CAEP Annual Reporting Measures

CAEP (Council for the Accreditation of Educator Preparation) has annual reporting measures which are used to provide information to the public on both program outcome and program impact. Following is the list of CAEP measures with links to data tables that provide supporting evidence for each measure.

Measure 1: Impact on P-12 learning and development (4.1) 

The provider documents multiple growth measures that completers contribute to student learning.  

Supporting Evidence: 

  • Due to the COVID-19 health crisis and the resulting closures of Oregon public schools, we do not and will not have 2019-2020 data to report for this Measure.

OSU and the Oregon Department of Education are this year (2020-2021) piloting a program that will allow EPPs to track their teacher graduates who teach in Oregon.  The first step of matching graduates to their employment has almost been completed and negotiations are underway to add student state standardized test scores, aggregated at the teacher level, to the data.  In the meantime, what we can report now in terms of impact on learning and development is derived from the Employer Satisfaction Survey conducted annually by OACTE.  A teacher impact measure was constructed by combining the results from four items on the Survey as shown in the table below.  Employers (principals, new teacher mentors, department or grade level chairs, etc.) were asked how well prepared recent (2016-2018) OSU teacher graduates were to perform the listed tasks (the scale is from 1 (“Not at all prepared”) to 10 (“Very well prepared”)).  Employers’ responses are based on their first-hand observations of the teacher graduates as well as on available student performance data.  These results are indicative that, in the judgment of OSU employers, OSU teacher graduates positively impact the learning of their students and are generally more effective than graduates of other Oregon teacher preparation programs.

Employer Satisfaction Survey 2019

OSU Employers N=65

State Employers N=604

1. Deliver developmentally appropriate, challenging learning experiences 7.54 7.13
2. Incorporate language development strategies to make content accessible to English Language Learners 7.10 6.70
3. Ensure learners apply concepts and methods of the discipline to real-world contexts 7.25 6.90
4. Create experiences that require learners to use the correct academic terminology 7.39

7.02

Composite Score 7.32 6.94

 

Measure 2: Indicators of teaching effectiveness (4.2) 

The provider demonstrates that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve.  

Supporting Evidence: 

  • Due to the COVID-19 health crisis and the resulting closures of Oregon public schools, we do not and will not have 2019-2020 data to report for this Measure.

Since OSU will soon be able to track its teacher graduates, we will be in a position to request our graduates administer the Tripod 7C Student Survey to their students as we had planned for last year.  In the meantime, what we can report now in terms of teacher effectiveness is derived from the Employer Satisfaction Survey conducted annually by OACTE. A teacher effectiveness measure was constructed by combining the results from seven items on the Survey as shown in the table below.  Employers (principals, new teacher mentors, department or grade level chairs, etc.) were asked how well prepared recent (2016-2018) OSU teacher graduates were to perform the listed tasks (the scale is from 1 (“Not at all prepared”) to 10 (“Very well prepared”)).  Employers’ responses are based on their first-hand observations of the teacher graduates in their classrooms.  These results are indicative that, in the judgment of OSU employers, OSU teacher graduates effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve.

Employer Satisfaction Survey 2019

OSU Employers N=65

State Employers N=604

1. Provide students equitable opportunities to learn by treating them differently 7.65 7.27
2. Maintain effective classroom discipline 7.02 6.77
3. Set up a classroom that motivates learners with diverse needs 7.38 7.10
4. Use time outside of class to develop relationships with students and learn their perspectives 7.58 7.28
5. Demonstrate respect for learners, even when they are not in your presence 7.81 7.89
6. Communicate with families from diverse backgrounds to improve learner development 7.19 7.14
7. Work with colleagues to improve learner development 7.89 7.61
Composite Score 7.50 7.29

 

Measure 3: Satisfaction of employers and employment milestones (4.3/A4.1) 

The provider demonstrates that employers are satisfied with completers’ preparation and that completers reach employment milestones such as promotion and retention. 

Supporting Evidence: 

  • Due to the COVID-19 health crisis and the resulting closures of Oregon public schools, we do not and will not have 2019-2020 data to report for this Measure.

The Employer Survey is administered statewide by the Oregon Association of Colleges for Teacher Education to all employers of teacher candidates 1 to 2 years after program completion.  

Measure 4: Satisfaction of completers (4.4/A4.2) 

The provider demonstrates that program completers perceive their preparation as relevant to the responsibilities they confront on the job, and that the preparation was effective.  

Supporting Evidence: 

  • Due to the COVID-19 health crisis and the resulting closures of Oregon public schools, we do not and will not have 2019-2020 data to report for this Measure.

The Alumni Survey is administered statewide by the Oregon Association of Colleges for Teacher Education to all teacher candidates 1 to 2 years after program completion.  

Measure 5: Graduation rates from teacher preparation programs (initial & advanced levels) 

Supporting Evidence:

Measure 6: Ability of completers to meet licensing (certification) and any additional state requirements 

Supporting Evidence:

Measure 7: Ability of completers to be hired in education positions for which they were prepared 

Supporting Evidence: 

  • Employment for Initial Licensure Completers - TBD 

 

Measure 8: Student loan default rates and other consumer information 

Supporting Evidence: