CAEP

Since its first accreditation decision in 1954, Jacksonville State University's School of Education has proudly held National Council for the Accreditation of Teacher Education (NCATE) accreditation.  As the national accrediting agency transitions into the Council for the Accreditation of Educator Preparation (CAEP), we intend to continue our work with this accreditor and have prepared the following Continuous Improvement Institutional Report and Exhibit Center as evidence of our efforts to prepare future teachers and other school professionals.  


NCATE/CAEP Preliminary Results of Accreditation Team

The School of Education at Jacksonville State University hosted an accreditation visit by the National Council for Accreditation of Teacher Education (NCATE/CAEP) in November 2013.

In late November, 2013, NCATE/CAEP's Continuous Improvement Commission met to determine the accreditation status of 66 institutions being reviewed with NCATE/CAEP standards. We are pleased to inform you that accreditation was been continued for the professional education unit at Jacksonville State University through 2020.


School of Education Institutional Report & Exhibits for Offsite Reviews and Onsite Visits

Quality Assurance System 

CAEP Annual Reports 2020

Jacksonville State University
School of Education
CAEP Annual Reports 2020

Impact Measures CAEP Standard 4 Summary Future Directions

4.1 Impact on P-12 learning

and development The JSU School of Education implemented Program Impact Case Studies to determine the effectiveness of its completers. The initial case studies conducted in FA19 included a convenience sample of selected first-third year teachers from various teaching fields. The completers were assessed with the Common Observation Rubric (COBS) and interviewed with questions drawn from the state-developed completer survey. Teachers submitted pre- and post-assessments for the lessons observed. The Program Impact Case Studies were included in the MOU signed by superintendents to establish partnerships between JSU and local education agencies (LEAs). Data collection was limited due to time and resource constraints. Five completers were observed in FA19, due to Covid19 and the moving of schools to remote learning, no completers were observed in SP20 The case study will continue in upcoming semesters with additional administrative support and resources. Since CAEP now allows a greater 4.1 phase-in (plans and progress data), a formalized phase-in plan is under construction and will be available at the November 2020 CAEP site visit. Goals for the case study plan include assignment of the Director of Education Initiatives to oversee the studies, an expansion to include more completers, additional training of field-based assessors, and development of a data reporting system that will match current completer data with their previous candidate data. The EPP will align the completers’ prior and current data to InTASC Standards, then analyzed for patterns and trends. The aggregated and disaggregated Program Impact Case Studies data will be included in the EPP-wide data meetings each fall and spring to inform program innovations. JSU will measure the success and challenges of its completers to positively impact P-12 learning and development based on the growth in observation data and pre- and post- assessments of the associated lessons.

4.2 Indicators of Teaching

Effectiveness The JSU School of Education implemented the Program Impact Case Studies to determine the effectiveness of its completers. The initial case studies included a convenience sample of selected first-third year teachers from various teaching fields. In FA19, five completers were assessed with the Common Observation Rubric (COBS) and interviewed with questions drawn from the state-developed completer survey. Teachers submitted pre- and post-assessments for the lessons observed. The Program Impact Case Studies were included in the MOU signed by superintendents to establish partnerships between JSU and local education agencies (LEAs). Data collection was limited due to time and resource constraints. Five completers were observed in FA19 but due to Covid19 and the moving of schools to remote learning, no completers were observed in SP20 The case study will continue in upcoming semesters with additional administrative support and resources. Since CAEP now allows a greater phase-in (plans and progress data for 4.1), a formalized phase-in plan is under construction and will be available at the November 2020 CAEP site visit. While 4.1 is under phase-in, it will impact 4.2 as data is gathered for both components with the completer case study model. Upon further review of valid and reliable instruments, an additional metric for measuring the engagement of the P-12 students will be added to the case study. The same resources allocated for 4.1 also apply to progress in 4.2. JSU will measure the indicators of teaching effectiveness based on the growth in observation data, pre- and post- assessments of the associated lessons, and engagement of P-12 students.

4.3/A.4.1 Satisfaction of Employers 

The JSU School of Education received information on satisfaction of employers on a state created survey. The survey results suggested that employers are generally satisfied with JSU graduates. With the implementation of the Completer Case Studies, employers of the convenience sample teachers were interviewed to The JSU School of Education will continue to gather information on employer satisfaction through superintendents, principal groups, surveys, and interviews and will respond to suggestions, needs, and comments regarding employer satisfaction. Further expansion of this data will be included in the scale-up of the Completer

determine their satisfaction. Levels of satisfaction by employers was high, suggesting that the EPP provides well trained and versatile beginning teachers. Case Studies. JSU will measure satisfaction of employers by reviewing the state survey data along with case study interview data. The Superintendents’ Consortium will be used to gather additional data on employer satisfaction.

