CAEP Annual Reporting Measures 2021 - 2022

The Presbyterian College Education Department serves as a training grounds for future teachers in the upstate. The Education Department is innovating by adding a degree in Special Education and also working on innovation in tracking teachers in their profession after graduation.  We work to be transformative for our schools and future teachers.  We take our promises seriously.  Our President, Matt vandenBerg reiterates “…The Promise of PC is essential in today’s higher education marketplace and it is vital that we share that promise in ways that engage different individuals and groups and excite them about what PC has to offer.”

South Carolina map

PC Education Department Alumni in South Carolina Schools

  • 52% in the Upstate
  • 17 % in the Midlands
  • 15 % in the Lowcountry
  • 34% in Title I Schools

The PC Education Department is committed to making data-driven decisions and all data is logged and extrapolated from Learning Curve Achievement Systems.

We value:

  • collecting and monitoring performance data;
  • review learning outcomes;
  • receive relevant feedback from our completers, employers and other stakeholders; and
  • use innovative systems to monitor the impact our graduates have on P-12 schools and student learning;
  • partnerships with other schools and the community.

Measures for Council for the Accreditation of Educator Preparation CAEP/Spring 2020

Measure 1: CAEP Standard 4.1: Impact on P-12 Learning and Development

This information isn’t provided by the South Carolina State Department of Education.  There is proposed legislation requiring the SCDE to provide this data beginning in spring of 2023.  We are working in an innovative program through Learning Curve Achievement systems where we mentor our teacher candidates for up to 2 years after graduation.  The students are given access to our LCAS learning tools, and can test their students and gain feedback on their learning styles and how to teach to those styles.  We track our students in their new schools and have MOUs with all of our school district partners.  Meeting data and meeting recordings can be accessed through LCAS, or by request.

Measure 2: CAEP Standard 4.2: Indicators of Teaching Effectiveness

2018-2019 /ADEPT REPORT Provider Results Percentage Statewide Results Percentage
Total # of Graduates Evaluated 11 100% 3401 100%
Total Graduates Passing 11 100% 3159 92.88%

Measure 3: CAEP Standard 4.3: Satisfaction of Employers and Employment Milestones

89% of principals reported on the survey that Presbyterian College’s teacher candidates were distinguished or proficient prepared in comparison to teachers from other programs.

2021-2022 Survey Results: N=11

 

 

 

Criteria Distinguished (4) Proficient (3) Basic (2) Unsatisfactory (1)
Content Knowledge Graduates from Presbyterian College’s Teacher Education Program 9 1 1 0
1. have in-depth knowledge and understanding of the fundamentals and concepts of the specific discipline 9 2 0 0
2. know and implement professional organization/national/state curricula and learning standards 11 0 0 0
3. structure content so that it promotes meaningful learning 8 3 0 0
4. understand the interrelationship of curriculum, instruction, and assessment 10 1 0 0
Pedagogical Knowledge and Skills Graduates from Presbyterian College’s Teacher Education Program
6. demonstrate effective long-and short-range planning strategies; using knowledge of diversity within student populations (cultural, ethnic, socioeconomic, gender, and 9 1 1 0
7. use a variety of assessments to inform instructional decision making 9 1 1 0
8. Establish and maintain high expectations for all students 10 1 1 0
9. use a variety of appropriate instructional strategies that effectively meet the needs of diverse student populations 10 1 0 0
10.adjust instruction to accommodate the learning differences or needs of all students 9 1 1 0
11. use educational technologies to enhance instruction, assessment, and student performance 10 1 0 0
12. make subject matter meaningful through use of accurate, relevant, and current content from multiple sources 9 1 1 0
13. monitor student learning and adjust practice based on formal and informal assessment strategies 9 1 1 0
14. provide a safe, positive and secure environment that is conducive to learning for all students 11 0 0 0
15. use effective and appropriate classroom management strategies 9 1 1 0
16. effectively communicates with families and communities 10 1 0 0
17. have a positive impact on student learning 9 1 1 0
18. engage in collaborative work with colleagues, other professionals, and members 10 1 0 0
Professional Dispositions Graduates from Presbyterian College’s Teacher Education Program
19. engage in collaborative work with families and the community 11 0 0 0
20. understand professional expectations and behavior and conduct themselves as professionals 10 1 0 0
21. reflect critically and consistently on their practice and seek feedback from others to improve their practice 9 2 0 0
22. demonstrate dispositions that indicate fairness and equity; holding all student to higher levels of learning 10 1 0 0
23. assume a leadership role in the school, district and/or community 9 1 1 0

Measure 4: CAEP Standard 4.4 Satisfaction of Completers

N=11 Data Reported by Program

Rate each key element on how well prepared you are to meet each of the following:

 

 

Content Knowledge: My teacher preparation experience at Presbyterian College prepared me to Early Childhood N=7 Elem. N=2 Middle Level N=0 Secondary English N=2 Secondary Social Studies N=0 Secondary Math N=0
1. Have in-depth knowledge and understanding of the fundamentals and concepts of my specific discipline 3.71 4.0 4.0
2. Know and implement professional organization/national/state curricula and learning standards 3.57 4.0 3.0
3. Structure content so that it promotes meaningful learning 3.85 4.0 4.0
4. Understand the interrelationship of curriculum, instruction, and assessment 3.85 4.0 4.0
5. Communicate with professional competence, orally and in writing 3.57 4.0 4.0
Pedagogical Knowledge and Skills: My teacher preparation experience at Presbyterian College prepared me to Early Childhood N=7 Elem. N=2 Middle Level N=0 Secondary English N=2 Secondary Social Studies N=0 Secondary Math N=0
6. Demonstrate long and short-range planning strategies; using knowledge of diversity within student populations (cultural, ethnic, socioeconomic, gender, and exceptionality) 3.57 3.0 4.0
7. Use a variety of assessments to inform instructional decision making 3.71 3.0 4.0
8. Establish and maintain high expectations for all students 3.85 4.0 4.0
9. Use a variety of appropriate instructional strategies that effectively meet the needs of diverse student populations 3.42 4.0 4.0
10. Adjust instruction to accommodate the learning differences or needs of all students 3.42 4.0 4.0
11. Use educational technologies to enhance instruction, assessment, and student performance 3.86 4.0 4.0
12. Make subject matter meaningful through the use of accurate, relevant, and current content from multiple sources 3.57 3.0 4.0
13. Monitor student learning and adjust practice based on formal and informal assessment strategies 3.71 3.0 4.0
14. Provide a safe, positive, and secure environment that is conducive to learning for all students 3.71 3.0 4.0
15. Use effective and appropriate classroom management strategies 3.86 3.0 4.0
16. effectively communicate with families and communities 3.14 3.0 4.0
17. Have a positive impact on student learning 3.86 4.0 4.0
Professional Dispositions: My teacher preparation experience at Presbyterian College prepared me to Early Childhood N=7 Elem. N=2 Middle Level N=0 Secondary English N=2 Secondary Social Studies N=0 Secondary Math N=0
18. Engage in collaborative work with colleagues, other professionals, and members 3.86 4.0 3.0
19. Understand professional expectations and behavior 3.57 4.0 4.0
20. Reflect critically and consistently on my own practice and seek feedback from others to improve my practice 3.57 4.0 4.0
21. Respect and value others for their diverse talents, abilities, perspectives, cultures, and contributions 3.42 4.0 4.0
22. Assume a leadership role in the school, district, and/or community 3.14 3.0 3.0

Measure 5: Graduation Rates/Initial Level

2018 2019 2020 2021
4 Year Graduation Rate/PC Education Department 89% 88% 89% 92%
4-year Graduation Rate Overall at Presbyterian College 63% 69% 66% 70.3%

Measure 6: Ability of Completers to Meet State Licensing/Certification Requirements/Initial

97% of teacher candidates received passing scores on the Praxis Principles of Learning and Teaching Exam.

92% of initial completers received passing scores on the Praxis II Content Area Exams.

Measure 7: Completer employability in Education Positions for Which They Have Prepared/Initial

Program Placement Rate
Early Childhood 97%
Elementary 93%
Secondary 89%
Middle Level 91%
Special Education *New Program/No Completers Until 2023

*Results from a 4 Year Review

Measure 8: Student Loan Default Rates and other Consumer Information/Initial

Year Default Rate
2016 2.4
2017 3.3
2018 3.9

*Loan default rate found at:
https://nslds.ed.gov/nslds/nslds_SA/defaultmanagement/cohortdetail_3yr.cfm?sno=0&ope_id=003445