Annual Reporting Measures (CAEP Component 5.4 | A.5.4)

CAEP Accountability Measures
Measure 1 (Initial): Completer effectiveness. (R4.1)  Measure 2 (Initial and Advanced): Satisfaction of employers and stakeholder involvement. (R4.2|R5.3| RA4.1)	Measure 3 (Initial and Advanced): Candidate competency at completion. (R3.3) Measure 4 (Initial and Advanced): Ability of completers to be hired (in positions for which they have prepared.)

 

Measure 1 (Initial): Completer effectiveness. (R4.1) 

(a) completer impact in contributing to P-12 student-learning growth

Beginning in 2019-20, USC gained access to our graduates’ overall SLO (Student Learning Objective) ratings, which show impact on student learning growth. Out of the 266 graduates that completed SLOs in 2019-20, USC received ratings for 188 of these teachers. Out of these 188, 95% of graduates scored either proficient or exemplary.

Out of the 228 graduates that completed SLOs in 2020-21, USC received ratings for 221 of these teachers. Out of these 221, 96% of graduates scored either proficient or exemplary. 

 

(b) completer effectiveness in applying professional knowledge, skills, and dispositions.

Beginning in 2018-19, all classroom teachers were assessed using the SCTS 4.0 rubric, which replaced the previous ADEPT standards. The SCTS 4.0 rubric is a 4-level rubric, with 4 being the highest score a teacher can receive and 1 being the lowest. The following are the average scores in 2018-19 and 2019-20 of USC’s graduates. For the last two years, USC completers have demonstrated an impact on P-12 student learning and development above state-level averages within Domain 2 – Instruction.

 

Domain 2: Instruction	2018-19	2019-20	2020-21
Standards & Objectives	3.18	3.23	3.22
Motivating Students	3.27	3.27	3.28
Presenting Instructional Content	3.25	3.25	3.24
Lesson Structure & Pacing	3.12	3.18	3.16
Activities & Materials	3.19	3.19	3.23
Questioning	2.94	2.99	3.01
Academic Feedback	3.12	3.08	3.13
Grouping Students	3.08	3.08	3.15
Teacher Content Knowledge	3.41	3.43	3.51
Teacher Knowledge of Students	3.28	3.28	3.39
Thinking	3.01	2.99	3.01
Problem Solving	3.10	3.06	3.07

 

Measure 2 (Initial and Advanced): Satisfaction of employers and stakeholder involvement. (R4.2|R5.3| RA4.1)

Initial Programs 

During AY 2020-21, focus groups were conducted with partnering school districts to address employer satisfaction with USC initial program completers from Academic Years (AYs) 2017-2018, 2018-2019, and 2019-20. In AY 2020-21; School-level responses include administrators from 54% elementary, 18% middle, 18% high, and 10% other schools. Conclusions from these focus groups regarding the USC College of Education teacher education program include--

• the current education curriculum and content standards are generally preparing graduates for their first jobs and supervisors are happy with teacher preparation,
• the current education curriculum produces teachers who are strong collaborators with other school-based colleagues and are strong in their instructional & pedagogical content area,
• the curriculum and undergraduate experiences produce teachers who are excited and eager to start teaching and are creative in the classroom with the content knowledge that is necessary for them to be successful, and
• the curriculum teaches the importance of state college- and career-ready standards and assessment in evaluating student learning goals.

During the AY 2020-2021, employers/school leadership were sent a survey where they reported their satisfaction with the preparedness of USC initial program graduates. Responses included 55% elementary, 22% middle, 20% high, and 1% other schools. Conclusions regarding USC graduates include:

• 95% of respondents felt that USC graduates were either prepared or very well prepared to meet overall job performance
• 98% of respondents felt that USC graduates were either prepared or very well prepared to perform at the same or better levels than graduates from other institutions
• 100% of respondents said they would hire another USC graduate as an employee based on their experiences with recent graduates

