Data Collection Method: The EPP employed a dual-method approach to assess completer impact and effectiveness, ensuring a comprehensive evaluation of our graduates’ contributions to P-12 student learning growth.

• Targeted Sample Analysis: This method involved analyzing evaluations of a targeted sample of completers, providing in-depth insights into their contributions to P-12 student-learning growth. The analysis of this data focused on a sample of completers from the SP2023 cohort and included teaching evaluations supplied by administrators. This qualitative dimension enhances our assessment process by providing insights into the application of professional knowledge, skills, and dispositions.
  

  Targeted Sample of Completers →

• Self-Reported Data: The EPP collected self-reported data from completers through the Post-Graduate Survey, allowing graduates to share candid and firsthand accounts of their experiences in P-12 classrooms based on their evaluation scores.

Data Analysis Highlights:

• The analysis of Completers SS and ECE from the SP2023 cohort demonstrates a strong alignment with InTASC standards, showcasing exemplary practices in learner development, addressing diverse learning needs, and applying content knowledge effectively in real classroom settings.
• Completers from the Elementary and Special Education majors exhibit proficiency and dedication in fostering cognitive and social-emotional development, addressing diverse learning needs, and providing effective support to students with disabilities, as evidenced by their evaluations against InTASC standards.

Conclusion: The comprehensive analysis of completer impact and effectiveness provides valuable insights into the alignment of our program with CAEP standards. It highlights the successful translation of our goals into practice and identifies areas of strength for continued improvement, ensuring that our graduates are well-prepared to contribute effectively to P-12 student learning growth.

Data Collection Method: The EPP employed a comprehensive approach to assess employer satisfaction with completers’ preparation, utilizing the Principals’ Survey as the primary data collection tool. This survey provided valuable insights into how principals perceive completers across various teaching competencies.

Analysis Highlights: The analysis of the Principals’ Survey data revealed a balanced perspective on completers’ preparedness across various teaching competencies. While 60% of principals commended candidates as somewhat and highly prepared, 40% perceived a significant gap, indicating a need for a more standardized approach to enhance candidates’ readiness in designing and executing developmentally appropriate learning experiences.

All principals (100%) found candidates highly unprepared in communication and collaboration, signaling a critical area for improvement. This feedback underscores the importance of enhancing candidates’ communication and collaboration skills to meet employer expectations.

Conclusion: The feedback from employers provides valuable input for the EPP’s continuous improvement efforts. Moving forward, the EPP plans to address these gaps by implementing targeted changes such as curriculum review and revamping, additional professional development opportunities, incorporation of more practical experiences, closer collaboration with school partners, enhanced technology integration, and implementing a robust system for feedback collection to ensure continuous improvement and responsiveness to evolving needs.

This proactive approach to addressing employer feedback ensures that the EPP remains responsive to industry standards and effectively prepares completers for their roles in diverse P-12 educational settings.

Satisfaction of Employers and Stakeholder Involvement →

Data Collection Method: The EPP utilizes a multifaceted approach to assess candidates’ competency at completion, encompassing various assessment measures to ensure their academic readiness for diverse P-12 educational settings.

1. edTPA Portfolio Scores: Candidates’ performance on the edTPA portfolio provides valuable insights into their ability to plan, instruct, and assess student learning effectively.
2. Final Student Teaching Evaluations: Candidates undergo evaluations during their final student teaching experiences, where university supervisors assess their performance across eight categories/standards. These evaluations offer detailed feedback on candidates’ strengths and areas for growth.
3. Licensing Exams: Performance on licensing exams serves as another measure of candidates’ academic competence, ensuring they meet the necessary standards for licensure.
4. Academic Research Poster and Reflection Paper: Graduate-level candidates complete an academic research poster and reflection paper, demonstrating their ability to address educational challenges through applied knowledge.
5. Clinical Experience: Candidates undergo a minimum of three site visits from university supervisors during their student teaching experiences. These visits include evaluations based on specific standards, providing a comprehensive assessment of candidates’ competency.

Candidate Competency at Completion →

In reviewing the data for Measure 4, which evaluates the ability of completers to secure employment in education positions for which they have been prepared, we observe several key insights from the 2022-2023 academic year.

Note: The N=9 does not represent all completers. It reflects the reported number of completers based on the state data collection process.

