CAEP Annual Accreditation Report

CAEP Accountability Measures - Initial-Licensure Level

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Measure 1: Completer Impact and Effectiveness

Initial Programs: Danielson Framework for Teaching

Completer Effectiveness: The Danielson Framework for Teaching was developed by Charlotte Danielson as a tool to identify the aspects of a teacher’s responsibilities that have been documented through research as promoting improved student learning. Danielson divides the complex activity of teaching into twenty-two components clustered into four domains of teaching responsibility: (1) planning and preparation, (2) the classroom environment, (3) instruction, and (4) professional responsibilities.

The components in Domain 1: Planning & Preparation describe how teachers organize instruction for student learning;  Domain 2: The Classroom Environment describe conditions and qualities of environments that are conducive to learning and support student success; Domain 3: Instruction describe the engagement of students in learning experiences and reflect the primary mission of schools: enhancing student learning and growth and Domain 4: Professional Responsibilities  capture and reflect the practices of educators that extend beyond their classrooms and the learning experiences they facilitate.

The EPP collected data for 9 initial candidates. According to data collected for the 2023-2024 completers teaching in public schools were rated as Highly Effective on the 22 evaluated components, as shown on the attached data table. This data is requested annually at the conclusion of each academic year. Results of the data collected are shown in the table attached.

 

Completer Impact: The EPP measures “How satisfied the completers are with their teacher preparation experiences at Grambling State University” with a Follow-Up Survey at the conclusion of their first year of teaching. Each descriptive statement is aligned with national teacher preparation standards (inTASC principles) and represent the knowledge, skills and dispositions that have a positive impact on the learning and development of P12 learners. The survey asks completers to rate their degree of satisfaction with this rating scale 1-Ineffective 2- Effective: Emerging 3 – Effective: Proficient 4 – Highly Effective, associated with positive impact on P12 students.  Items in the scale are aligned with 10 standards of the Interstate Teacher Assessment and Support Consortium (InTASC): 1 – Learner Development; 2 – Learning Differences; 3 – Learning Environments; 4 – Content Knowledge; 5 – Application of Content; 6 – Assessment; 7 – Planning for Instruction; 8 – Instructional Strategies; 9 – Professional Learning and Ethical Practice; and 10 – Leadership and Collaboration. Respondents to this survey reflect confidence that their own knowledge, skills and dispositions are allowing them to make a positive impact on the learning and development of the children in their classrooms. Results of the survey are shown in the table attached.

Classroom Observation

The EPP utilizing the Danielson Framework to assess the classroom observation as a measure of teacher effectiveness. By using instruments where data was collected from candidates during their final year of preparation, the EPP will have a benchmark to measure growth as completers enter their teaching fields. The EPP has assigned University Supervisors the task of observing and working with program completers Results of the classroom observation are shown in the table attached.

Completer Focus Group

The overarching goal for the data analysis was to determine whether “program completers perceive their preparation as relevant to the responsibilities they encounter on the job, and their preparation was effective.”  A qualitative method was chosen to analyze the data from Focus Group interviews. 2023-2024 Program Completers received an email invitation requesting participation in the virtual focus group. The Focus Group had three participants. A summary statement is included in the table attached that articulate themes that emerged from completers in their responses.

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Measure 2: Satisfaction of Employers and Stakeholder Involvement

Initial Programs: Employer Survey

The College of Education annually surveys the employers of program completers in the initial 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 Grambling State University/Danielson Rubric for the 2023-2024 completers to 7 initial employers (Note: the number of completers for 2023-2024 was nine; one completer is in graduate school and one is employed in a non-educational position). Of these seven employers, we obtained seven responses for a 100% return rate.

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). (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-two MOUs/partnerships.

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Measure 3: Candidate Competency at Program Completion

Initial Programs: State licensure exams

Teacher candidates seeking initial licensure in Louisiana are required to take and 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. Candidates must schedule testing through ETS, taking the exam(s) specifically required by the state of Louisiana. In the tables attached, a Pass status indicates that the candidate passed all the Praxis exams required for licensure.

The EPP pass rate for candidates seeking initial certification during the 21-22, 22-23, and 23-24 academic years were 100% respectively.

Initial Programs: Grade-Point Averages

At the point of program completion, initial licensure candidates also demonstrate competency by earning an overall GPA of at least 2.5. For our initial licensure programs, the overall average GPA at program completion during 2022-2023 was 3.41 for Elementary Education Grades 1-5 and 2.98 for Secondary Education. The EPP’s GPA disaggregated data is included in Initial Program Candidates’ Average GPA at Completion by Program table attached. (See table attached for data for the Initial Program Candidates’ Average GPA at Completion by Program)

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 2023-2024 Title II Reports at the end of this section includes assessment pass rates from recent years. (Attached - Title II Report: Grambling State University Traditional Report AY 2023-2024)

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

Initial Follow-Up Survey 2023-2024

The Follow-Up Survey provides an important source of data regarding employment in teaching positions. A follow-up survey was electronically distributed to the 9 graduates. The aim was to track employment statuses 12 months post-graduation. Nine graduates completed the Follow-up Survey for Graduates for a 100% response rate.

Employed in the education field:
78% 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:
78% 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
11% 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.

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