Accreditation

CAEP Measures

Recognized Teacher Ed Programs at Wittenberg

Name of state/programmatic/accrediting entity Initial date of approvalDate of next review

Higher Learning Commission

 01/01/19162026-2027
   Approved until
National Council for Accreditation of Teacher Education (NCATE)/Council for Accreditation of Teacher Preparation (CAEP) (2008)Teacher Licensure and Principal10/24/1610/23/23
American Council on the Teaching of Foreign Languages (ACTFL) (2014)P-12 French, German, Spanish2/1/132/1/23
Council for Exceptional Children (CEC) (2015)Intervention Specialist (mild/moderate)1/31/132/1/24
National Association for the Education of Young Children (NAEYC) (2014)P-3 moving to  P-52/1/132/1/23
National Council for the Social Studies (NCSS) (2013)7-12 Social Studies2/1/132/1/23
National Council for Teachers of English (NCTE) (2015)7-12 English2/1/132/1/24
National Council for Teachers of Mathematics (NCTM) (2013)7-12 Math2/1/132/1/23
National Science Teachers Association (Life Science, Earth Science, Chemistry, and Physics) (NSTA) (2013)Integrated Physical Science2/1/132/1/23
Ohio Department of Higher Education – Visual ArtP-12 Art7/2/2018Fall 2024
Ohio Department of Higher Education all levelsPrincipal3/23/2016Spring 2023

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 or not available. Data from 2017-2021 is currently available and can be found below

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
2017 2110% 29%24%19%19%
20182914%14%41%14%17%
20196813%13%37%11%18%
20213424%41%12%17%5%

Limitations of the Report

Due to Ohio's ordered school-building closure and subsequent emergency legislation addressing the coronavirus pandemic-related issues (House Bill 197 of the 133rd General Assembly), OTES/OPES and Value-Added data will be limited or not available. Additionally, during this challenging time, the distribution of some surveys were delayed, contributing to lower response rates.

Value-Added Data for Principals

No data is currently available due to the newness of this program in combination with the lack of data collected by the ODHE due to the pandemic.

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 and 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
2017<3<3156
2018<3<31210
2019<3<3175
2020<3<314<3

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
20190010
20200002
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 successfully pass the Resident Educator Summative Assessment (RESA). 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.

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
2018-20190%20%80%0%
2019-20200%19%69%12%
2020-20210%0%75%25%

Employer Satisfaction:  Principal ODHE data is not available for the effectiveness of our Principal graduates. Wittenberg has reached out to the employers of our Principal graduates

 UnsatisfactoryCompetentProficientDistinguished
2021 Rating0%17%70%13%

State records and data represent only one way that Wittenberg’s programs assess not only Candidate success. Wittenberg also reviews field placement performance, satisfaction surveys by alumni, employers, and student teacher supervisors. This information helps programs make decisions about where programs are strong or need greater emphasis.

This survey indicates that employers (principals) viewed Wittenberg graduates as predominantly “proficient” as teachers. Well beyond the expected “competent” rating of a new teacher, Wittenberg teachers excelled here. The SP 2020 data due to Covid-19 online teaching was not able to be collected.

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. 

  2018-2019  2019-2020  2020-2021  
TEST NAME/ Intended ContentOAE Test Code# Taken# PassedPass Rate# Taken# PassedPass Rate# Taken# PassedPass Rate
Art: Content Knowledge6   4375%   
Biology: Content Knowledge711100%   11100%
Chemistry9         
Early Childhood Education12221986%272696%171695%
Foundations of Reading90272282%2727100%171694%
English Language: Content Knowledge20   7686%77100%
Drama/Theatre4811100%      
Social Studies: Content Knowledge2522100%11100%33100%
Special Education: Core Knowledge & Application431010100%141286%6583%
Mathematics: Content Knowledge27      4375%
Professional Knowledge/APK P-311515100%1414100%33100%
Professional Knowledge/APK 7-12344100%88100%66100%
Professional Knowledge/APK P-124111091%181794%55100%
Totals 938489%12011495%696594%
           
Reading Sub Test I3811100%88100%66100%
Reading Sub Test II3911100%88100%66100%
           
Principal License1533100%22100%22100%

EdTPA Test Results

  • EDTPA data 8-18 to 6-21
    • 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 candidates’ 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 2018, the mean of the responses was 3.57 with a range of 3.5 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 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.

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.

  • Principal Intern Survey Results from ODHE
    Survey scale is 1 =Strongly Disagree; 2= Disagree; 3= Agree; 4= Strongly Agree.

    This survey consists of 25 questions and asks graduates to provide their opinion of the principal preparation program at Wittenberg.

2018-2019State Mean 3.49Wittenberg Mean 3.86100% response rate
2019-2020State Mean 3.53Wittenberg Mean 3.75100% response rate

Retention Rates for Initial Licensure

 AdmittedCompletedDrops% Retention
2017-20184942786%
2018-20193328585%
2019-20204743491%
2020-20213833587%

Retention Rates for Principal Candidates:  

 AdmittedCompletedDrops% Retention
2017-2018110100%
2018-2019110100%
2019-202021050%
2020-202163  

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 eductional 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. Below is the 2021 data collected

StandardMetNot 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% (12)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.96.55% (28)3.45% (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.80.00% (12)20.00% (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)
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.82.35% (28)17.65% (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.90.00% (18)10.00% (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 manner90.00% (18)10.00% (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.92.31% (12)7.69% (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.78.57% (22)21.43% (6)
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.66.67% (20);33.33% (10)
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.96.77% (30)3.23% (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% (19)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.88.10% (37)11.90% (5)
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
2020-202133206779%
2019-202043322979%
2018-201921170481%
2017-201835270877%
2016-2017462481470%

Principal Licensure

YearCompletersK-12UnknownEducation Placement
2020-2021330100%
2019-2020110100%
2018-2019110100%
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