Accreditation

CAEP Measures

Recognized Teacher Ed Programs at Wittenberg

Name of state/programmatic/accrediting entity Date of next review
Higher Learning Commission 2026-2027
  Approved until
Council for Accreditation of Teacher Preparation (CAEP)All Teacher Licensure and Principal12/2029
Baccalaureate and Post-Baccalaureate  
Ohio Department of Higher EducationIntegrated Math
7-12
Spring 2024
Ohio Department of Higher EducationIntegrated Physical Sciences: Chemistry
7-12
Spring 2027
Ohio Department of Higher EducationIntegrated Physical Sciences: Physics
7-12
Spring 2027
Ohio Department of Higher EducationVisual Art: Multi-Age P-12Spring 2024
Ohio Department of Higher EducationDrama/Theater: Multi-Age
K-12
Spring 2027
Ohio Department of Higher Education
 
P-5Spring 2027
Ohio Department of Higher Education
 
Mild-Moderate: Intervention Specialist
K-12
Spring 2027

Ohio Department of Higher Education

Integrated Language Arts: English
7-12
Spring 2024
Ohio Department of Higher EducationIntegrated Social Studies: History
7-12 
Spring 2024
Ohio Department of Higher EducationGerman, Spanish: Multi-Age
P-12
Spring 2024
Graduate Level  
Ohio Department of Higher Education
All Levels
PrincipalSpring 2024
Ohio Department of Higher EducationTeacher LeaderSpring 2027
Ohio Department of Higher EducationEndorsement: Reading
K-12
Spring 2027

CAEP Annual Reporting Measures updated spring 2022 with new measures requirement

Measure 1: (Initial): Completer effectiveness (R4.1) Data addresses: (a) completer impact in contributing to P-12 student-learning growth AND (b) completer effectiveness in applying professional knowledge, skills, and dispositions.

Value-Added Student Growth Measure. ODHE Value-Added data for completers.

Ohio Teacher Evaluation System (OTES) Results of Program Graduates Ohio Principal Evaluation System (OPES) ... issues (House Bill 197 of the 133rd General Assembly), OTES/OPES, and Value-Added data will be limited. Value-Added analysis helps educators measure the impact schools, and teachers have on students' academic progress rates from year to year. Ohio selected a value-added measure that provides educators with information on how to use data to focus instruction.

Value-added analysis helps educators measure the impact schools and teachers have on students’ academic progress rates from year to year. Ohio selected a value-added measure that provides educators with information on how they can use data to focus instruction.

 nMost EffectiveAbove AverageAverage Approaching Average  Least Effective
20196813%13%37%11%18%
20213424%41%12%17%5%

ODHE has revised its’ data collection for the 2021-2022 Academic year.

  • Light Blue - indicates that the Teacher has Exceeded the ODE standards for student academic growth.
  • Green - indicates that the Teacher has met the expectations for student academic growth.
  • Yellow - indicates the Teacher has not fully met the state expectation for student academic growth.
     nLight BlueGreenYellow
    20222911% 76%13%
    20232010%80%10%

    **2024 Data will be added when it becomes available

    Value-Added Data for Principals

    Currently, only a very minuscule amount of information has been collected and published by ODHE. Once more information becomes available, we will post it.

    Indicators of Teaching Effectiveness

    The State Board of Education values the importance of promoting educator professional growth that leads to improved instructional performance and student learning. OTES is a professional growth model is intended to be used to continually assist educators in enhancing teacher performance. An effective professional growth model considers a teacher’s instructional strengths while supporting identified areas for improvement according to the profile of each educator. This process is to be collaborative, ongoing, and supportive of the professional growth of the teacher.

    License YearN_INEFFECTIVEN_DEVELOPINGN_PROFICIENTN_ACCOMPLISHED
    2019<3<3175
    2020<3<314<3
    2021<3<34<3
    2022<3<311<3
    2023Data not availableData not availableData not availableData not available

    Ohio's system for evaluating teachers is research-based and designed to be transparent, fair, and adaptable to the specific contexts of Ohio’s districts (rural, urban, suburban, large, and small). The evaluation system builds on what educators know about the importance of ongoing assessment and feedback as a powerful vehicle to support improved practice. The state of Ohio masks results when there are fewer than 3 in a category.