Employment Distribution by Ward:

University of the District of Columbia Education Department

• Ward 1:
  • Completers Employed: 9
  • Percent Employed in Ward: 0%
  • Percent of Traditional Program Completers Employed in Ward: 9%
  • Percent of Candidates & Completers Employed in Ward: 9%
• Ward 2:
  • Completers Employed: 9
  • Percent Employed in Ward: 0%
  • Percent of Traditional Program Completers Employed in Ward: 2%
  • Percent of Candidates & Completers Employed in Ward: 4%
• Ward 3:
  • Completers Employed: 9
  • Percent Employed in Ward: 0%
  • Percent of Traditional Program Completers Employed in Ward: 16%
  • Percent of Candidates & Completers Employed in Ward: 2%
• Ward 4:
  • Completers Employed: 9
  • Percent Employed in Ward: 22%
  • Percent of Traditional Program Completers Employed in Ward: 18%
  • Percent of Candidates & Completers Employed in Ward: 22%
• Ward 5:
  • Completers Employed: 9
  • Percent Employed in Ward: 11%
  • Percent of Traditional Program Completers Employed in Ward: 14%
  • Percent of Candidates & Completers Employed in Ward: 21%
• Ward 6:
  • Completers Employed: 9
  • Percent Employed in Ward: 11%
  • Percent of Traditional Program Completers Employed in Ward: 11%
  • Percent of Candidates & Completers Employed in Ward: 6%
• Ward 7:
  • Completers Employed: 9
  • Percent Employed in Ward: 22%
  • Percent of Traditional Program Completers Employed in Ward: 14%
  • Percent of Candidates & Completers Employed in Ward: 16%
• Ward 8:
  • Completers Employed: 9
  • Percent Employed in Ward: 33%
  • Percent of Traditional Program Completers Employed in Ward: 16%
  • Percent of Candidates & Completers Employed in Ward: 22%

Analysis:

• Ward 8 demonstrates the highest percentage of completers employed within the ward, at 33%. This suggests a robust demand for education professionals prepared by our program in that district.
• Ward 1, Ward 2, and Ward 3 show lower employment rates, indicating potential areas for targeted efforts to improve placement opportunities for our completers.
• Overall, while some wards show promising employment rates, there are disparities across different areas, highlighting the need for a nuanced approach to support completers’ transition into education positions.

The Education Division at the University of the District of Columbia is committed to ensuring that their graduates have a positive impact on P-12 student learning and are effective in applying their professional knowledge, skills, and dispositions. To assess their progress towards this goal, the university participates in the Council for the Accreditation of Educator Preparation (CAEP) Accountability Measure 1 (a) and (b). This evaluation measures the impact that the university’s Education Division graduates have on student learning growth in P-12 classrooms and assesses their effectiveness in applying the knowledge, skills, and dispositions gained through their programs. The Education Division at the University of the District of Columbia is dedicated to producing highly qualified and effective educators who are equipped with the knowledge and skills necessary to make a positive impact on the lives of their students. The CAEP Accountability Measure 1 (a) and (b) evaluation process is just one of the ways that the Education Department ensures that their graduates are equipped to excel in the classroom and make a difference in the lives of their students.

The Education Division at the University of the District of Columbia is proud to share that our graduates have self-reported their impact on student learning based on The District of Columbia Public School system’s teacher evaluation tool, IMPACT. We’re thrilled to report that our graduates have demonstrated exceptional effectiveness in their roles as educators.

To provide an overview of this impact, we’ve compiled a chart based on the Essential Practices, Student Achievement Data, Student Surveys of Practice, “Commitment to the School Community”, and Core Professionalism categories. The data collected through this evaluation showcases our graduates’ dedication to the teaching profession and their ability to positively influence student learning growth.

Breakdown of the self-reported data for our graduates:
*Please note: For the  2021-2022 reporting year, the Education Division will receive impact reports from OSSE (Office of the State Superintendent of Education) based on the data collaboration with the state. These reports will provide additional information on our graduates’ impact on student learning growth in P-12 classrooms and further demonstrate the effectiveness of our teacher education programs.

