CAEP Annual Accreditation Report

CAEP Accountability Measures - Advanced Level

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Measure 2: Satisfaction of Employers and Stakeholder Involvement

Employer Survey

The College of Education annually surveys the employers of program completers in the advanced program.  The purpose of the assessment is to provide the EPP with in-depth results on the educator preparation programs’ effectiveness in preparing teachers to succeed in the classroom.  The EPP administered the Louisiana Educator Rubric which was designed through a partnership between the Louisiana Department of Education (LDOE) and the National Institute for Excellence in Teaching (NIET) to directly support improvements in classroom instruction.  By clearly defining effective teaching and student-centered instruction, this rubric provides educators with a roadmap for strengthening their practice, facilitating high-quality coaching, and fostering collaboration around best instructional practices.  The Louisiana Educator Rubric brings a comprehensive focus on four key domains: instruction, planning, environment, and professionalism.  Each domain is further broken down into indicators and descriptors that clearly define effective teaching.  Performance definitions are provided at levels: 5 - Significantly Above Expectations - Exemplary, 3 -At Expectations - Proficient, and 1- Significantly Below Expectations - Unsatisfactory.

The rubric was electronically distributed to thirteen principals for the 2024-2025 completers.  Of these thirteen employers, we obtained five responses for a 38% response rate.

2024-2025 Employer Survey Strengths:

• Employers’ responses totaled 17%: 5 - Significantly Above Expectations – Exemplary (Consistent Evidence of Student-Centered Learning/ Student Ownership of Learning – Teacher and Students Facilitate the Learning)
• Employers’ responses totaled 72%: At Expectations – Proficient (Some Evidence of Student-Centered Learning/ Student Ownership of Learning – Teacher Facilitates the Learning)
• Employers’ responses totaled 11%: Significantly Below Expectations – Unsatisfactory (Minimal Evidence of Student Ownership of Learning – Heavy Emphasis on Teacher Direction)

*Employers’ responses totaled 11%: - Response from Principal

This teacher is a second-year teacher, is currently working with an external instructional support provider that I secured through our school’s Title funds.  This support is focused on the following areas: effective planning, lesson delivery, teaching the full depth of the content standards, rigorous questioning, using student feedback to adjust classroom instruction, tracking academic data, identifying strategies to increase student engagement and creating teacher-made formative assessments aligned to the LEAP/EOC.  This teacher has been very transparent in sharing her concerns related to classroom pedagogy and instructional methodology.  She is receptive to feedback and consistently applies the suggestions provided. Because she is committed to improving student academic outcomes and genuinely enjoys working with students, I believe she will continue to make progress.

 (See table attached for data from Louisiana Educator Rubric)

 

Stakeholder

PK-16+

The primary role of the PK-16+ Council includes reviewing issues and areas of concern relevant to P-12 schools, along with developing and providing professional development activities for new and veteran teachers.  The PK-16+ Co-chairs ensure that collaborative efforts take place between the unit and P12 schools.  Responsibilities of the PK-16+ Council are: 1. To create cross-institutional relationships with other stakeholders. 2. To collect, analyze, and use data for program improvements between the University and PK-12 settings.  The PK-16+ includes teachers and administrators from P-12 urban and suburban settings, recent completers, EPP faculty and administrators.  The PK-16+ council meets quarterly per academic year.

MOUs/Partner Schools

To ensure that partnerships are mutually beneficial and include mutually agreeable expectations for candidate entry, preparation and exit, Memoranda of Understanding are created in collaboration with each district to personalize the experiences for candidates and the schoolhouse.  Additionally, each Memorandum of Understanding is developed to highlight the specific collaborative clinical components active within the district.  The MOU remains in effect until or unless changes are needed by either party.  The EPP has a total of twenty-five MOUs/partnerships.

 

 

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Measure 3: Candidate Competency at Program Completion

Overview

The College of Education monitors candidate competency from program admission through completion to ensure that candidates have met all required professional standards and are prepared for recommendation for initial certification.  The purpose of all certification programs is to develop practicing master teachers, instructional support personnel, and education specialists who more effectively serve students in P-12 settings.  As master teachers, instructional support personnel, and education specialists, they participate as leaders in their schools and contribute to their profession.

 

Advanced Programs: State Licensure Exams

Teacher candidates seeking advanced certification in Louisiana are required to pass the required General Pedagogy exam and Content Specialty exam.  Candidates must meet the qualifying score for each required exam to become eligible for licensure in the state of Louisiana.  In the tables attached, a Pass status indicates that the candidate passed all the Praxis exams required for licensure.

To be recommended for licensure, candidates must complete the following to demonstrate their competency at the end of their program of study.  (1) Successfully complete coursework with minimum grades of “B”, Pass appropriate PRAXIS pedagogy examination(s): 2. Program Grade Point Average – program graduates must complete all programs with a minimum of a 2.5 grade point average (GPA) in order to be recommended for licensure in the respective licensure area.

The Advanced Praxis II and PLT Pass Rates at Program Completion table attached summarize pass rates for candidates at completion.

 

Completer Survey

Our completer surveys directly address the extent to which completers are prepared to carry out the entire range of teaching tasks effectively.  The satisfaction of the education received from the EEP program - 100% of completers indicated that they were “very satisfied”. The Follow-up Survey of Curriculum and Instruction Graduates attached depict an EPP created program completer survey to enable the reflection on one’s preparation.  (See table attached for data from the Follow-up Survey of Curriculum and Instruction Graduates);

 

Title II Reporting

In addition to the proprietary assessments and grade-point averages and transition points, the EPP also reports completion data to the federal government under the Higher Education Act. The information contained in the 2024-2025 Title II Reports at the end of this section includes assessment pass rates from recent years. (Attached - Title II Report = AY 2024-2025 – Alternative)

 

 

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Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

Advanced Programs: Follow-Up Survey 2024-2025

The Follow-Up Survey provides an important source of data regarding employment in teaching positions.  Employment follow-up data collected across three consecutive cycles (2022–2025) consistently demonstrate that the EPP completers are successfully hired in positions aligned with their certification preparation.  A follow-up survey was electronically distributed to the thirteen graduates.  The aim was to track employment statuses 12 months post-graduation.  Eight graduates completed the Follow-up Survey for Graduates for a 62% response rate.

Please describe your current employment situation by choosing the appropriate response (n=8)

Employed in the education field:

100% of the Grambling State University College of Education Curriculum and Instruction Department Completers that responded indicated that they were employed in their educational field.

0% of the Grambling State University College of Education Curriculum and Instruction Department Completers that responded indicated that they were employed full-time in a field other than education.

Employment Status:

100 % of the Grambling State University College of Education Curriculum and Instruction Department Completers that responded indicated that they were employed full-time.

0% of the Grambling State University College of Education Curriculum and Instruction Department Completers that responded indicated that they were unemployed and not seeking employment.

Enrolled in a Graduate/Professional degree Program

50% of the Grambling State University College of Education Curriculum and Instruction Department Completers that responded indicated that they were attending college to earn an advanced degree.

The table attached will show the percentages of the advanced completers who were employed in their area of certification for the last three academic years.