4.4/A.4.2 Satisfaction of Completers

The JSU School of Education received information on satisfaction of completers on a state created survey. The survey results suggested that completers are generally satisfied with JSU graduates. However, some completers suggested that increasing experience with instructional technology i needed; furthermore, some suggested that additional exposure to AL initiatives was also needed. The JSU School of Education is working with internal and external stakeholders to create an increased emphasis on instructional technology. A technology integration plan of action is currently in development and will be available at the CAEP Site Visit in FA20. Beginning in SP20, introductory courses included a greater emphasis on AL initiatives (ARI, AMSTI, ACCESS, ALEX). The JSU School of Education will continue to gather information on completer satisfaction through interviews and focus groups and will respond to suggestions, needs, and comments. Further expansion of this data will be included in the scale-up of the Completer Case Studies. JSU will measure satisfaction of completers by reviewing the state survey data along with case study interview data.

Outcome Measures Summary Future Directions

Graduation Rates Initial and Advanced Levels

Graduation rates from 2012 through 2016 are the most recent available data. The graduate rates suggest that the majority of candidates at the initial certification levels The JSU School of Education will continue to monitor four-year graduation rates. The candidate recruitment, selectivity, and retention processes will include emphasis do complete their four-year degree. Results indicate that programs fluctuate with dips in completers from time to time, but overall, graduate rates for the majority of programs are steadily above 90%. on relationship building and support so that candidates are able to matriculate fully through their program in a timely manner.

Ability of Completers to meet licensing (certification) and any additional state requirements; Title II (Initial and Advanced Levels) Title II Report 2017-2019

Number of completers in programs leading to initial teacher certification: 205 Number of completers in advanced programs that lead to a degree, credential, or endorsement: 109 Total Completers: 314 By policy, the JSU School of Education continues to require initial and advanced completers to meet current certification/licensure requirements in their respective fields. However, as a result of the Covid19 crisis, some candidates graduated in SP20 lacking a passing score on Praxis Subject Assessments. Currently, this waiver applies only to SP20 and SU20 graduates. Graduates lacking the required Praxis score will receive additional certification information from the AL Department of Education.

Ability of Completers to be hired in education positions for which they have prepared (this includes those seeking employment at this time)

300 Completers were eligible for certification in the teaching fields in which they completed, 14 completers lacked passing Praxis Subject Assessment Scores (Covid19 crisis contributed to these outliers with testing centers closed). All completers are eligible for hiring in the teaching fields in which they completed. The SP20 semester was an exception to JSU policy for graduating candidates with passing certification-required scores (Praxis Subject Area and edTPA). The AL State Department of Education issued completers without the required edTPA score a one-year Pre-edTPA Certificate, meaning that they could be employed in their field for one-year without the passing score. Completers missing the Praxis score will receive additional information from the AL Department of Education and may be able to be hired in their field while awaiting a passing score. The JSU School of Education collaborated with JSU Career Services and Clinical Partners on a virtual education career fair in lieu of the in-person recruiting event due to the SP20 Covid19 crisis.

Student loan default rates and other consumer information

Student loan default rates for the JSU School of Education is embedded in the overall JSU loan default rate. The most recent loan default document from the United States Department of Education indicates that the current overall JSU loan default rate is 9.8%. This metric is effective for loans that entered repayment status in FY 2016 window. The JSU School of Education will emphasize consistent, appropriate advisement so that all candidates at the initial and advanced program levels fully leverage financial aid options and graduate prepared to work and repay obligations

 

CAEP Annual Reports 2019

2019 JSU Ed Prep Report Card

Impact Measures (CAEP Standard 4)

1. Impact on P-12 learning and development (Component 4.1)

Impact Measures

CAEP Standard 4

Summary

Future Directions

4.1 Impact on P-12 learning and development

The JSU School of Education is implementing Program Impact Case Studies to determine the effectiveness of its completers. The case study will include randomly selected first-third year teachers from various teaching fields. The completers will be assessed with the Common Observation Rubric (COBS) and interviewed with questions drawn from the state-developed completer survey. Pre- and post-assessments are included in the case studies.

The case study model will continue in upcoming semesters. It will be expanded to include more completers. Data from the case studies will be aligned with the InTASC Standards and analyzed for patterns and trends. The Program Impact Case Studies data will be included in the EPP-wide data meetings each fall and spring and used to inform program innovations.


