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.

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

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.

• Alumni Responses 2015_2017_2019
• Alumni Responses 2020_2021
• Alumni Responses 2021_2022

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

• U supervisor survey F19-Sp20
• U supervisor survey F2020-Sp2021
• U supervisor survey F2021_Sp2022

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

• CT eval of EPP comparison 2018-2019
• CT eval of EPP F2020-Sp2021
• CT eval of EPP F2021-Sp2022

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.

• Principal Mentor Survey
• Data Principal_Mentor_Survey_2018-2021
• 2021-2022 Not Currently Available

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.

• Title II 2018-19 Final
• Title II 2019-20
• Title II 2020-2021

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.

• Fall 2019 Spring 2020
• Grad Disposition F2020_Su2021
• Grad Disposition F221_Su 2022

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)

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
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%

Principal Licensure

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%