The College of Education annually surveys the employers of program completers in the advanced program. The EPP administered the Grambling State University/Danielson Rubric for the 2022-2023 completers to five advanced employers. Of these five employers, we obtained two responses for a 40% response rate.
The EPP administers the Grambling State University/Danielson Rubric to mentors/administrators within the state who have hired the EPP’s graduates. The survey is aligned 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). (See table attached for data from the Grambling State University/ Danielson Rubric)
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-one MOUs/partnerships.
Source: Data from the Grambling State University/Danielson Rubric – Advanced
|
Grambling State University/Danielson Rubric |
|||||||||||||
|
Advanced |
|||||||||||||
|
1-Ineffective 2- Effective: Emerging 3 – Effective: Proficient 4 – Highly Effective |
|||||||||||||
|
Elementary Education & Special n=2 |
|||||||||||||
| InTASC | Domain 1: Planning and Preparation | 4 | 3 | 2 | 1 | ||||||||
| 4,5,7 | 1a: Demonstrating Knowledge of Content and Pedagogy | 100% | |||||||||||
| 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 | 100% | |||||||||||
| 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 | 100% | |||||||||||
| 7,8,9,10 | 2d: Managing Student Behavior | 100% | |||||||||||
| 2,3,7 | 2e: Organizing Physical Space | 100% | |||||||||||
| 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 | 100% | |||||||||||
| 1,2,3,6 | 3c: Engaging Students in Learning | 100% | |||||||||||
| 6,7,8,9 | 3d: Using Assessment in Instruction | 100% | |||||||||||
| 5,6,7,8,9 | 3e: Demonstrating Flexibility and Responsiveness | 100% | |||||||||||
| 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 | 100% | |||||||||||
| 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% | |||||||||||
Data provided demonstrate the EPP is meeting program expectations and preparing candidates to be ready to be recommended 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.
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)
2023 Follow-Up Survey Suggestions for Improvement
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 2022-2023 Title II Reports at the end of this section includes assessment pass rates from recent years. (Attached - Title II Report: Grambling State University Alternate Report AY 2022-2023)
Sources:
| Elementary Education Grades 1-5 | ||||
| Semester |
5002 |
5003 |
5004 |
5005 |
|
Academic Year 2020-2021 |
N=7 |
N=9 |
N=8 |
N=7 |
| Academic Year 2021-2022 |
N=5 |
N=4 |
N=4 |
N=3 |
| Academic Year 2022-2023 |
N=5 |
N=5 |
N=5 |
N=5 |
|
Special Education Mild/Moderate |
|
| Semester |
SPED/MM |
| Academic Year 2020-2021 |
N=4 |
| Academic Year 2021-2022 |
N=4 |
| Academic Year 2022-2023 |
N=5 |
|
Principles of Learning and Teaching (PLT) |
||||
| Semester |
5622 |
5623 |
5624 |
|
| Academic Year 2020-2021 |
N=2 |
N=1 |
N=0 | |
| Academic Year 2021-2022 |
N=6 |
N=1 |
N=2 |
|
| Academic Year 2022-2023 |
N=5 |
|||
|
Advanced |
||||
|
1 |
2 |
3 |
4 |
|
| 1. My knowledge of subject area (content knowledge). InTASC standard 4 | 100% | |||
| 2. My mastery of instruction and pedagogical content knowledge. InTASC standards 5, 6, 7, 8 | 100% | |||
| 3. My ability to teach diverse P-12 students (Differentiated Instruction). InTASC standards 1, 2 | 100% | |||
| 4. My ability to teach P-12 students with diverse/special needs. InTASC standard 2 | 100% | |||
| 5. My ability to create a safe and managed learning environment in my classroom. InTASC standard 3 | 100% | |||
| 6. My ability to align my teaching with state and national standards. InTASC standard 5 | 100% | |||
| 7. My ability to encourage family and community engagement in my classroom. InTASC standard 10 | 100% | |||
| 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 | 100% | |||
| 10. My ability to engage in professional learning opportunities and communities InTASC standard 9 | 100% | |||
| 11. My ability to engage in leadership and mentoring activities to assist other teachers InTASC standard 10 | 100% | |||
Summary Institution-Level Pass Rate Data: Alternative Teacher Preparation Program within IHE
| Title II Reporting Services |
HEOA - Title II 2022 - 2023 Academic Year |
|||||
| Institution Name | Grambling State University | |||||
| Institution Code | 6250 | |||||
| State | Louisiana | |||||
| April 5, 2024 | ||||||
| Statewide | ||||||
| Group | Number Taking Assessment1 |
Number Passing Assessment2 |
Institutional Pass Rate |
Number Taking Assessment1 |
Number Passing Assessment2 |
Statewide Pass Rate |
| All Program Completers, 2022-23 | 15 | 15 | 100% | 661 | 640 | 97% |
| All Program Completers, 2021-22 | 10 | 10 | 100% | 683 | 678 | 99% |
| All Program Completers, 2020-21 | 9 | 778 | 762 | 98% | ||
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.
Copyright © 2024 by Educational Testing Service. All rights reserved.
2023 FOLLOW-UP SURVEY FOR GRADUATES
A follow-up survey was electronically distributed to the 5 graduates. The aim was to track employment statuses 12 months post-graduation. Three out of 5 graduates completed the Follow-up Survey for Graduates for a 60% response rate.
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 education field.
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.
Enrolled in a Graduate/Professional degree Program
33% 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 initial completers who were employed in their area of certification for the last three academic years.
Source:
Below are the percentages of the advanced completers who were employed in their area of certification for the last three academic years:
| Advanced Programs | |||||||||
| 2022-23 | 2021-22 | 2020-21 | |||||||
| 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 |
5 | n=3 | 100% | 3 | n=3 | 100% | 3 | n=3 | 3 |
| Secondary Education & Special Education M/M Grades 6- 12 (Mathematics) |
1 | 1 | |||||||
| Elementary Education – Grades (Old Post- Baccalaureate Alternate Program) |
1 | n=1 | 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 | 3 | 60% | 5 | 5 | 100% | 5 | 4 | 80% |