CAEP Annual Reporting Measures 2020 - 2021

The Presbyterian College Education Department serves as a training ground for future teachers in the upstate. The Education Department is adding a degree in Special Education and also working on innovation 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, Bob Staton 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

  • 47% in the Upstate
  • 18 % in the Midlands
  • 19 % in the Lowcountry
  • 16% 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 the 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 14 100% 2025 100%
Total Graduates Passing 13 92.86% 1874 92.54%

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

93% of principals reported on the survey that Presbyterian College’s teacher candidates were distinguished or proficient prepared in comparison to teachers from other programs.

2019-2020 Survey Results: N=13

Criteria Distinguished (4) Proficient (3) Basic (2) Unsatisfactory (1)
The teacher has a strong foundation of knowledge in their content field. 11 2
The teacher can independently and collaboratively examine performance data to track the progress of the learner and guide planning. 10 3
The teacher utilizes methods of self-assessment and problem-solving to reflect on his/her own practice. 11 2
The teacher builds positive relationships with school colleagues, learners and their families, and the larger community. 11 2
The teacher understands the rights of students and respects the privacy of students and the confidentiality of information. 11 2
The teacher models the belief that all students can learn at a high level. 12 1

Measure 4: CAEP Standard 4.4 Satisfaction of Completers

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 Strongly agree (4) Agree (3) Disagree (2) Strongly disagree (1)
1. Have in-depth knowledge and understanding of the fundamentals and concepts of my specific discipline 85.71 14.28 0 0
2. Know and implement professional organization/national/state curricula and learning standards 92.85 7.14 0 0
3. Structure content so that it promotes meaningful learning 100 0 0 0
4. Understand the interrelationship of curriculum, instruction, and assessment 92.85 0 0 0
5. Communicate with professional competence, orally and in writing 85.71 24.28 0 0
Pedagogical Knowledge and Skills: My teacher preparation experience at Presbyterian College prepared me to Strongly agree (4) Agree (3) Disagree (2) Strongly disagree (1)
6. Demonstrate long and short-range planning strategies; using knowledge of diversity within student populations (cultural, ethnic, socioeconomic, gender, and exceptionality) 92.85 7.14 0 0
7. Use a variety of assessments to inform instructional decision making 78.57 21.42 0 0
8. Establish and maintain high expectations for all students 100 0 0 0
9. Use a variety of appropriate instructional strategies that effectively meet the needs of diverse student populations 85.71 24.28 0 0
10. Adjust instruction to accommodate the learning differences or needs of all students 85.71 24.28 0 0
11. Use educational technologies to enhance instruction, assessment, and student performance 92.85 7.14 0 0
12. Make subject matter meaningful through the use of accurate, relevant, and current content from multiple sources 100 0 0 0
13. Monitor student learning and adjust practice based on formal and informal assessment strategies 92.85 7.14 0 0
14. Provide a safe, positive, and secure environment that is conducive to learning for all students 100 0 0 0
15. Use effective and appropriate classroom management strategies 92.85 7.14 0 0
16. 2017 100 0 0 0
17. Have a positive impact on student learning 100 0 0 0
Professional Dispositions: My teacher preparation experience at Presbyterian College prepared me to Strongly agree (4) Agree (3) Disagree (2) Strongly disagree (1)
18. Engage in collaborative work with colleagues, other professionals, and members 92.85 7.14 0 0
19. Understand professional expectations and behavior 100 0 0 0
20. Reflect critically and consistently on my own practice and seek feedback from others to improve my practice 85.71 24.28 0 0
21. Respect and value others for their diverse talents, abilities, perspectives, cultures, and contributions 100 0 0 0
22. Assume a leadership role in the school, district, and/or community 71.42 28.57 0 0
Total (N=14)

Measure 5: Graduation Rates/Initial Level

2017 2018 2019 2020
4 Year Graduation Rate/PC Education Department 91% 89% 88% 89%
4-year Graduation Rate Overall at Presbyterian College 63% 69% 66% 71%

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

100% of teacher candidates received passing scores on the Praxis Principles of Learning and Teaching Exam.

92.31% 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 93%
Elementary 89%
Secondary 83%
Middle Level 94%
Special Education *New Program/No Completers Until 2023

*Results from a 4 Year Review

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

Year Default Rate
2015 3.2
2016 2.4
2017 3.3

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