable each learner to meet high standards. Principals reported the following strengths: 100% 0% • Strong ability to make connections and The teacher works with others to create environments that encourage positive social interaction, active engagement in learning, and self-motivation. build relationships with students • 100% 0% Innovative classroom practices for The teacher creates learning experiences that make the discipline accessible and meaningful for learners to effective instruction and student learning assure mastery of the content. • Demonstrated leadership with 100% 0% The teacher understands how to connect concepts and use differing perspectives to engage learners in colleagues critical thinking, creativity, and collaborative problem solving. • Engagement in school and local 100% 0% The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to community beyond the classroom monitor learner progress, and guide the teacher’s and learners’ decision making. 100% 0% The teacher understands and uses a variety of instructional strategies to encourage learners to develop dep Principals reported the following understanding of content areas and their connections, and to build skills to apply knowledge in meaningful opportunities for improvement: ways. A potential area for improvement was 100% 0% The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her noted as one principal reported that one practice. alumni was not receptive to constructive 100% 0% The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to feedback and did not effectively build collaborate with learners, families, colleagues and other school professionals, and community members to relationships with students. While this was ensure learner growth, and to advance the profession. not echoed in the feedback related to any of the other alumni teaching in the three schools, it points to an opportunity to review the COE quality assurance system as the weaknesses did not emerge when the teacher was a candidate in the program.

Satisfaction of Completers – Initial Licensure Programs Exit Survey Results from Program Completers, Fall 2016 - Summer 2019 Satisfaction with overall educator preparation ELEMENTARY EDUCATION SPECIAL EDUCATION VISUAL ARTS & SECONDARY EDUCATION and preparation of program outcomes: 2016-2017 2017-2018 2018-2019 2016-2017 2017-2018 2018-2019 2016-2017 2017-2018 2018-2019 Preparation N=19 N=15 N=18 N=8 N=2 N=4 N=2 N=5 N=3 How well did USF prepare you? 100% 100% 100% 62.5% 100% 100% 100% 100% 100% Well to Excellently Program Outcomes High to Very High Teaching Diverse Students 94.7% 86.7% 88.9% 77.8% 100% 100% 100% 100% 100% Content Knowledge 100% 100% 94.4% 44.4% 100% 100% 100% 80% 100% Differentiated Instruction 100% 100% 88.9% 88.9% 100% 100% 50% 60% 100% Learning Environment 94.7% 86.7% 100% 88.9% 100% 100% 100% 100% 100% Instructional Delivery 100% 93.3% 100% 88.9% 50% 100% 100% 80% 66.7% Reading, Writing, and Oral Communication 63.2% 93.3% 72.3% 55.6% 100% 100% 50% 80% 66.7% Assessment 100% 100% 94.4% 88.9% 100% 100% 100% 100% 100% Collaborative Relationships 89.5% 93.3% 100% 88.9% 100% 75% 100% 80% 66.7% Professionalism 84.3% 93.3% 88.9% 88.9% 100% 100% 100% 100% 66.7% Serving the Community 89.5% 93.3% 88.9% 44.4% 100% 100% 100% 100% 66.7%