2. Indicators of teaching effectiveness (Component 4.2)

Impact Measures

CAEP Standard 4

Summary

Future Directions

4.2 Indicators of Teaching Effectiveness

The JSU School of Education is implementing Program Impact Case Studies to determine the effectiveness of its completers. The case study will include randomly selected first-third year teachers from various teaching fields. The completers will be assessed with the Common Observation Rubric (COBS) and interviewed with questions drawn from the state-developed completer survey. Results from the case study data collection will be compared to the state-survey to explore how completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to receive.

The case study model will continue in upcoming semesters. It will be expanded to include more completers. Data from the case studies will be aligned with the InTASC Standards and analyzed for patterns and trends. The Program Impact Case Studies data will be included in the EPP-wide data meetings each fall and spring and used to inform program innovations.


3. Satisfaction of employers and employment milestones (Component 4.3/A.4.1)
JSU Employer Survey
Employer Summary Data All Institutions

Impact Measures

CAEP Standard 4

Summary

Future Directions

4.3/A.4.1 Satisfaction of Employers

The JSU School of Education received information on satisfaction of employers on a state created survey. The survey results suggested that employers are generally satisfied with JSU graduates.

The JSU School of Education will continue to gather information on employer satisfaction through superintendents,  principal groups, surveys, and interviews and will respond to suggestions, needs, and comments regarding employer satisfaction. 


4. Satisfaction of completers (Component 4.4/A.4.2)
JSU New Teacher Summary Data
New Teacher Summary Data All Institutions
Outcome Measures

Impact Measures

CAEP Standard 4

Summary

Future Directions

4.4/A.4.2 Satisfaction of Completers

The JSU School of Education received information on satisfaction of completers on a state created survey. The survey results suggested that completers are generally satisfied with JSU graduates.

The JSU School of Education will continue to gather information on satisfaction through advisory councils, surveys, observations, and interviews and will respond to suggestions, needs, and comments regarding employer satisfaction. 


5. Graduation Rates (Initial & advanced levels)

 

Outcome Measures

 

Summary

Future Directions

Graduation Rates Initial and Advanced Levels

Graduation rates from 2011 through 2015 are the most recent available data. The graduate rates suggest that the majority of candidates at the initial certification levels do complete their four-year degree. Results indicate that programs fluctuate with dips in completers from time to time, but overall, graduate rates for the majority of programs are steadily above 90%.

The JSU School of Education will continue to monitor four-year graduation rates. The candidate recruitment, selectivity, and retention processes will include emphasis on relationship building and support so that candidates are able to matriculate fully through their program in a timely manner.


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

Outcome Measures

 

Summary

Future Directions

Ability of Completers to meet licensing (certification) and any additional state requirements; Title II (Initial and Advanced Levels)

Title II Report 2017-2019

Number of completers in programs leading to initial teacher certification: 213

Number of completers in advanced programs that lead to a degree, credential, or endorsement: 132

Total Completers: 345

The JSU School of Education will continue to require initial and advanced completers to meet current certification/licensure requirements in their respective fields.


7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels) - Initial 93.5, Advanced - 78%. (This includes those who are not seeking employment at this time.

Outcome Measures

 

Summary

Future Directions

Ability of Completers to be hired in education positions for which they have prepared (this includes those seeking employment at this time)

345 Completers were eligible for certification in the teaching fields in which they completed.

All completers are eligible for hiring in the teaching fields in which they completed. The JSU School of Education will continue to collaborate with JSU Career Services and Clinical Partners on specialized education career fair participation.


8. Student loan default rates and other consumer information (initial & advanced levels)

Outcome Measures

 

Summary

Future Directions

Student loan default rates and other consumer information

Student loan default rates for the JSU School of Education is embedded in the overall JSU loan default rate. The most recent loan default document from the United States Department of Education indicates that the overall JSU loan default rate is 9.8%. This metric is effective for loans that entered repayment status in FY 2016 window.

The JSU School of Education will emphasize consistent, appropriate advisement so that all candidates at the initial and advanced program levels fully leverage financial aid options and graduate prepared to work and repay obligations.


CAEP Annual Reports 2018

Impact Measures (CAEP Standard 4)

1. Impact on P-12 learning and development (Component 4.1)

2. Indicators of teaching effectiveness (Component 4.2)

3. Satisfaction of employers and employment milestones (Component 4.3/A.4.1)

JSU Employer Survey

Employer Summary Data All Institutions

4. Satisfaction of completers (Component 4.4/A.4.2)

JSU New Teacher Summary Data

New Teacher Summary Data All Institutions

Outcome Measures

5. Graduation Rates (Initial & advanced levels)

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

7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels) - Initial 93.5, Advanced - 78%. (This includes those who are not seeking employment at this time.

8. Student loan default rates and other consumer information (initial & advanced levels)

Loan Default Rate