To understand the satisfaction of employers with Grambling State University teacher preparation program graduates, the EPP administered a Danielson Rubric for the 2020-21 completers to three advanced employers. Of these three employers, we obtained three responses for a 100% response rate. The Grambling State University/Danielson Rubric data revealed many positive aspects about the readiness of the EPP's completers to enter the profession. Leading examples of positive employer ratings included essential knowledge of content and pedagogy, excellent communication and listening skills, positive student interaction, comprehensive instructional time, purposeful planning and preparation skills using tier 1 curriculum, and incredible classroom management. Areas for growth include increasing opportunities for student-to-student discussions, increasing student engagement, aligning standards to instruction and meeting timelines. The Danielson Rubric instrument is specific enough for the EPP to conclude that employers believe the first-year teachers are designing and modifying assessments to match learning objectives well and that completers are using formative and summative assessments to inform instructional practice. It was also noted that the first-year teachers have room for more growth as it pertains to differentiating assessments and engaging students in self-assessment.
The Memorandum of Understanding (MOU) agreement provides information for all participants in the program and serves as a guide for the partnership. The MOU remains in effect until or unless changes are needed by either party. Virtual orientation sessions are provided by the Office of Professional Laboratory Experiences and the Student Teaching Residency Coordinator at the beginning of each semester for district liaisons, school principals, and mentor teachers. The EPP has a total of twenty-one MOUs/partnerships.
The Danielson rubric asked the principals to rate the competency of the advanced completers regarding attributes based on the ten InTASC standards on a scale of one to four, with a response of one, indicating Ineffective, and a response of four indicating Highly Effective.
1-Ineffective 2- Effective: Emerging 3 – Effective: Proficient 4 – Highly Effective
|
Advanced |
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| InTASC | Domain 1: Planning and Preparation | 4 | 3 | 2 | 1 |
| 4,5,7 | 1a: Demonstrating Knowledge of Content and Pedagogy | 67% | 33% | ||
| 1,2,6,7 | 1b: Demonstrating Knowledge of Students | 100% | |||
| 6,7,8 | 1c: Setting Instructional Outcomes | 100% | |||
| 7,8,9 | 1d: Demonstrating Knowledge of Resources | 100% | |||
| 3,4,7 | 1e: Designing Coherent Instruction | 100% | |||
| 1,2,6 | 1f: Designing Student Assessments | 33% | 67% | ||
| Advanced n=3 |
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| InTASC | Domain 2: The Classroom Environment | 4 | 3 | 2 | 1 |
| 1,2,9,10 | 2a: Creating an Environment of Respect and Rapport | 100% | |||
| 1,2,9,10 | 2b: Establishing a Culture for Learning | 100% | |||
| 5,6,7,8 | 2c: Managing Classroom Procedures | 67% | 33% | ||
| 7,8,9,10 | 2d: Managing Student Behavior | 100% | |||
| 2,3,7 | 2e: Organizing Physical Space | 100% | |||
| Advanced n=3 |
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| InTASC | Domain 3: Instruction | 4 | 3 | 2 | 1 |
| 1,2,5,6,7,8 | 3a: Communicating with Students | 100% | |||
| 6,7,8 | 3b: Using Questioning and Discussion Techniques | 67% | 33% | ||
| 1,2,3,6 | 3c: Engaging Students in Learning | 67% | 33% | ||
| 6,7,8,9 | 3d: Using Assessment in Instruction | 33% | 67% | ||
| 5,6,7,8,9 | 3e: Demonstrating Flexibility and Responsiveness | 67% | 33% | ||
| Advanced n=3 |
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| InTASC | Domain 4: Professional Responsibilities | 4 | 3 | 2 | 1 |
| 3,9,10 | 4a: Reflecting on Teaching | 100% | |||
| 6,8,9,10 | 4b: Maintaining Accurate Records | 100% | |||
| 9,10 | 4c: Communicating with Families | 67% | 33% | ||
| 9,10 | 4d: Participating in a Professional Community | 100% | |||
| 5,9,10 | 4e: Growing and Developing Professionally | 100% | |||
| 3,9,10 | 4f: Showing Professionalism | 100% | |||
Source: Grambling State University/Danielson Rubric (PDF)
The EPP is dedicated to the assessment of the overall readiness of teacher candidates at the conclusion of their preparation experience. By requiring teacher candidates to demonstrate their preparedness, Grambling State University will ensure that new teachers enter classrooms prepared to provide a significant transformative impact on their students’ educational experience, on day one.
