Education

CAEP Measures

Recognized Teacher Ed Programs at Wittenberg

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.

The information in this report reflect those individuals receiving their licenses with effective scores for the years of 2020, 2021, 2022 and 2023.

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.    

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.

Wittenberg Teachers licensed in 2020, 2021, 2022 and 2023	n	Light Blue	Green	Yellow
Employed in Ohio as Teachers	Teachers with Value-Added Data
92	62	5%	87%	8%

Teachers Serving by Minority Enroolement by Quartiles in 2024

High Minority	Medium-High Minority	Medium-Low Minority	Low Minority	No Minority Quartile
N=5	N=9	N=9	N=2	N/A
23%	35%	35%	8%	N/A

Teachers Serving by Poverty Level Quartiles in 2024

High Poverty	Medium-High Poverty	Medium-Low Poverty	Low Poverty	No Poverty Quartile
N=5	N=9	N=8	N=4	N/A
19%	35%	31%	15%	N/A

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.

Limitations of the Ohio Teacher Evaluation System (OTES) Data:

1. The information in the report is for those individuals receiving their licenses within the previous four effective years.
2. The teacher evaluation data in this report are provided by the Ohio Department of Education.
3. Due to ORC 333.041(B), annual results must be masked for institutions with fewer than 10 completers with OTES data.

This information is reported by the state of Ohio for those teachers receiving their licenses during the years 202, 2021, 2022, and 2023.

OTES 

License Year	N_Effective	N_Developing	N_Proficient	N_Accomplished
2020	<3	<3	23	5
2021	<3	<3	11	<3
2022	<3	<3	15	<3
2023	<3	5	12	<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.

This information is reported by the State of Ohio for those principals receiving their licenses during the years 2020, 2021, 2022 and 2023.

 

License Year	N_INEFFECTIVE	N_DEVELOPING	N_PROFICIENT	N_ACCOMPLISHED
2020	0	0	1	2
2021	0	0	0	2
2022	0	0	0	1
2023	0	0	0	1

Measure 2: (Initial and Advanced) Satisfaction of Employers and stakeholders involvement (Components R4.2 | R5.3 | RA.4.1)

Ohio RESA

For new teachers in Year 1-3 (In AY 2024, RESA must be successfully completed by the second year of teaching).

Resident Educators systematically and continually engaged in inquiry and reflection as they progress through the Teaching and Learning Cycle. The Ohio RESA gives Resident Educators the opportunity to reflect on their practice and receive objective feedback, based on evidence they have chosen, through the submission of a video of their classroom teaching and written commentary.

Of candidates receiving their licenses in 2020-2023, 135 candidate were evaluated with a pass rate of 99%.

• RESA Data File 2020-2024

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%
2021-2022	0%	10%	72%	18%
2022-2023	0%	15%	68%	17%

Wittenberg Initial licensure Employer Satisfaction collected data.

	With Assistance	Acceptable	Exemplary
2021-2022			100%
2022-2023			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. Those who completed 2021-2023.

	With Assistance	Acceptable	Exemplary
2021-2022			100%
2022-2023			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 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.

• EXIT Survey 2021-2024

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

• University Supervisor survey 2021-2024

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

• CT Survey 2021-Spring 2024

 

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. 

		2021-2022			2022-2023			2023-2024
TEST NAME/ Intended Content	OAE Test Code	# Taken	# Passed	Pass Rate	# Taken	# Passed	Pass Rate	# Taken	# Passed	Pass Rate
Art: Content Knowledge	6	1	1	100%
Biology: Content Knowledge	7							1	1	100%
Chemistry	9
Foundations of Reading	090	13	11	85%
New Foundations of Reading	190				19	17	89%	13	10	77%
English Language: Content Knowledge	20	3	3	100%	3	3	100%
Social Studies: Content Knowledge	25	2	2	100%	3	2	67%	2	2	100%
Special Education: Core Knowledge & Application	43	13	11	85%	7	7	100%	2	2	100%
Mathematics: Content Knowledge	27	2	2	100%	3	2	67%	3	3	100%
Professional Knowledge/APK P-5	1	5	5	100%	1	1	100%	1	1	100%
Professional Knowledge/APK 7-12	3	5	5	100%	3	3	100%	3	3	100%
Professional Knowledge/APK P-12	04	7	7	100%	1	1	100%	1	1	100%
P-5 Content - New								13	13	100%
Elem. Sub Test	18	21	17	81%	13	12	92%	N/A	N/A
Elem. Sub Test	19	21	17	81%	13	11	85%	N/A	N/A
Reading Sub Test I	38	4	4	100%	2	2	100%	1	1	100%
Reading Sub Test II	39	4	4	100%	2	2	100%	1	1	100%
Principal License	15	2	2	100%	2	2	100%	6	5	83%

EdTPA Test Results

• EDTPA data 8-18 to 6-24
  • 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:

Wittenberg reaches out to our initial licensure graduates after the first year of teaching to help determine what they now believe to the strengths in the Education program and what they would like to see added. This survey reached out to those who received their licenses in 2020-2023.

• Initial Licensure Alumni Survey 2020-2024

Wittenberg also reaches out to our principal licensure graduates after the first year of leadership to help determine what they now believe to the strengths in the Education program and what they would like to see added.

• Principal Grad Alumni Survey 2020-2024 

Retention Rates for Initial Candidates:

	Admitted	Completed	Drops	% Retention
2020-2021	38	33	5	87%
2021-2022	45	42	4	91%
2022-2023	42	31	9	76%
2023-2024	31	25	6	81%

Retention Rates for Principal Candidates:

	Admitted	Completed	Drops	% Retention
2020-2021	6	3	0	50%
2021-2022	2	2	0	100%
2022-2023	2	2	0	100%
2023-2024	7	7	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.

• Title II 2020-2021
• Title II 2021-2022
• Title II 2022-2023
• Title II 2023-2024

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.

• Grad Disposition Fall 2021 - Summer 2022
• Grad Dispositions Fall 2022 -Summer 2023
• Grad Dispositions Fall 2023 - Summer 2024

 

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

Year	Completers	Classroom Teaching	Other Education	Unknown	Ed Placement
2023-2024	29	26	2	1	96%
2022-2023	31	21	8	2	94%
2021-2022	41	34	3	4	90%
2020-2021	33	20	6	7	79%

Principal Licensure

Year	Completers	K-12	Unknown	Education Placement
2023-2024	7	7	0	100%
2022-2023	2	2	0	100%
2021-2022	2	2	0	100%
2020-2021	3	3	0	100%

The State of Ohio provides us with Employment Data at the end of the fiscal year. This helps us reach out to graduates for our follow-up surveys.

• Employment data 2022-2024