Program Evaluation

Annual Reporting Measures

Impact on P-12 Learning and Development (CAEP 5.1)

Candidate performance during pre-service (CAEP 5.1.1.): 

NAU candidates seeking an initial teacher licensure develop unit and lesson plans as part of their methods courses.  In Student Teaching, candidates are required to complete a reflective practice performance assessment regarding a significant unit of instruction.  The purpose of this summative assessment is to evaluation unit and lesson planning knowledge and skills and impact on student learning (SPA Assessment 5).  

  • Assessment 5: Impact on P-12 Learning and Development

Completer performance during in-service (CAEP 5.1.2.): 

Value Added Modeling data is not currently available. NAU Professional Education Programs are planning an EPP-designed case study to investigate graduates’ impact on student learning and areas of strengths and challenges encountered during the first year of teaching.  A call for proposals and identification of lead researchers is being developed.  Initial sabbatical research completed by College of Education faculty members provide a foundation for this work.

Results of Completer Surveys (CAEP 5.2)

NAU Professional Education Programs surveys initial teacher licensure program completers regarding their satisfaction. The Exit Survey instrument was developed by a group of teacher preparation researchers representing Arizona State University, Northern Arizona University, and the University of Arizona (T-PREP). Additionally, the Arizona Department of Education (ADE) implemented a New Teacher Survey in Spring 2014 which was distributed to individuals who began teaching between 2009 and 2014.

  • Data are available for the T-PREP Exit Survey aggregated for Academic Years 2013 and 2014 and includes an Executive Summary of data presented during these two academic years.
  • T-PREP Exit Survey: Data are available for AY 2013-2014 and AY 2014-2015. During the AY 2013-2014, the overall response rate was 47% (352 responses out of 749 possible), but we noted a significant increase in the response rate (70%) in Fall 2014. During the AY 2014-2015, the overall response rate was 69% (444 responses out of 645 possible). The response rate was the same for both semesters (50%), or 222 responses.
  • Data have been organized by the 4 InTASC categories as well the following CAEP Annual reporting topics. 
    • Summary Ratings
    • Preparation
    • Content Knowledge
    • Instruction and pedagogical content knowledge
    • Teaching diverse P-12 students
    • Teaching P-12 students with diverse needs
    • Classroom management
    • Alignment of teaching with state standards
    • Family and community engagement
    • Assessment of P-12 student learning
    • Other:
      • Principles of learner development and learning theories
      • Integration of technology into practice
      • Creating engaging learning environments for students
      • Ethical practice
      • Reflective practice and collaboration
  • The ADE New Teacher Survey data were collected from 343 new teachers.  The responses are split between teachers working for schools in urban, rural, and suburban settings. For the questions asking new teachers to rate the effectiveness of the teacher preparation program in relation to education pedagogy, content, knowledge and professional experiences of instructors, and learning materials , 77% to 82% of the new teachers rated these areas as Effective or Very Effective.  The programs received similar ratings ranging from 68% to 88% in relation to the teacher preparation program providing simulated experiences in courses, field experience prior to student teaching, and student teaching. The survey responses highlighted a few areas for improvement including online coursework, use of reflective tools, analyzing videos of in-service teachers, and interaction with school administrators. Overall, 80% of respondents rated their preparedness to teach as Prepared or Very Prepared, and 93% of respondents rated the quality of the program they completed in the two highest categories. 

Graduation Rates (CAEP 5.3)

 

Academic YearGraduates (Program Completers)Number of Candidates Not Recommended for an Initial Teacher Certificate Continued in a programNumber of Candidates Not Recommended for an Initial Teacher Certificate Counseled out of a programNumber of Candidates Not Recommended for an Initial Teacher Certificate Withdrawn from a program
2014-20156211213
2013-20146871284

Ability of Completers to Meet Initial Teacher Licensing (Certification) and Any Additional State Requirements (CAEP 5.4)

  • Assessment Pass Rates reported to Title II (Traditional Programs)

Program CompletersNumber taking testNumber passing testPass rate (%)Statewide average pass rate (%)
AY 2014-20155675469691
AY 2013-20145835269091
AY 2012-2013128212049493
AY 2011-20126305769192

Indicators of Teaching Effectiveness (CAEP 5.5)

NAU Professional Education Programs are currently in the process of seeking re-accreditation through the Council for the Accreditation of Educator Preparation (CAEP).  The institution is writing the Self-Study Report which is due in Summer 2016, and the Site Visit is scheduled for March 2017.  Based on the Assessment Audit conducted related to the CAEP Standards, Standard 4 was selected as the focus for the Selected Improvement Plan.  Initial sabbatical research completed by College of Education faculty members provides a foundation for the study being proposed.  The NAU Professional Education Programs are planning an EPP-designed program evaluation study to investigate graduates’ impact on student learning and areas of strengths and challenges encountered during the first years of teaching.  A team of faculty and administrators has been formed to develop the proposal and data collection instruments. Initial meetings have been held with potential partners including staff members from the Arizona K-12 Center and discussion with the Arizona Department of Education regarding requesting publicly available data.

Results of Employer Surveys, including Retention and Employment Milestones (CAEP 5.6)

See note for 5.5 regarding proposed methods of data collection.

Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared (CAEP 5.7)

In a recent ADE Recruitment and Retention Task Force Report (2015, http://www.azed.gov/wp-content/uploads/2015/02/err-initial-report-final.pdf), significant current and future teacher shortages were highlighted. NAU has responded by implementing two Career Fairs, one held in February 2015 at the Flagstaff campus and a second scheduled for April at the North Valley campus.  Additionally, working with ADE, NAU is sponsoring two Certification Days, an event allowing candidates to quickly apply for and obtain their teaching certificate.  One was held in January 2015 and a second is scheduled for May 2015.  In Fall 2015, due to improved university processes, the majority of program completers received their Institutional Recommendation prior to the winter break and the Certification Day scheduled for January 2016 was cancelled since most completers had already individually pursued obtaining their teaching certificate by early January. Again this year, NAU Professional Education Programs is hosting a Career Fair & Interview Day for Arizona School Districts.

  • Exit Survey data from AY 2013-2014 and AY 2014-2015 indicated that at the conclusion of student teaching, 228 out of 661 (34%) candidates responding to the question had already been offered a teaching position for the next school year.
  • January 2015 Certification Day 
  • April 2016 Career Fair

Student Loan Default Rates and Other Consumer Information (CAEP 5.8)

The professional education programs offered at NAU along with key consumer information such as the cost of attendance, student loan default rates for the institution, average teacher salaries for Arizona, information regarding teacher shortages, and resources for future teachers are provided on a web page for Future Students.

Evidence of CAEP Cross - Cutting Themes

“Technology and digital learning in our schools can efficiently bring quality education to all P-12 students. It can address the inequitable access to essential learning technology resources in the home and the community that has too frequently been evident in schools serving diverse and economically disadvantaged students. ..Diversity and technology are, thus, two critical areas that will require new learning and substantial innovation by preparation providers; the significant demographic and technological changes that impact their programs also influence the skills their completers must master to be effective” (CAEP Accreditation Standards, 2015).

Technology 

Diversity