We are continuously engaged in efforts to improve our programs in order to improve teaching and learning for all children. Our goal is to produce excellent educators who offer effective pedagogically-sound best practices that promote inquiry and critical thinking. Our college is committed to the highest standards of professionalism, democratic citizenship, quality and high achievement in a context that affirms human diversity.
Our advanced level programs employ multiple measures to affirm that our teacher candidates are ready for the profession. Our candidates must successfully pass one or more standardized exams to qualify for a Louisiana teaching license. The data on individual tests, the Federal Title II reporting process collects pass rates on these exams into one data report. See our most recent Title II report for Advanced program. Passing state required licensure exams is a program exit requirement for all undergraduate licensure programs. Overall, 96% of program completers pass their state licensure exams.
Summary Institution-Level Pass Rate Data: Alternative Teacher Preparation Program within IHE
| Title II Reporting Services |
HEOA - Title II 2020 - 2021 Academic Year |
|||||
| Institution Name | Grambling State University | |||||
| Institution Code | 6250 | |||||
| State | Louisiana | |||||
| April 4, 2022 | ||||||
| Statewide | ||||||
| Group | Number Taking Assessment1 |
Number Passing Assessment2 |
Institutional Pass Rate |
Number Taking Assessment1 |
Number Passing Assessment2 |
Statewide Pass Rate |
| All Program Completers, 2020-21 | 5 | 357 | 342 | 96% | ||
| All Program Completers, 2019-20 | 357 | 342 | 96% | |||
| All Program Completers, 2018-19 | 4 | 466 | 454 | 97% | ||
| All Program Completers, combined 2018/19-2020/213 | 9 | |||||
Note: In cases where there are less than ten students taking the assessment or license/certificate,
the number passing and pass rate are not reported.
1 Number of completers taking one or more assessments within their area of specialization.
2 Summary level "Number Taking Assessment" may differ from assessment level "Number
Taking Assessment" because each student is counted once at the summary level but may
be counted in multiple assessments at the assessment level.
3 When two or more completer groups have fewer than ten completers, data is combined
across the three completer years into an additional completer group for the Summary
pass rates.
Copyright © 2021 by Educational Testing Service. All rights reserved.
Source: Title II 2020-2021 (PDF)
The EPP surveys graduating seniors and recent graduates to track employment trends. Additionally, the Louisiana Department of Education (LDOE) provides completers’ employment trends for recent completers hired in public schools in Louisiana. The completers’ employment information provided to the EPP by the Louisiana Department of Education includes only completers employed by public schools in the state of Louisiana. It does not include employment information for completers hired by private, parochial, or out-of-state schools. Louisiana requirements for obtaining educator licenses for teachers include the passage of tests of subject area content and professional knowledge. All program completers have at least one test to pass to demonstrate their mastery of content and professional knowledge and some licensure areas require the passage of three to four licensure exams. The percentage of program completers who hold a Louisiana teaching position one year after graduation is favorable. Forty percent of Grambling State University College of Education Department of Teacher Education Completers who responded indicated they were employed in full-time teaching positions.
Below are the percentages of the advanced completers who were employed in their area
of certification for the last three academic years:
| Advanced Level | |||||||||
| 2020-21 | 2019-20 | 2018-19 | |||||||
| Program/ Licensure Area |
Program Completers |
Have teaching positions for which they were prepared |
Percentage of completers having teaching positions for which they were prepared |
Program Completers |
Have teaching positions for which they were prepared |
Percentage of completers having teaching positions for which they were prepared |
Program Completers |
Have teaching positions for which they were prepared |
Percentage of completers having teaching positions for which they were prepared |
| Elementary Education Grades 1-5 |
3 | 3 | 4 | 4 | 100% | ||||
| Secondary Education & Special Education M/M Grades 6- 12 (Mathematics) |
1 | 1 | 1 | 100% | |||||
| Elementary Education – Grades (Old Post- Baccalaureate Alternate Program) |
1 | 1 | |||||||
| Note: one graduate is an Executive Director of a Charter School. |
|
||||||||
| Total | 5 | 4 | 80% | 0 | 0 | 0% | 5 | 5 | 100% |
Source: Table - Percentages of the advanced completers (PDF)