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 are ranked in South Carolina as having some of the highest Praxis pass-rates for Elementary Education. 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

  • 57% in the Upstate
  • 28% in the Midlands
  • 37% in the Lowcountry
  • 36% 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 2022-Fall 2023

Measure 1 (Initial): CAEP Standard 4.1: Completer Effectiveness and Impact on P-12 Learning and Development

MAP Growth is the most trusted and innovative assessment for measuring achievement and growth in K–12 math, reading, language usage, and science. It provides teachers with accurate, and actionable evidence to help target instruction for each student or group of students regardless of how far above or below they are from their grade level. To calculate MAP assessment scores, NWEA uses the RIT, or Rasch unIT scale. This scale measures the value of a student’s score in relation to his or her scores on previous tests. Each RIT score indicates a point on a continuous scale of learning. South Carolina school districts have been using the Measure of Academic Progress as an assessment administered in the fall, winter, and spring. Growth measures are analyzed and reported as part of the SLO and ADEPT system of teacher evaluation.

South Carolina MAP Aggregate Scores by Grade Level (2022-23 Laurens 56 District Scores)

English/Language Arts

Grade Number Tested Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations Meets or Exceeds Expectations Approaches Meets or Exceeds Expectations Mean Score Standard Deviation
3 169 22.5% 23.1% 26.0% 28.4% 54.4% 77.5% 464.2 121.40
4 193 20.7% 29.5% 27.5% 22.3% 49.7% 79.3% 515.1 118.60
5 176 25.5% 23.9% 33.0% 18.2% 51.1% 75.0% 549.5 109.50
6 215 27.4% 31.2% 22.8% 18.6% 41.40% 72.6% 547.8 121.90
7 227 29.1% 27.8% 23.3% 19.8% 43.2% 70.9% 593.4 116.20
8 197 24.4% 27.9% 21.8% 25.9% 47.7% 75.6% 641.2 122.4

Mathematics

Grade Number Tested Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations Meets or Exceeds Expectations Approaches Meets or Exceeds Expectations Mean Score Standard Deviation
3 169 16.6% 24.9% 30.8% 27.8% 58.6% 83.4% 472.2 112.6
4 193 24.9% 26.9% 25.4% 22.80% 48.2% 75.1% 490.5 113.4
5 176 17.6% 36.9% 27.3% 18.2% 45.5% 82.4% 537.4 94.6
6 215 40.5% 26.5% 19.5% 13.5% 33.0% 59.5% 507.7 102.5
7 227 41.9% 31.7% 11.9% 14.5% 26.4% 58.1% 534.90 112.3
8 196 43.9% 31.6% 15.8% 8.7% 24.5% 56.1% 556.2 89.1

PC Candidates’ Scores by Grade Level/Aggregate Fall (2022 Laurens 56)

Language Arts

Grade Number Tested Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations Meets or Exceeds Expectations Mean Score Standard Deviation
3 52 15% 20% 36% 25% 4% 232 8.7
4 93 12% 26% 42% 15% 5% 173 *
5 0 * * * * * * *
6 0 * * * * * * *
7 0 * * * * * * *
8 55 39% 54% 7% 0% 0% 211 6.9

PC Candidates’ Scores by Grade Level Aggregate Fall  (2022 Laurens 56)

Mathematics

Grade Number Tested Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations Meets or Exceeds Expectations Mean Score Standard Deviation
3 52 16% 18% 37% 27% 2% 170 11.0
4 85 24% 22% 22% 22% 6% 164 17.0
5 0 * * * * * * *
6 0 * * * * * * *
7 0 * * * * * * *
8 62 20% 35% 28% 12% 5% 165 11.0

PC Candidates’ Scores by Grade Level/Aggregate Winter (2022 Laurens 56)

Language Arts

Grade Number Tested Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations Meets or Exceeds Expectations Mean Score Standard Deviation
3 51 5% 7% 30% 21% 37% 181 13.2
4 82 0% 4% 5% 42% 49% 232 10.4
5 0 * * * * * * *
6 0 * * * * * * *
7 0 * * * * * * *
8 47 20% 16% 44% 20% 0% 216 16.2

PC Candidates’ Scores by Grade Level/Aggregate Winter (2022 Laurens 56)

Mathematics

Grade Number Tested Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations Meets or Exceeds Expectations Mean Score Standard Deviation
3 51 20% 35% 45% 0% 0% 215 10.9
4 85 10% 30% 37% 10% 13% 172 11.0
5 0 * * * * * * *
6 0 * * * * * * *
7 0 * * * * * * *
8 55 28% 38% 34% 0% 0% 213 11.0

Fall to Winter 2022 Analysis:

Looking at the PC completer’s ability to grow students between the fall and winter MAP administrations, the EPP analyzed the quintiles of students and the ability of the teacher to move students from “Does Not Meet Expectations” to “Meets or Exceeds Expectations.” Beginning with Language Arts 3rd Grade, the students in the fall administration in the “Does Not Meet Expectations” section equaled 15%.  When we look at the same group of students taught by PC completers in the winter, 20% of students are in the “Does Not Meet Expectations” section.  This is a slight downward trend from the previous analysis.

