Advanced Programs
Measure 2: Satisfaction of Employers and Stakeholder Involvement
To understand the satisfaction of employers with Grambling State University teacher
preparation program graduates, the EPP administered the Grambling State University/Danielson
Rubric for the 2021-2022 completers to five advanced employers. Of these five employers,
we obtained three responses for a 60% response rate.
The assessment is designed to gather feedback related to the preparation of our candidates
and their subsequent success in the field, specifically their ability to apply the
professional knowledge, skills and dispositions their preparation was designed to
achieve and employer’s satisfaction with completers performance.
The Grambling State University/Danielson Rubric asked the principals to rate the competency
of the program completers regarding attributes based on the ten InTASC Standards (considered to be the knowledge, skills, and dispositions expected of effective teachers),
presented by the four domains: Planning and Preparation, The Classroom Environment,
Instruction and Professional Responsibilities on a scale of one to four (1-Ineffective 2- Effective: Emerging 3 – Effective: Proficient 4 – Highly Effective).
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
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.
Data from the Grambling State University/Danielson Rubric – Advanced
| |
|
|
|
|
|
|
|
|
|
Grambling State University/Danielson Rubric
|
|
Advanced
n=3
|
|
1-Ineffective 2- Effective: Emerging 3 – Effective: Proficient 4 – Highly Effective
|
| |
|
Elementary Education Grades 1-5
n=1
|
Secondary Education/Special Ed. M/M (English)
n=1
|
Secondary Education/Special Ed. M/M (General Science)
n=1
|
| InTASC |
Domain 1: Planning and Preparation |
4 |
3 |
2 |
1 |
4 |
3 |
2 |
1 |
4 |
3 |
2 |
1 |
| 4,5,7 |
1a: Demonstrating Knowledge of Content and Pedagogy |
100% |
|
|
|
100% |
|
|
|
|
100% |
|
|
| 1,2,6,7 |
1b: Demonstrating Knowledge of Students |
100% |
|
|
|
|
100% |
|
|
100% |
|
|
|
| 6,7,8 |
1c: Setting Instructional Outcomes |
|
100% |
|
|
100% |
|
|
|
|
100% |
|
|
| 7,8,9 |
1d: Demonstrating Knowledge of Resources |
|
100% |
|
|
|
100% |
|
|
100% |
|
|
|
| 3,4,7 |
1e: Designing Coherent Instruction |
|
100% |
|
|
100% |
|
|
|
|
100% |
|
|
| 1,2,6 |
1f: Designing Student Assessments |
|
100% |
|
|
|
100% |
|
|
|
100% |
|
|
| |
| InTASC |
Domain 2: The Classroom Environment |
4 |
3 |
2 |
1 |
4 |
3 |
2 |
1 |
4 |
3 |
2 |
1 |
| 1,2,9,10 |
2a: Creating an Environment of Respect and Rapport |
100% |
|
|
|
100% |
|
|
|
100% |
|
|
|
| 1,2,9,10 |
2b: Establishing a Culture for Learning |
100% |
|
|
|
100% |
|
|
|
100% |
|
|
|
| 5,6,7,8 |
2c: Managing Classroom Procedures |
100% |
|
|
|
100% |
|
|
|
100% |
|
|
|
| 7,8,9,10 |
2d: Managing Student Behavior |
100% |
|
|
|
100% |
|
|
|
|
100% |
|
|
| 2,3,7 |
2e: Organizing Physical Space |
|
100% |
|
|
|
100% |
|
|
|
100% |
|
|
| |
| InTASC |
Domain 3: Instruction |
4 |
3 |
2 |
1 |
4 |
3 |
2 |
1 |
4 |
3 |
2 |
1 |
| 1,2,5,6,7,8 |
3a: Communicating with Students |
100% |
|
|
|
100% |
|
|
|
100% |
|
|
|
| 6,7,8 |
3b: Using Questioning and Discussion Techniques |
100% |
|
|
|
|
100% |
|
|
|
100% |
|
|
| 1,2,3,6 |
3c: Engaging Students in Learning |
100% |
|
|
|
100% |
|
|
|
|
100% |
|
|
| 6,7,8,9 |
3d: Using Assessment in Instruction |
|
100% |
|
|
|
100% |
|
|
|
100% |
|
|
| 5,6,7,8,9 |
3e: Demonstrating Flexibility and Responsiveness |
|
100% |
|
|
|
100% |
|
|
100% |
|
|
|
| |
| InTASC |
Domain 4: Professional Responsibilities |
4 |
3 |
2 |
1 |
4 |
3 |
2 |
1 |
4 |
3 |
2 |
1 |
| 3,9,10 |
4a: Reflecting on Teaching |
|
100% |
|
|
|
100% |
|
|
|
100% |
|
|
| 6,8,9,10 |
4b: Maintaining Accurate Records |
|
100% |
|
|
100% |
|
|
|
|
100% |
|
|
| 9,10 |
4c: Communicating with Families |
|
100% |
|
|
|
100% |
|
|
100% |
|
|
|
| 9,10 |
4d: Participating in a Professional Community |
100% |
|
|
|
|
100% |
|
|
100% |
|
|
|
| 5,9,10 |
4e: Growing and Developing Professionally |
|
100% |
|
|
100% |
|
|
|
100% |
|
|
|
| 3,9,10 |
4f: Showing Professionalism |
100% |
|
|
|
100% |
|
|
|
100% |
|
|
|
Source: Data from the Grambling State University/Danielson Rubric – Advanced
Measure 3: Candidate Competency at Program Completion
The EPP collects data from candidates at program completion demonstrating the candidates’
ability to be recommended for licensure as related to their program of study. Our
advanced level programs employ multiple measures to affirm that our teacher candidates
are ready for the profession. 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.
2021-22 Follow-up Survey of Curriculum and Instruction Graduates : Preparation to
teach students in diverse setting: 80% of completers indicated that they were “very
satisfied” and 20% of completers indicated that they were “satisfied”, Ability to
create a safe and managed learning environment in the classroom : 100% of completers
indicated that they were “very satisfied” and the overall satisfaction of the Teacher
Preparation Program/major field of study: 100% of completers indicated that they were
“very satisfied”.
Title II Report Alternative 2021-2022
Summary Institution-Level Pass Rate Data: Alternative Teacher Preparation Program within IHE
| |
Title II
Reporting Services |
HEOA - Title II
2021 - 2022 Academic Year |
|
| Institution Name |
Grambling State University |
| Institution Code |
6250 |
| State |
Louisiana |
| |
April 5, 2023 |
| |
Statewide |
| Group |
Number
Taking
Assessment1 |
Number
Passing
Assessment2 |
Institutional
Pass Rate |
Number
Taking
Assessment1 |
Number
Passing
Assessment2 |
Statewide
Pass Rate |
| All Program Completers, 2021-22 |
5 |
|
|
271 |
264 |
97% |
| All Program Completers, 2020-21 |
5 |
|
|
358 |
343 |
96% |
| All Program Completers, 2019-20 |
|
|
|
357 |
341 |
96% |
| All Program Completers, combined 2018/19-2020/213 |
10 |
10 |
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 © 2022 by Educational Testing Service. All rights reserved.
Source: Title II Report: Grambling State University Alternative Report AY 2021-2022
Measure 4: Ability of Completers to be Hired in Education Positions for Which They
Have Been Prepared
The EPP surveys 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. Candidates in our advanced program are primarily educators already working
in educational settings who are returning for licensure.
The goal of any EPP is to assure that they have prepared their candidates to be competitive
in the job market and have the cutting-edge skills and knowledge that lead to employment
in the licensure areas in which they have been prepared.
2021-2022 FOLLOW-UP SURVEY FOR GRADUATES
100% of the Grambling State University College of Education Curriculum and Instruction
Department Completers that responded indicated that they were employed full-time teaching.
0% of the Grambling State University College of Education Curriculum and Instruction
Department Completers that responded indicated that they were employed outside of the teaching field.
Data from the Follow-up Survey of Curriculum and Instruction Graduates
Below are the percentages of the advanced completers who were employed in their area
of certification for the last three academic years:
| |
| Advanced Level |
| |
2021-22 |
2020-21 |
2019-20 |
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 |
n=3 |
100% |
3 |
n=3 |
|
|
|
|
Secondary
Education &
Special
Education M/M
Grades 6-
12 (Mathematics) |
|
|
|
1 |
|
|
|
|
|
Elementary
Education –
Grades (Old
Post-
Baccalaureate
Alternate
Program) |
|
|
|
1 |
n=1 |
|
|
|
|
Special Education
M/M Grades 6-12
(English) |
1 |
n=1 |
100% |
|
|
|
|
|
|
Special Education
M/M Grades 6-12
(General Science) |
1 |
n=1 |
100% |
|
|
|
|
|
|
| |
|
Note: one graduate is an Executive Director of a Charter School.
|
|
| Total |
5 |
5 |
100% |
5 |
4 |
80% |
0 |
0 |
100% |
Source: Data from the Follow-up Survey of Curriculum and Instruction Graduates