    Principal Evaluations

    Principal Evaluations The State Board of Education values the importance of promoting administrator1 professional growth that leads to improved leadership practices and student learning. An effective professional growth framework considers an administrator’s leadership strengths while supporting identified areas for improvement within each administrator’s school environment or work context. The Ohio Principal Evaluation System (OPES) 2.0 is collaborative, ongoing, and supportive of the professional growth of the administrator.

    License YearN_INEFFECTIVEN_DEVELOPINGN_PROFICIENTN_ACCOMPLISHED
    20200002
    20210011
    20220001
    2023 - 2024Data not availableData not availableData not availableData not available
    Measure 2: (Initial and Advanced) Satisfaction of Employers and stakeholders involvement (Components R4.2 | R5.3 | RA.4.1)

    The Ohio Resident Educator Program began in 2011 and is a comprehensive, four-year initiative to assist beginning teachers with mentoring and professional development as they start their education careers. The Resident Educator Program is designed to improve teacher retention, enhance teacher quality, and result in improved student achievement. The Ohio Resident Educator Program can be envisioned as a professional pathway to continued professional learning, leading educators to more effective practices and excellence in teaching. Ohio Revised Code 3319.223 and Ohio Administrative Code 3301-24-04 provide the basis for the Ohio Resident Educator Program and the requirement to pass the Resident Educator Summative Assessment (RESA) successfully. When teachers successfully complete program requirements, including the RESA component, they become eligible for a professional teaching license.

    Milestone: Of the 42 2nd and 3rd year Wittenberg graduates that took RESA in the 2019/2020 school year, the pass rate remains at 100% for all those matriculating through the Education programs at Wittenberg.

    In 2021, of the 35 - 2nd and 3rd year Wittenberg graduates that took RESA in the 2020/2021 school year, the pass rate remains at 100% for all those matriculating through the Education programs at Wittenberg.

    In the 2022 school year, of the 37 - 2nd and 3rd-year Wittenberg graduates that took RESA in the 2021-2022 school year, the pass rate remains at 100% for all those matriculating through the Education programs at Wittenberg.

    In the 2023 school year, 44 second and third-year Wittenberg graduates took RESA. The pass rate was 98%.

    **2024 Data will be added when it becomes available

    Employer Satisfaction: Initial Licensure The Ohio Department of Higher Education no longer solicits or provides employer satisfaction data. The Education Department at Wittenberg has pursued this task at both the Initial licensure and Principal levels.

    Employer Satisfaction: Initial Licensure

     UnsatisfactoryCompetentProficientDistinguished
    2019-20200%19%69%12%
    2020-20210%0%75%25%
    2021-20220%10%72%18%
    2022-20230%15%68%17%
    2023-2024**2024 Data will be added when it becomes available
     
       

    Wittenberg Initial licensure Employer Satisfaction collected data.

     With AssistanceAcceptableExemplary
    2021-2022  100%
    2022-2023  100%
    2023-2024*2024 Data will be added when it becomes available  

    Employer Satisfaction: Principal ODHE data is not available for the effectiveness of our Principal graduates. The state was unable to collect this data; therefore, Wittenberg has reached out to the employers of our Principal graduates

     UnsatisfactoryCompetentProficientDistinguished
    20210%17%70%13%
     With AssistanceAcceptableExemplary
    2021-2022  100%
    2022-2023  100%
    2023-100%2024**2024 Data will be added when it becomes available  

    State records and data represent only one way that Wittenberg’s programs assess Candidate success. Wittenberg also reviews field placement performance and satisfaction surveys by alumni and student teacher supervisors. This information helps programs decide where programs are strong or need greater emphasis.

    Alumni Responses – this survey reaches out to graduates currently teaching in their field and asks about their satisfaction with how prepared they were to enter into their professional careers.

    University Supervisor Surveys – these surveys ask the University Supervisors about the mentoring ability of the Clinical Educators (k-12 teachers)

    Clinical Educator Surveys - These surveys ask our K-12 partners about their experiences with Wittenberg Student Teachers

    Principal Internship Survey – this questionnaire is produced by the Ohio Department of Higher Education and collected by ODHE – This examines the candidates’ view of their program.

    Principal Mentor Survey – this questionnaire is produced by the Ohio Department of Higher Education and collected by ODHE. This examines the candidates’ view of their mentor.

    R.5.3 Wittenberg Department of Education Grant engaging faculty, school districts, and community members. Learn more

    Measure 3: (Initial and Advanced). Candidate competency at program completion.

