Recognized Teacher Ed Programs at Wittenberg
|Name of state/programmatic/accrediting entity||Date of next review|
Higher Learning Commission
|Council for Accreditation of Teacher Preparation (CAEP)||All Teacher Licensure and Principal||12/2029|
|Baccalaureate and Post-Baccalaureate|
|Ohio Department of Higher Education||Integrated Math|
|Ohio Department of Higher Education||Integrated Physical Sciences: Chemistry 7-12||Spring 2027|
|Ohio Department of Higher Education||Integrated Physical Sciences: Physics|
|Ohio Department of Higher Education||Visual Art: Multi-Age P-12||Spring 2024|
|Ohio Department of Higher Education||Drama/Theater: Multi-Age|
|Ohio Department of Higher Education||P-5||Spring 2027|
|Ohio Department of Higher Education||Mild-Moderate: Intervention Specialist|
Ohio Department of Higher Education
|Integrated Language Arts: English|
|Ohio Department of Higher Education||Integrated Social Studies: History|
|Ohio Department of Higher Education||German, Spanish: Multi-Age|
|Ohio Department of Higher Education|
|Ohio Department of Higher Education||Teacher Leader||Spring 2027|
|Ohio Department of Higher Education||Endorsement: 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. Data provided from 2017-2022 is currently available and can be found below. It is anticipated that data from 2022-2023 will be fully available; however, ODHE is experiencing issues with reports and we will publish what is available.
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.
n Most Effective Above Average Average Approaching Average Least Effective 2017 21 10% 29% 24% 19% 19% 2018 29 14% 14% 41% 14% 17% 2019 68 13% 13% 37% 11% 18% 2021 34 24% 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.
Data remains listed by Minority Quartile and Poverty Quartile. 60% of teachers scoring in Yellow were in Medium High to High poverty quartile schools.
n Light Blue Green Yellow 2022 29 11% 76% 13%
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 Year N_INEFFECTIVE N_DEVELOPING N_PROFICIENT N_ACCOMPLISHED 2017 <3 <3 15 6 2018 <3 <3 12 10 2019 <3 <3 17 5 2020 <3 <3 14 <3 2021 <3 <3 4 <3 2022
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. OTES data was just posted for 2021, and ODHE is working on technical issues for the 2022 data set. As evaluation data become available, we will post it.
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 Year N_INEFFECTIVE N_DEVELOPING N_PROFICIENT N_ACCOMPLISHED 2019 0 0 1 0 2020 0 0 0 2 2021 0 0 1 1 2022
The Ohio Department of Higher Education has not yet produced data for the 2021-2022 academic year, due to technical difficulties. As this becomes available, we will provide it.
- 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.
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
Unsatisfactory Competent Proficient Distinguished 2019-2020 0% 19% 69% 12% 2020-2021 0% 0% 75% 25%
Wittenberg Initial licensure Employer Satisfaction collected data.
With Assistance Acceptable Exemplary 2021-2022 100%
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
Unsatisfactory Competent Proficient Distinguished 2021 0% 17% 70% 13% With Assistance Acceptable Exemplary 2021-2022 100%
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 make decisions about 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 Intern Survey
- Principal Internship Survey Results
- Principal Intern Perceptions 2020-2021
- 2021-2022 Not Currently Available
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.
2019-2020 2020-2021 2021-2022 TEST NAME/ Intended Content OAE Test Code # Taken # Passed Pass Rate # Taken # Passed Pass Rate # Taken # Passed Pass Rate Art: Content Knowledge 6 4 3 75% 1 1 100% Biology: Content Knowledge 7 1 1 100% Chemistry 9 Early Childhood Education 12 27 26 96% 17 16 95% 26 23 85% Foundations of Reading 90 27 27 100% 17 16 94% 28 25 89% English Language: Content Knowledge 20 7 6 86% 7 7 100% 3 3 100% Drama/Theatre 48 Social Studies: Content Knowledge 25 1 1 100% 3 3 100% 2 2 100% Special Education: Core Knowledge & Application 43 14 12 86% 6 5 83% 13 11 85% Mathematics: Content Knowledge 27 4 3 75% 2 2 100% Professional Knowledge/APK P-3 1 14 14 100% 3 3 100% 3 3 100% Professional Knowledge/APK 7-12 3 8 8 100% 6 6 100% 5 5 100% Professional Knowledge/APK P-12 4 18 17 94% 5 5 100% 7 7 100% Elem. Sub Test 18 21 17 81% Elem. Sub Test 19 21 17 81% Reading Sub Test I 38 8 8 100% 6 6 100% 4 4 100% Reading Sub Test II 39 8 8 100% 6 6 100% 4 4 100% Principal License 15 2 2 100% 2 2 100% 2 2 100%
EdTPA Test Results
- EDTPA data 8-18 to 6-22
- 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.
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.
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
Admitted Completed Drops % Retention 2018-2019 33 28 5 85% 2019-2020 47 43 4 91% 2020-2021 38 33 5 87% 2021-2022 45 42 4 91%
Retention Rates for Principal Candidates:
Admitted Completed Drops % Retention 2018-2019 1 1 0 100% 2019-2020 2 1 0 50% 2020-2021 6 3 0 50% 2021-2022 2 2 0 100%
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
- Successful completion of a master's degree in eductional leadership and/or
- Transcript review by the Director of Graduate Studies
- Successful completion of the Principalship (EDUC 539) and Teacher Leader Internship II (EDUC 582)
- 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. Below is the 2022 data collected
Standard Met Not 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) 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) 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) 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) 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) 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) 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) 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) 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) 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) 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) 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 manner 91.67% (22) 8.33% (2) 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) 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) 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) 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) 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) 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)
- EDTPA data 8-18 to 6-22
- 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
Year Completers Classroom Teaching Other Education Unknown Ed Placement 2021-2022 41 34 3 4 90% 2020-2021 33 20 6 7 79% 2019-2020 43 32 2 9 79% 2018-2019 21 17 0 4 81% 2017-2018 35 27 0 8 77% 2016-2017 46 24 8 14 70%
Year Completers K-12 Unknown Education Placement 2021-2022 2 2 0 100% 2020-2021 3 3 0 100% 2019-2020 1 1 0 100% 2018-2019 1 1 0 100%