The data provided was analyzed to determine the effectiveness of the division’s teacher education programs and the impact of its graduates in P-12 classrooms. Based on the analysis of this data, the Education Division has demonstrated a strong commitment to preparing effective educators who positively impact student learning growth. The majority of graduates received high proficiency levels in Essential Practices, Student Achievement Data, Student Surveys of Practice, “Commitment to the School Community”, and Core Professionalism. These findings suggest that the division’s teacher education programs are successful in preparing graduates who are effective in their roles as educators.

The Education Division at the University of the District of Columbia is committed to providing high-quality teacher education programs that prepare graduates for successful careers in education. As part of this commitment, the division regularly assesses its programs using the Council for the Accreditation of Educator Preparation (CAEP) standards.

CAEP Measure 2 focuses on the satisfaction of employers and stakeholder involvement. This measure assesses the extent to which the education division’s graduates are meeting the needs of their employers and other stakeholders in the education community. Specifically, this measure looks at how well-prepared graduates are to meet the demands of the current job market, and how well they are able to engage with the broader education community.

The Education Division at the University of the District of Columbia is proud to report that it has successfully met the CAEP Measure 2 standards, demonstrating its commitment to preparing highly competent and effective educators. Through close collaboration with employers and stakeholders in the education community, the division is continuously improving its programs and preparing graduates to succeed in the ever-changing field of education.

Data Responses

We received responses from only five stakeholders in our recent survey regarding the preparedness of our graduates from the Division of Education at The University of the District of Columbia. While this is a small sample size, we recognize the importance of seeking out stakeholder input to continuously improve our program, based on the CAEP (Council for the Accreditation of Educator Preparation) standard annual reporting standard 2. We will continue to reach out to stakeholders and encourage their participation in future surveys so that we can gather more comprehensive feedback. Additionally, in the upcoming AY 21-22 reporting year, we will be given data from OSSE (Office of the State Superintendent of Education) to help supplement our efforts and address the low response rate. Your input is essential to our efforts to meet this standard and ensure the success of our graduates and the advancement of the education profession.

Data Analysis

In this context, the chart above is showing the results of an evaluation survey that was administered to employers who hired graduates from the Division of Education teacher preparation program. The table shows the survey questions related to employer satisfaction, such as “How effective is this graduate in their role?” and “How satisfied are you with the quality of graduates from the School of Education at The University of the District of Columbia?”
The responses to these questions are  categorized into different levels of satisfaction or effectiveness, such as “Highly Effective,” “Somewhat Effective,” or “Not Effective.” The table shows the number of employers who responded at each level of satisfaction or effectiveness.
By analyzing the results of the employer satisfaction survey, the teacher preparation program can gain insight into areas of strength and weakness and work to improve the quality of its graduates. Additionally, this data can be used by prospective teachers to evaluate the quality of different teacher preparation programs and make informed decisions about where to pursue their education and training.

The Division of Education at UDC is dedicated to providing a high-quality education to its candidates. To assess candidate competency at program completion, the Division collected data based on the EdTPA assessment. This measure offers insights into the Division’s ability to prepare candidates to meet the demands of the classroom and ensure that they possess the necessary skills and knowledge to excel in their careers. This report presents the results of the CAEP Measure 3: Candidate Competency at Program Completion for the Division of Education at UDC.

EdTPA is a teacher performance assessment that is used to measure candidates’ readiness to teach in their respective fields. The following table presents the EdTPA pass rates for the Division of Education at UDC by academic year:

As shown in the table, the pass rates for all three academic years were 100%, indicating that all candidates successfully met the EdTPA standards and demonstrated their competency to teach in their respective fields. These results demonstrate the Division’s commitment to providing high-quality education and preparing candidates to become effective educators.

The Division of Education at UDC is committed to preparing graduates who are qualified and equipped to enter the workforce in education positions for which they have been prepared. As part of this commitment, the Division collects data on the ability of its completers to be hired in education positions. The data for reporting AY 20-21 was self-reported by candidates and will be further supported by the AY 21-22 data report based on the collaboration with the Office of the State Superintendent of Education (OSSE). The following report presents the results of the CAEP Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared.

Based on the self-reported data presented in the table, it appears the majority of UDC Division of Education completers are finding employment in the education sector. Specifically, out of the total 8 completers, 7 are teaching in a public or charter school. Additionally,  6 of these individuals have a teaching license, suggesting that the Division is effectively preparing its candidates for the licensing process.