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 Principal | 12/2029 |
| Baccalaureate and Post-Baccalaureate | ||
| Ohio Department of Higher Education | Integrated Math 7-12 | Spring 2031 |
| Ohio Department of Higher Education | Integrated Physical Sciences: Chemistry 7-12 | Spring 2027 |
| Ohio Department of Higher Education | Integrated Physical Sciences: Physics 7-12 | Spring 2027 |
| Ohio Department of Higher Education | Integrated Science 7-12 | Spring 2031 |
| Ohio Department of Higher Education | Visual Art: Multi-Age P-12 | Spring 2031 |
| Ohio Department of Higher Education | P-5 | Spring 2027 |
| Ohio Department of Higher Education | Mild-Moderate: Intervention Specialist K-12 | Spring 2031 |
| Ohio Department of Higher Education | Integrated Language Arts: English 7-12 | Spring 2031 |
| Ohio Department of Higher Education | Integrated Social Studies: History 7-12 | Spring 2031 |
| Graduate Level | ||
| Ohio Department of Higher Education All Levels | Principal | Spring 2031 |
| Ohio Department of Higher Education | Teacher Leader | Spring 2027 |
| Ohio Department of Higher Education | Endorsement: Reading K-12 | Spring 2027 |
CAEP Annual Reporting Measures
- 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 reflects those individuals receiving their licenses with effective scores for the years of 2021, 2022, 2023, and 2024.
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 Evaluated in 2025 & Licensed in 2021-2024 n Light Blue Green Yellow Employed in Ohio as Teachers Teachers with Value-Added Data 163 48 8% 77% 11% Teachers Serving by Minority Enrollment by Quartiles in 2025
High Minority Medium-High Minority Medium-Low Minority Low Minority No Minority Quartile N=4 N=27 N=14 N=3 N/A 8% 56% 29% 6% N/A Teachers Serving by Poverty Level Quartiles in 2025
High Poverty Medium-High Poverty Medium-Low Poverty Low Poverty No Poverty Quartile N=12 N=7 N=15 N=14 N/A 25% 15% 31% 29% N/A 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:
- The information in the report is for those individuals receiving their licenses within the previous four effective years.
- The teacher evaluation data in this report are provided by the Ohio Department of Education.
- 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 2022, 2023, and 2024.
OTES
License Year N_Effective N_Developing N_Proficient N_Accomplished 2021 <3 <3 10 3 2022 <3 <3 14 <3 2023 <3 5 17 <3 2024 <3 3 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 2021, 2022, 2023, and 2024.
License Year N_INEFFECTIVE N_DEVELOPING N_PROFICIENT N_ACCOMPLISHED 2021 0 0 0 2 2022 0 0 0 1 2023 0 0 2 0 2024 0 1 1 2
- 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
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 2021-2024, 54 candidates were evaluated with a pass rate of 98%.
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
- 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.
2022-2023 2023-2024 2024-2025 TEST NAME/Intended Content OAE Test Code # Taken # Passed Pass Rate # Taken # Passed Pass Rate # Taken # Passed Pass Rate Art: Content Knowledge 6 3 3 100% Biology: Content Knowledge 7 1 1 100% Chemistry 9 Foundations of Reading 190 19 17 89% 13 10 77% 24 18 76% English Language: Content Knowledge 20 3 3 100% Social Studies: Content Knowledge 25 3 2 67% 2 1 67% 4 4 100% Special Education: Core Knowledge & Application 43 7 7 100% 2 2 100% Mathematics: Content Knowledge 27 3 2 67% 3 3 100% Professional Knowledge/APK P-5 57 1 1 100% 1 1 100% 1 1 100% Professional Knowledge/APK 7-12 3 3 3 100% 3 3 100% 1 1 100% Professional Knowledge/APK P-12 4 1 1 100% 1 1 100% 2 2 100% P-5 Content - New 55 13 13 100% 18 15 83% Post Grad Reading Sub Test I 38 2 2 100% 1 1 100% 1 1 100% Post Grad Reading Sub Test II 39 2 2 100% 1 1 100% 1 1 100% Principal License 15 2 2 100% 6 5 83% 3 3 100% 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.
Satisfaction of Completers:
Wittenberg reaches out to our initial licensure graduates after the first year of teaching to help determine what they now believe 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 2020-2024.
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.
Retention Rates for Initial Candidates:
Admitted Completed Drops % Retention 2021-2022 45 42 4 91% 2022-2023 42 31 9 76% 2023-2024 31 25 6 81% 2024-2025 41 35 4 90% Retention Rates for Principal Candidates:
Admitted Completed Drops % Retention 2021-2022 2 2 0 100% 2022-2023 2 2 0 100% 2023-2024 7 7 0 100% 2024-2025 8 8 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 educational 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.
- EDTPA data 8-18 to 6-24
- 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 2024-2025 35 32 1 2 94% 2023-2024 29 26 2 1 96% 2022-2023 31 21 8 2 94% 2021-2022 41 34 3 4 90% Principal Licensure
Year Completers K-12 Unknown Education Placement 2024-2025 8 8 0 100% 2023-2024 7 7 0 100% 2022-2023 2 2 0 100% 2021-2022 2 2 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.