Advanced Programs

The School District Employer Satisfaction Focus Groups and Survey protocol for M.Ed. Education Administration graduates was developed in Academic Year 2019-2020, with survey items aligned to CAEP standards component 4.1. Conclusions from pilot focus groups held in Summer 2021 regarding graduates from 2016-17, 2017-18, and 2018-19 include—

• 100% of employers are satisfied with their employees that are graduates of the program (75% highly satisfied)
• 75% of employers said that their graduates were promoted from teacher to assistant principal (AP) or AP to principal
• The program prepared the following leaders:
  • leaders aware of their strengths and areas of growth
  • competent, professional, knowledgeable, and compassionate
  • lifelong learners
  • leaders that take initiative -- have been heavily involved in schools and
  • leadership, even if they do not go onto become assistant principals
• 100% of participants noted that most of their graduates are continuing their education at USC
• Areas of recommendation are continuing to allow candidates to practice analysis of school data, practicing real life scenarios, how to have tough conversations, and have a work/life balance

 

The survey was sent to a pilot group of employers in the Summer of 2021. Conclusions from pilot focus groups held in Summer 2021 regarding graduates from 2017-18, 2018-19, and 2019-20 include—

• 100% of employers agreed that M.Ed. program completers were prepared or very well prepared in the following areas:
  • Lead change efforts to promote school improvement
  • Develop and formulate a school-level ethical leadership platform
  • Use research and data to design and cultivate a supportive, nurturing, and inclusive school culture
  • Use technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction, and assessment practices and results
  •  Cultivate collaboration among staff and families in support of student learning and success
  •  Observe teaching in a variety of classrooms and provide teaching staff with actionable feedback to support improvement
• 92% believed that completers were prepared or very well prepared to collaboratively engage and advocate with diverse community members, partners, and other constituencies around shared goals
• 93% believed that completers were prepared or very well prepared to evaluate causes of inequity and bias and cultivate an environment free of them and one that promotes inclusion
• 93% believed that completers were prepared or very well prepared to ensure culturally relevant teaching and learning

 

Measure 3 (Initial and Advanced): Candidate competency at completion. (R3.3)

 

Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)

Initial Licensure Programs	2017-18	2018-19	2019-20	2020-21
Overall Praxis Exam Summary Pass Rate	93%	94%	93%	94%
Recommended for Licensure*	94%	93%	99%	99%

 

Advanced Programs	2017-18	2018-19	2019-20	2020-21
Educational Administration (5411) Praxis exam	100%	100%	100%	100%
Recommended for Licensure*	90%	95%	100%	100%

*Indicates candidates having completed all program requirements and passing required Praxis exams – in Spring 2020, all graduates were recommended whether Praxis exams were passed or not due to COVID-19 and modified state policies due to the pandemic. Also, please note that all graduates do not seek certification in SC, particularly in the online advanced programs. Therefore, all students are not recommended each year even after passing the required Praxis exam(s).

 

Measure 4 (Initial and Advanced): Ability of completers to be hired (in positions for which they have prepared.)

 

Initial Licensure Programs SAFE-T Results	2017-18	2018-19	2019-20	2020-21
Graduates Evaluated with SAFE-T	256	257	266	252
Graduates Passing with SAFE-T	249 (97.27%)	255 (95.51%)	253 (95.11%)	247 (98.02%)

 

Advanced Programs	2017-18	2018-19	2019-20	2020-21
Graduates Evaluated with PADEPP	17	31	33	31
Graduates’ Averages Evaluated with PADEPP (Pass rates not provided)	3.41	3.16	3.45	3.35

Data obtained from the South Carolina Department of Education for our 2017-18, 2018-19, 2019-20, and 2020-21 completers employed as classroom teachers in SC public schools indicate the ability of our completers to be employed in and meet qualifications of education positions for which they have prepared. Graduates of USC’s initial educator preparation programs that are employed in South Carolina public school districts are evaluated via SAFE-T (the Summative ADEPT Formal Evaluation of Classroom-Based Teachers). Graduates of USC’s advanced programs that are employed as administrators are evaluated via PADEPP (Program for Assisting, Developing, and Evaluating Principal Performance).