Initial Programs
Measure 1: Completer effectiveness and Impact on P-12 learning and development (Component
R4.1)
One indicator of teaching effectiveness is beginning teacher performance ratings in
Louisiana public and private schools. The ratings completed by principals are performance
areas aligned to the Interstate Teacher Assessment and Support Consortium (InTASC)
standards. Data was gathered related to employer satisfaction of first year teachers
in Louisiana through the Danielson Rubric sent to principals. In the Danielson Rubric,
principals responded overwhelmingly that teachers who graduated from Grambling State
University teacher preparation program consistently had a positive impact on P-12
student learning and development. In addition, it was noted that our program candidates
consistently and frequently demonstrate the knowledge, skills, and dispositions for
effective teaching as evidenced in the Interstate Teacher Assessment and Support Consortium
(InTASC) standards. (Link)
To illustrate the impact on P-12 learning and development, the Follow-up Survey of
Curriculum and Instruction Graduates was electronically sent to nine initial 2020-21
program completers. Of these nine program completers, seven responses were provided,
highlighting a 78% response rate.
Data from surveys submitted by our education program completers; showed that the completers
are satisfied with their preparation by their EPP which has enabled them to meet the
requirements and competency expectations of a teacher, as described in the Interstate
Teacher Assessment and Support Consortium (InTASC) standards, which are related to
Planning and Preparation, Classroom Environment, Instruction and Professional Responsibilities.
The Louisiana Department of Education webpage on first-year program completers teaching
in Louisiana were used to track the number of program completers teaching in the content
area for which they were prepared. Based on the 2021-22 academic year of information,
Initial: 56% of our graduates are employed in education. Another 11% were in graduate
school, military, out-of-state and unemployed.
2022: Follow-up Survey of Curriculum and Instruction Graduates
| |
Traditional
n=7 |
| |
1
Very
Dissatisfied
|
2
Dissatisfied
|
3
Satisfied
|
4
Very
Satisfied
|
| 1. My knowledge of subject area (content knowledge). InTASC standard 4 |
14% |
14% |
43% |
29% |
| 2. My mastery of instruction and pedagogical content knowledge. InTASC standards 5, 6, 7, 8 |
|
|
43% |
57% |
| 3. My ability to teach diverse P-12 students (Differentiated Instruction). InTASC standards 1, 2 |
|
14% |
14% |
72% |
| 4. My ability to teach P-12 students with diverse/special needs. InTASC standard 2 |
|
14% |
29% |
57% |
| 5. My ability to create a safe and managed learning environment in my classroom. InTASC standard 3 |
|
|
14% |
86% |
| 6. My ability to align my teaching with state and national standards. InTASC standard 5 |
|
|
57% |
43% |
| 7. My ability to encourage family and community engagement in my classroom. InTASC standard 10 |
|
14% |
14% |
72% |
| 8. My ability to assess P-12 student learning. InTASC standard 6 |
|
|
|
100% |
| 9. My ability to utilize technology in the classroom. InTASC standards 7, 8 |
|
|
29% |
71% |
| 10. My ability to engage in professional learning opportunities and communities. InTASC standard 9 |
|
|
43% |
57% |
| 11. My ability to engage in leadership and mentoring activities to assist other teachers.
InTASC standard 10 |
|
|
14% |
86% |
Source: 2022 Follow-up Survey of Curriculum and Instruction Graduates (PDF)
Measure 2: Satisfaction of employers and stakeholder involvement (Components R4.2|R5.3
| RA.4.1)
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 six initial employers. Of these six employers, we obtained six responses
for a 100% response rate. The Grambling State University/Danielson Rubric data reveal
many positive aspects about the readiness of the EPP's completers to enter the profession.
Leading examples of positive employer ratings include effectively knowledge of content
and pedagogy, excellent communication and listening skills, positive student interaction,
ensures no loss of instructional time, purposeful planning and preparation skills
using tier 1 curriculum, and incredible classroom management. Areas for growth include
working on increasing opportunities for student-to-student discussions, working to
increase student engagement, work on aligning standards to instruction and working
on timelines. The Danielson Rubric instrument is specific enough for the EPP to learn
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 - yet the first-year teachers have more
room for growth in 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 this 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 initial completers
about attributes based on the 10 InTASC standards on a scale of 1 to 4, with a response
of 1 indicating Ineffective, and a response of 4 indicating High Effective.
Grambling State University/Danielson Rubric
1-Ineffective 2- Effective: Emerging 3 – Effective: Proficient 4 – Highly Effective
| |
| |
|
Initial
n=6
|
| InTASC |
Domain 1: Planning and Preparation |
4 |
3 |
2 |
1 |
| 4,5,7 |
1a: Demonstrating Knowledge of Content and Pedagogy |
*17% |
67% |
|
|
| 1,2,6,7 |
1b: Demonstrating Knowledge of Students |
33% |
67% |
|
|
| 6,7,8 |
1c: Setting Instructional Outcomes |
33% |
33% |
34% |
|
| 7,8,9 |
1d: Demonstrating Knowledge of Resources |
17% |
67% |
17% |
|
| 3,4,7 |
1e: Designing Coherent Instruction |
17% |
50% |
33% |
|
| 1,2,6 |
1f: Designing Student Assessments |
17% |
67% |
17% |
|
| |
|
Initial
n=6 |
| InTASC |
Domain 2: The Classroom Environment |
4 |
3 |
2 |
1 |
| 1,2,9,10 |
2a: Creating an Environment of Respect and Rapport |
33% |
50% |
17% |
|
| 1,2,9,10 |
2b: Establishing a Culture for Learning |
17% |
67% |
17% |
|
| 5,6,7,8 |
2c: Managing Classroom Procedures |
50% |
33% |
17% |
|
| 7,8,9,10 |
2d: Managing Student Behavior |
67% |
33% |
|
|
| 2,3,7 |
2e: Organizing Physical Space |
33% |
67% |
|
|
| |
|
Initial
n=6 |
| InTASC |
Domain 3: Instruction |
4 |
3 |
2 |
1 |
| 1,2,5,6,7,8 |
3a: Communicating with Students |
33% |
67% |
|
|
| 6,7,8 |
3b: Using Questioning and Discussion Techniques |
*17% |
50% |
17% |
|
| 1,2,3,6 |
3c: Engaging Students in Learning |
33% |
50% |
17% |
|
| 6,7,8,9 |
3d: Using Assessment in Instruction |
17% |
83% |
|
|
| 5,6,7,8,9 |
3e: Demonstrating Flexibility and Responsiveness |
33% |
50% |
17% |
|
| |
|
Initial
n=6 |
| InTASC |
Domain 4: Professional Responsibilities |
4 |
3 |
2 |
1 |
| 3,9,10 |
4a: Reflecting on Teaching |
33% |
67% |
|
|
| 6,8,9,10 |
4b: Maintaining Accurate Records |
33% |
67% |
|
|
| 9,10 |
4c: Communicating with Families |
17% |
67% |
17% |
|
| 9,10 |
4d: Participating in a Professional Community |
33% |
50% |
17% |
|
| 5,9,10 |
4e: Growing and Developing Professionally |
17% |
67% |
17% |
|
| 3,9,10 |
4f: Showing Professionalism |
17% |
83% |
|
|
- Not observable – Student was teaching out of area of certification
Source: Grambling State University/Danielson Rubric (PDF)
Measure 3: Candidate Competency at Program Completion
The EPP is designed to assess the overall readiness of teacher candidates at the conclusion
of their preparation experience. By requiring teacher candidates to demonstrate their
readiness, Grambling State University will ensure that new teachers enter classrooms
prepared to make an impact with their students 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 engage in ongoing inquiry and intellectual work and are committed to the highest
standards of professionalism, democratic citizenship, quality and high achievement
in a context that affirms human diversity.
Our initial level programs use multiple measures to determine if 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 Initial Programs. Passing state required
licensure exams is a program exit requirement for all undergraduate licensure programs.
Thus 98% of program completers pass their state licensure exams.
Summary Institution-Level Pass Rate Data: Traditional 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 |
9 |
|
|
778 |
762 |
98% |
| All Program Completers, 2019-20 |
9 |
|
|
828 |
814 |
98% |
| All Program Completers, 2018-19 |
7 |
|
|
909 |
895 |
98% |
| All Program Completers, combined 2018/19-2020/213 |
25 |
25 |
100% |
|
|
|
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)
Measure 4: Ability of completers to be hired in education positions for which they
have been prepared
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 exam. The percentage of program graduates who hold a Louisiana
teaching position one year after graduation ranges from 100 percent. Seventy-one percent
of Grambling State University College of Education Department of Teacher Education
Completers that responded indicated that they were employed full-time teaching.
Below are the percentages of the initial completers who were employed in their area
of certification for the last three academic years:
| |
| Initial 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 |
6 |
3 |
50% |
5 |
5 |
100% |
6 |
6 |
100% |
Secondary
Education -
Biology |
|
|
|
|
|
|
|
|
|
Secondary
Education -
Mathematics |
1 |
1 |
100% |
|
|
|
|
|
|
Secondary
Education -
Chemistry |
1 |
1 |
100% |
|
|
|
|
|
|
| Music – Vocal |
|
|
|
1 |
|
|
|
|
|
Music –
Instrumental |
1 |
1 |
100% |
2 |
2 |
100% |
1 |
1 |
100% |
| Social Studies |
|
|
|
|
|
|
|
|
|
| PK-3 |
|
|
|
|
|
|
|
|
|
Health &
Physical
Education |
|
|
|
1 |
1 |
100% |
|
|
|
| |
Note: one graduate in the military,
one gradate in graduate school and
one graduate unemployed |
Note: one gradate in graduate school.
|
|
|
|
| Total |
9 |
6 |
67% |
9 |
8 |
89% |
7 |
7 |
100% |
Source: Table - Percentages of the initial completers (PDF)