The PC completers had other results for the middle 3 sections regarding the quintiles grid.  The students went from 20% Approaches to 7% approaches, 36% meets to 30%, and 25% exceeds to 21%, but the overall difference in meets or exceeds went from 4% to 37%. This still indicates the teachers are working with the lowest students, and possibly teaching to the middle, but there needs to be more differentiation of instruction for the PC completers to realize significant growth in all of their students. The teachers are still feeling the effects of the pandemic and are working with students to catch them up completely.

The Language Arts 4th Grade scores reveal a stronger pattern of growth.  The fall does not meet group was 12%, whereas in winter there were no students in the lowest quintile.  Looking at the total quintile of meets or exceeds expectations, the students in the fall administration equaled 5%, whereas in the winter administration, 49% of students either met or exceeded expectations.

The Language Arts 8th Grade scores also realize a pattern where the students in the lowest quintile were reduced from 39% to 20%.  The students that met or exceeded expectations dropped from last year’s data. There were no students who scored in the meets or exceeds category.

 

The Mathematics 3rd Grade scores show a reverse trend in growth, with the fall administration of 16% and winter of 20% in the lowest quintile.  The teachers did move the meets expectations group from 37% to 45%. But there was a reverse trend in the highest quintile of 2% to 0 in the highest quintile.  The EPP has revised the mathematics programming for Early Childhood and Elementary.  We now have MATH 203/Math for Elementary Teachers I and MATH 204/Math for Elementary Teachers II so the candidates can properly instruct and grow their students in mathematics.

The Mathematics 4th Grade scores are a little stronger for growth trends.  The fall group in the lowest quintile went from 26% to 10% by the winter administration.  The percentage of students in the “meets” expectations group also grew from 22% to 37%.  There was another growth reversal in the group that “exceeds” expectations.  This group went from 22% in the fall to 10% in the winter. Statistically, this slight reversal, when taken in with the standard deviation of scores and the teachers are aware of the issues with the mathematics curriculum.

The Mathematics 8th Grade scores also reveal a trend where the middle quintile is the only group growing (20% to 28%).  There needs to be more differentiated instructional opportunities for the “does not meet” and “approaches expectations” students.  There was a negative trend in those quintiles from fall to winter. The EPP is revising one of the classes for the middle grades mathematics certification.

Measure 2: CAEP Standard RA4.1/R4.2/R5.3 Satisfaction of employers and stakeholder involvement.

Measure 2: CAEP Standard RA4.1/R4.2/R5.3 Satisfaction of employers and stakeholder involvement.

Fall 2023 Employer Satisfaction Survey/Updated

Distinguished (4) Proficient (3) Basic (2) Unsatisfactory (1)

Criteria Mean Score
The teacher has a strong foundation of knowledge in their content field. 3.5
The teacher can independently and collaboratively examine performance data to track the learner’s progress and guide planning. 3
The teacher utilizes methods of self-assessment and problem-solving to reflect on his/her own practice. 2.5
The teacher builds positive relationships with school colleagues, learners and their families, and the larger community. 2.5
The teacher understands the rights of students and respects the privacy of students and the confidentiality of information. 3.5
The teacher models the belief that all students can learn at a high level. 3
The teacher understands the needs of diverse learners and devises approaches that are designed to respect all learners. 3
The teacher works effectively with students who have documented exceptional needs. 3
The teacher works well with students who have linguistic differences. 3
The teacher promotes both creative and critical thinking. 3.5
The teacher effectively uses and interprets both verbal and non-verbal clues to assess understanding. 3
The teacher promotes the responsible use of interactive technologies to actively engage the learner. 3
The teacher effectively manages time, space, and other resources to promote a positive, safe, and disciplined classroom environment. 3
The teacher has enthusiasm for the content he/she teaches and actively engages students in the discipline. 3.5
The teacher creates developmentally appropriate instruction that takes into account the strengths, interests, and needs of the individual learner. 3.5
The teacher utilizes assessment data to inform their instruction. 3
The teacher understands how learning occurs and uses a variety of instructional strategies that promote student learning. 3
The teacher understands the importance of assessing the prior knowledge of students and how to adjust instruction based on prior knowledge. 3.5
The teacher plans an appropriate sequence of learning and experiences that include both short and long-term goals. 3
The teacher’s instructional planning is appropriate to the school’s curricular goals. 3
The teacher uses multiple methods of formative and summative assessments that support, verify, and document learning. 3
Professional Dispositions Graduates from Presbyterian College’s Teacher Education Program/Spring 2023 Early Child. ML Elem. Sec.