    Licensure candidates must pass each course with at least a C-, have at least a 2.50 gpa to be admitted into an education program and have at least a 2.75 gpa in education classes to enter into student teaching. Program completers must pass the Ohio Assessment for Educators Tests (OAE) to obtain licenses. Below you will find data illustrating Wittenberg pass rates for these required tests. Licensure tests exam 1. Content Knowledge along with demonstrating an understanding of: 2. Student (k-12) Development and Learning, 3. Assessment, Instruction, and the Learning Environment, and 4. The Professional Environment.

    Wittenberg Candidates- both Initial licensure and Principal are impressively successful at passing the required licensure tests. 

      2020-2021  2021-2022  2022-2023  
    TEST NAME/ Intended ContentOAE Test Code# Taken# PassedPass Rate# Taken# PassedPass Rate# Taken# PassedPass Rate
    Art: Content Knowledge6   11100%   
    Biology: Content Knowledge711100%      
    Chemistry9         
    Foundations of Reading090171694%131185%   
    New Foundations of Reading190      191789%
    English Language: Content Knowledge2077100%33100%33100%
    Social Studies: Content Knowledge2533100%22100%3267%
    Special Education: Core Knowledge & Application436583%131185%77100%
    Mathematics: Content Knowledge274375%22100%3267%
    Professional Knowledge/APK P-5133100%55100%11100%
    Professional Knowledge/APK 7-12366100%55100%33100%
    Professional Knowledge/APK P-120455100%77100%11100%
    Elem. Sub Test18221882%211781%131292%
    Elem. Sub Test19221882%211781%131185%
    Reading Sub Test I3866100%44100%22100%
    Reading Sub Test II3966100%44100%22100%
               
    Principal License1522100%22100%22100%

    **2024 Data will be added when it becomes available
     

    EdTPA Test Results

    • EDTPA data 8-18 to 6-23
      • The state of Ohio does not set a minimum number of points for candidates to pass this instrument. However, they do provide encouragement through a candidate’s ability to waive the OAE APK test if the candidate scores a 37 or higher.
      • EDTPA 2023-2024 had a mean score of 39, with a high score of 46.

      Satisfaction of Completers:

      The Resident Educator survey compiled by the Ohio Department of Higher Education looks at New Teacher satisfaction with their preparation. We have included the questionnaire and the latest results.

      • Resident Educator Survey – Initial Licensure   Survey scale is 1 =Strongly Disagree; 2= Disagree; 3= Agree; 4= Strongly Agree.
      • The survey consists of 50 questions provided to teachers related to their opinion of their teacher preparation program

      In 2019, the mean of the responses was 3.18 with a range of 2.3 being the lowest score and 3.66 represented multiple times as the high score. Overall, most of the candidates felt they were prepared to enter into the teaching profession. The lowest score represented the teachers’ knowledge of the Ohio Standards for the Teaching Profession. In response, this module was added to a senior seminar prior to student teaching, when candidates would value this knowledge.

      In 2020, the mean of the responses was 3.69, with a range of 3 being the lowest score and 4’s being the top of the range. Former Wittenberg candidates unanimously agree that they were well prepared to enter into the teaching profession.

      In 2021, the mean of the responses was 3.7, with a range of 3.40 being the lowest score and 3.97 at the top of the range. Former Wittenberg candidates unanimously agree that they were well prepared to enter into the teaching profession.

      In 2022, the mean of the responses was 3.5, with a range of 2.8 being the lowest score and 3.71 being the most repeated mean, and 3.87 a the top of the range. Former Wittenberg candidates unanimously agree that they were well prepared to enter teaching.

      In 2023, the mean of the responses was 3.8, with the range of 3.0 as the lowest and multiple 4.0's at the top of the range. Wittenberg graduates continue to agree that they are well prepared to enter teaching.

      The results of these surveys show new teachers trained at Wittenberg overall believe that their training equipped them to walk into the classroom as well-prepared teachers. The means in each year exceed the state-published mean of all university programs.

      Retention Rates for Initial Licensure

       AdmittedCompletedDrops% Retention
      2019-20204743491%
      2020-20213833587%
      2021-20224542491%
      2022-20234231976%
      2023-20243125681%

      Retention Rates for Principal Candidates:

       AdmittedCompletedDrops% Retention
      2019-202021050%
      2020-202163050%
      2021-2022220100%
      2022-2023220100%
      2023-2024

      **2024 Data will be added when it becomes available

         

      Title II — U.S. Department of Education: Preparing, Training, and Recruiting High-Quality Teachers and Principals

      The purpose of this part is to provide grants to State educational agencies, local educational agencies, State agencies for higher education, and eligible partnerships in order to:

      (1) increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools; and

      (2) hold local educational agencies and schools accountable for improvements in student academic achievement.

