Annual Reporting Measures
Impact on P-12 Learning and Development
Candidate performance during pre-service:
NAU candidates enrolled in an initial teacher licensure program 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 evaluate unit and lesson planning knowledge and skills, data literacy skills, and impact on student learning (SPA Report Assessment 5).
- Assessment 5, Candidate Work Sample, Impact on PK-12 Learning and Development
Completer performance during in-service:
Value Added Modeling data are not currently available. NAU Professional Education Programs has developed 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. The plan to investigate graduates' impact on student learning and teacher effectiveness has been outlined in the EPP's Selected Improvement Plan (SIP). The SIP is a required component of CAEP's accreditation process. The purpose of this study is to develop a feasible approach for collecting direct and indirect data from NAU graduates working as new teachers regarding their impact on student learning, instructional effectiveness, and the relevance and effectiveness of the degree program completed in relation to job expectations (CAEP Standards 4.1-4.4).
PEP is working with the AZ K-12 Center Master Teacher & Induction
Program. De-identified data for the New
Teacher Center Inquiry Action Cycle formative assessment are being requested
for NAU graduates participating in the program. The SIP is a five to seven year
research study and AY 2016-2017 marks the first year of this project.
Initial sabbatical research completed by COE faculty members provide a foundation for this work.
- Prater, G. (2015, December). Two decades later: Surveys and interviews of school/university partnership alumni (Piñon and Nogales). Sabbatical presentation, Flagstaff, AZ.
- Prior, J. (2014, May). The view from the other side: New teachers’ perception of curriculum. Sabbatical presentation, Flagstaff, AZ.
- Rodger, E., Prater, G., & Blocher, J. (2014). Alumni perceptions of their school/university partnership programs. In J. Ferrara, J. Nath, & I. Guadarrama (Eds.) Creating Visions for University/School Partnerships: A Volume in Professional Development School Research. Information Age Publishing.
- Ross, V. & Prior J. (2014, April). Early-career teacher retention: Stories of staying. Presentation at the American Education Research Association Annual Conference, Philadelphia, Pennsylvania.
- Prior, J., Ross, V., & Powell, P. (2013, May). Pre-service Teachers, children, and life: Using stories to reconceptualize curriculum. Presentation at the American Education Research Association Annual Conference, San Francisco, CA.
Completer performance during
NAU PEP is also working with the AZ K-12 Center Master
Teacher & Induction Program to gather observations of teaching
effectiveness. De-identified data for
the New Teacher Center Collaboration Log and Interaction Log, formative
assessments, are being requested for NAU graduates participating in the program.
The SIP is a five to seven year research study and AY 2016-2017 marks the first
year of this project.
Satisfaction and Completer Persistence
PEP is gathering Employer Satisfaction data through two methods. The first method includes several questions
on the NAU PEP Career Fair Survey for District Participants. Results from Spring 2015 and Spring 2016 are
available through the link below.
Through NAU PEP’s Selected Improvement Plan, Strategy #3, we are also
working to develop a systematic process for surveying principals. The pilot implementation of this project is
scheduled for Spring 2017.
NAU Professional Education Programs surveys initial teacher licensure program completers at the conclusion of Student Teaching 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). The New Teacher Survey, adapted from the Exit Survey, is distributed to graduates once, approximately one year after graduation, and is sent to the graduate’s NAU email address. 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.
- T-PREP Exit Survey: Data are available for AY 2013-2014, AY 2014-2015, and AY 2015-2016. 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. The response rate for AY 2015-2016 was 68% (347 out of 509 program completers).
- Data are available for two administrations of the New Teacher Survey (i.e., Spring 2015 and Spring 2016). These two administrations of New Teacher Survey data are presented with the corresponding Exit Survey results. The response rate for the New Teacher Survey in Spring 2016 was 14% and 18% in Spring 2015.
- 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.
Completer or Graduation Rates
|Academic Year||Graduates (Program Completers)||Number of Candidates Not Recommended for an Initial Teacher Certificate Continued in a program||Number of Candidates Not Recommended for an Initial Teacher Certificate Counseled out of a program||Number of Candidates Not Recommended for an Initial Teacher Certificate Withdrawn from a program|
Note: These data are updated in May for the previous academic year when the results of Title II reports are provided to the institution.
- Assessment Pass Rates reported to Title II (Traditional Programs)
|Program Completers||Number taking test||Number passing test||Pass rate (%)||Statewide average pass rate (%)|
|AY 2015-2016||487 ||470||97||89|
- Title II
- Traditional Programs, 2009-2010
- Alternative Programs, 2009-2010
- Traditional Programs, 2010-2011
- Alternative Programs, 2010-2011
- Traditional Programs, 2011-2012
- Alternative Programs, 2011-2012
- Traditional Programs, 2012-2013
- Alternative Programs, 2012-2013
- Traditional Programs, 2013-2014
- Alternative Programs, 2013-2014
- Traditional Programs, 2014-2015
- Alternative Programs, 2014-2015
- Traditional Programs, 2015-2016
- Alternative Programs, 2015-2016
In recent ADE Recruitment and Retention Task
Force Reports (2015 and
2016), as well as US Department of Education Teacher
Shortage Report, significant current
and future teacher shortages were highlighted. NAU has responded by
implementing an annual Career Fair held in the Spring of each year (see links
to flyers below). Again this year, NAU Professional Education Programs plans to
host a Career Fair & Interview Day for Arizona School Districts.
Additionally, working with ADE, NAU is sponsoring Certification Days, an event
allowing candidates to quickly apply for and obtain their teaching certificate.
These events were held in January 2015, and a second one was scheduled
for December 2016. 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 the majority of completers had individually obtained their
teaching certificate prior to the event date.
The other related employment
rate data source NAU currently has available is responses to a T-PREP Exit
Survey Question regarding if the candidate at the conclusion of student
teaching had already been offered a teaching position for the next school year.
Exit Survey data from AY 2013-2014, AY 2014-2015, and AY 2015-2016 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.
Again, NAU PEP has
developed a Selected Improvement Plan, and one strategy (Strategy #6) of this
plan is requesting official records related to certification and employment
from the Arizona Department of Education.
We are in the process of the compiling and aggregating the data we have
received. We plan to publish the
employment rate related results on this web page as soon as it is available.
Consumer Information, including Student Loan Default Rates
The NAU PEP website includes an Exploring the Profession page. This web page provides information
regarding degree programs offered, cost of attendance, student loan default
rates, average teacher salaries, and resources for future teachers. The web page also includes information about
the teacher shortage nationwide and in Arizona.