AAQEP Annual Reporting Measures

Association for Advancing Quality in Educator Preparation (AAQEP)
Cazenovia College is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP). Cazenovia College is working toward accreditation of its educator preparation programs under the AAQEP standards with an anticipated Quality Assurance Review in Fall 2021. The accreditation does not include individual education courses that the Education Program Provider (EPP) offers to P-12 educators for professional development, re-licensure or other purposes.
 
Information pertaining to the Education Program’s Claims of Student Learning can be found within the Inclusive Elementary Education (IEE) and Inclusive Early Childhood Education (IECE) program option descriptions and posted in the College Catalog. For more information you may also contact education program director Jessica Essary, Ph.D. by telephone at: 315-655-7794 or by email at: jnessary@cazenovia.edu.
 
The EPP’s Inquiry Brief Summary can be found at the following link: http://www.teac.org/wp-content/uploads/CaseSummaries/Cazenovia_College_Teacher_Education_Case_Summary.pdf.

Download the 2016 CAEP Annual Report (pdf).
Download the 2017 CAEP Annual Report (pdf).  

1) Impact on P-12 learning and development
Currently, New York State does not grant private institutions access to data linking P-12 student performance to individual teachers or those prepared by specific institutions. Alumni who are working in the field have been contacted and some have agreed to conduct Teacher Action Research Projects to document the growth of their students as a result of their teaching, but no results have been provided to Cazenovia College at this point. Also, some our students do not go directly into teaching, but go on to graduate school and/or decide to pursue other avenues of employment that do not have them in direct contact with P-12 students.

2) Indicators of teaching effectiveness
A systematic process for collecting data regarding teaching effectiveness, in addition to alumni surveys, is in progress.  Private colleges in New York are not provided access to state data on P-12 teacher effectiveness. In our alumni survey, previous graduates are asked to report on their accomplishments. Of the 8 alumni who responded to the survey, one graduate has won an award recognizing their teaching effectiveness. Some students do not go directly into teaching, but go onto graduate school and/or decide to pursue other avenues of employment that do not involve teaching.

During the period of time that our students are Juniors and Seniors, we assess their effectiveness in student teaching using several measures. The most telling is the final evaluation scores provided by both the host teacher and college supervisor of their student teaching experience. These scores measure students on a number of criteria developed from Danielson’s (1996) four domains: (i) planning, preparation, and assessment; (ii) the classroom environment; (iii) instruction; and, (iv) professional responsibility and analysis of teaching. Provided below are the average final student teaching evaluation scores from both host teachers and supervisors during students’ second student teaching placement by cohort.

Table 1: Average final student teaching evaluations (scores range from 1-4)

 

2015

2016

2017

Average Scores

3.32

3.48

3.695

 
edTPA pass rates are also useful in determining teacher effectiveness. Unfortunately, in the past few years, our graduating cohorts have been below the 10 person minimum for New York State to report on their pass rates. As the programs continue to grow, this data will become available.

3) Satisfaction of employers and employment milestones
A systematic process for collecting this data is in progress. We are working towards developing relationships with employers to improve responses to employer surveys as employers may perceive there to be issues of confidentiality. Four graduates indicated in our alumni survey that they are working toward national board certification. Some completers do not go directly into teaching opting to attend graduate school first, or decide to pursue other avenues of employment that do not involve direct contact with P-12 students.

4) Satisfaction of completers
In order to measure completer satisfaction, an alumni survey is sent each year to past graduates. Among the questions in the survey, previous students are asked to rate how well the Cazenovia College Inclusive Early Childhood Education or Inclusive Elementary Education program prepared them and how satisfied they were with their overall program. The survey results for these questions can be found here.

5) Graduation Rates
Students are conditionally accepted into the Inclusive Early Childhood or Inclusive Elementary Education programs as incoming freshman or transfer students. These students then apply for formal admission to the program and professional semesters (i.e. student teaching semesters) after completing all introductory level education courses. Cazenovia College tracks students as they move from conditional acceptance, to formal program admission to the professional semesters, and finally to completion of the program. These statistics, as well as Cazenovia College’s overall 6 year graduation rates can be found here.

6) Ability of completers to meet licensing requirements
In order to obtain teacher certification in New York State, students must take and pass several certification exams, including Educating All Students, Multi-subject Content Specialty Test, and the edTPA. Cazenovia College students generally take the Disabilities Content Specialty Test as well since both programs are inclusive. The Academic Literacy Skills Test was a requirement prior to the 2017 cohort. As New York State has rolled out the use of new exams and piloted the grading systems, the state has allowed students to use different safety nets, some of which are other exams.
Each year, Cazenovia College submits reports on the students enrolled in our education programs and receives data from the state about their passing rates. In 2014-2015 and 2015-2016 our cohorts were fairly small (under 10), and no pass rate data was calculated by the state for each test. Pass rates for each certification test for the past three years can be found here.

7) Ability of completers to be hired in education positions
Some completers do not go directly into teaching. Since a Master’s degree is mandatory for professional certification in New York State, some Cazenovia College graduates enroll directly into graduate school. Data on student employment and continuing education can be found here.

8) Student loan default data
Student loan default data for Cazenovia College can be found here. Data for all colleges is accessible here.