      Requirements for Principal's Licensure 

      1.  Successful completion of a master's degree in educational leadership and/or
      2. Transcript review by the Director of Graduate Studies
      3. Successful completion of the Principalship (EDUC 539) and Teacher Leader Internship II (EDUC 582)
      4. Passing the licensure test for Ohio Principal Licensure (currently OAE test code #015, Education Leadership, 2017)

      Dispositions – The habits of professional action and moral commitments that underlie an educator’s performance (InTASC Model Core Teaching Standards, p. 6.) are assessed at the end of every course. These dispositions help both candidates and faculty address both strengths and weaknesses of future Educational Leaders. This document is currently under review and being updated.

      RA.3.4 Our principal internships utilize the National Educational Leadership Preparation (NELP) standards to assess principal candidates. Data are collected from University Supervisors and K-12 Principal Mentors to evaluate candidate preparation. 

       2021-2022 2022-2023 
      StandardMetNot MetMetNot Met
      NELP 1.1 Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.100.00% (16)0.00% (0)94.74% (18)5.26% (1)
      NELP 1.2 Program completers understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation.95.83% (23)4.17% (1)100.00% (58)0.00% (0)
      NELP 2.1 Program completers understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.84.81% (67)15.19% (12)93.62% (44)6.38% (3)
      NELP 2.2 Program completers understand and demonstrate the capacity to evaluate, communicate about, and advocate for ethical and legal decisions.100.00% (12)0.00% (0)98.17% (28)1.83% (2)
      NELP 2.3 Program completers understand and demonstrate the capacity to model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others.100.00% (12)0.00% (0)90.99% (101)9.01% (10)
      NELP 3.1 Program completers understand and demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture.97.14% (34)2.86% (1)93.33% (28)6.67% (2)
      NELP 3.2 Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.100.00% (8)0.00% (0)100.00% (21)0.00% (0)
      NELP 3.3 Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff.100.00% (2)0.00% (0)98.81% (83)1.19% (1)
      NELP 4.1 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs.100.00% (4)0.00% (0)100.00% (13)0.00% (0)
      NELP 4.2 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.85.37% (35)14.63% (6)93.75% (30)2.56%(1)
      NELP 4.3 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement and student learning and well-being.91.67% (22)8.33% (2)97.44%(40)2.44%(1)
      NELP 4.4 Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner91.67% (22)8.33% (2)97.56% (40)2.44% (1)
      NELP 5.1 Program completers understand and demonstrate the capacity to collaboratively engage diverse families in strengthening student learning in and out of school.92.86% (13)7.14% (1)100.00% (2)0.00% (0)
      NELP 5.2 Program completers understand and demonstrate the capacity to collaboratively engage and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development.88.00% (22)12.00% (3)100.00% (9)0.00% (0)
      NELP 5.3 Program completers understand and demonstrate the capacity to communicate through oral, written, and digital means within the larger organizational, community, and political contexts when advocating for the needs of their school and community.76.67% (23)23.33% (7)100.00% (21)0.00% (0)
      NELP 6.1 Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.96.15% (25)3.85% (1)100.00% (43)0.00% (0)
      NELP 6.2 Program completers understand and demonstrate the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development.100.00% (11)0.00% (0)95.65% (44) 
      NELP 6.3 Program completers understand and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being.86.49% (32)13.51% (5)100.00% (21)0.00% (0)

      **2024 Data will be added when it becomes available

    Measure 4: (Initial and Advanced). Ability of completers to be hired in education positions for which they have prepared
    This also provides data for: Measure 4 (Initial and Advanced): Ability of completers to be hired

    Initial Licensure

    YearCompletersClassroom TeachingOther EducationUnknownEd Placement
    2023-2024

    **2024 Data will be added when it becomes available

        
    2022-202331218294%
    2021-202241343490%
    2020-202133206779%
    2019-202043322979%
    2018-201921170481%

    Principal Licensure

    YearCompletersK-12UnknownEducation Placement
    2023-2024

    **2024 Data will be added when it becomes available

       
    2022-2023220100%
    2021-2022220100%
    2020-2021330100%
    2019-2020110100%
    2018-2019110100%
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