Eng.

 Sec.

S.S.
19. engage in collaborative work with families and the community 3.68  3.30 4.00 4.00   4.00
20. understand professional

expectations and behavior and conduct themselves as professionals

 3.89  4.00 4.00 4.00   4.00
21. reflect critically and consistently on their practice and seek feedback from others to improve their practice 3.68 3.50 3.50 3.00   4.00
22. demonstrate dispositions that indicate fairness and equity; holding all students to higher levels of learning 3.58 4.00 3.50 4.00   4.00
23. assume a leadership role in the school, district, and/or community 3.53 3.50 3.50 3.50   3.00
 Total Mean for Professional  

Dispositions: 

 3.67 3.66 3.70 3.70 3.80

Stakeholder Involvement

Administrator’s Breakfast Input on Programmatic Ideas/October 17, 2023

N=19

Ideas and Programs Under Review Approved Approved with Revisions Disapproved
·         Center of Excellence Grant Opportunity and Focus on Reading 19 0 0
·         2+2 Program and MOU’s 19 0 0
·         Master’s of Arts in Teaching 19 0 0
·         ELL Major Card Approval 19 0                   0
1.       Teaching Fellow’s Grant Opportunity with a Focus on Teacher Ambassadors  

19

 

 

 

 

  

0

 

 

 

 

  

0

 

 

 

 

Measure 3: R3.3/R3.4 Candidate competency at program completion.

N=15

Rate each key element on how well prepared you are to meet each of the following:
(Rated in percentage of agreement)

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 86.61 13.39 0 0
1. Know and implement professional organization/national/state curricula and learning standards 91.23 8.77 0 0
1. Structure content so that it promotes meaningful learning 92.0 8.0 0 0
1. Understand the interrelationship of curriculum, instruction, and assessment 90.23 9.7 0 0
1. Communicate with professional competence, orally and in writing 87.61 12.39 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
1. Demonstrate long and short-range planning strategies; using knowledge of diversity within student populations (cultural, ethnic, socioeconomic, gender, and exceptionality) 93.85 6.15 0 0
1.Use a variety of assessments to inform instructional decision-making 81.22 18.78 0 0
1.Establish and maintain high expectations for all students 100 0 0 0
1. Use a variety of appropriate instructional strategies that effectively meet the needs of diverse student populations 93.0 7.0 0 0
1. Adjust instruction to accommodate the learning differences or needs of all students 88.71 11.29 0 0
1. Use educational technologies to enhance instruction, assessment, and student performance 90.85 9.15 0 0
1. Make subject matter meaningful through use of accurate, relevant and current content from multiple sources 100 0 0 0
1. Monitor student learning and adjust practice based on formal and informal assessment strategies 100 0 0 0
1. Provide a safe, positive and secure environment that is conducive to learning for all students 100 0 0 0
1. Use effective and appropriate classroom management strategies 91.35 8.65 0 0
1.  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
1. Engage in collaborative work with colleagues, other professionals, and members 89.92 10.08 0 0
1. Understand professional expectations and behavior 100 0 0 0
1.  Reflect critically and consistently on my own practice and seek feedback from others to improve my practice 83.61 16.39 0 0
1.  Respect and value others for their diverse talents, abilities, perspectives, cultures and contributions 100 0 0 0
1. Assume a leadership role in the school, district and/or community 68.34 31.66 0 0
Total (N=15)

ADEPT Data/Candidate Competency on State Evaluation

2022-2023/ADEPT REPORT PROVIDER RESULTS PERCENTAGE STATEWIDE RESULTS PERCENTAGE
Total # of Graduates Evaluated 15 100% 1881 100%
Total Graduates Passing 15 100% 1881 100%

Measure 4: Completer employability in Education Positions for Which They Have Prepared/Initial

*Results from a 4-Year Review 2019-2023

Program Placement Rate
Early Childhood 100%
Elementary 97%
Secondary 90%
Middle Level 94%
Special Education 100%

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