2018 Annual Reporting Measures
Impact on P-12 Student Learning and Development
CAEP Standard 4.1: The provider documents, using multiple measures, that program completers contribute to an expected level of student-learning growth. Multiple measures shall include all available growth measures (including value-added measures, student-growth percentiles, and student learning and development objectives) required by the state for its teachers and available to educator preparation providers, other state-supported P-12 impact measures, and any other measures employed by the provider.
Undergraduate Secondary and All-Level Grades Teacher Certification candidates are evaluated with a Unit Lesson Plan. See section on Pre and Post Assessments.
Undergraduate Early Childhood through Sixth Grade with Special Education Teacher Certification candidates are evaluated with a Special Education Lesson Plan / Case Study. See sections on Establishing the Lesson Framework and Alignment, and Evaluation Strategies.
Undergraduate Early Childhood through Sixth Grade Teacher Certification Candidates, and Fourth through Eighth Grade ELAR/Social Studies Teacher Certification Candidates are evaluated with a Case Study Rubric. See sections on Data Analysis and Final Reflection.
Undergraduate Early Childhood through Sixth Grade Teacher Certification Candidates are evaluated with an Elementary Content Methods Lesson Plan for Mathematics, Science and Social Studies. See sections on Objective and Assessment/Evaluation. See sections on Objective and Assessment/Evaluation.
Undergraduate Fourth through Eighth Grade Teacher Certification Candidates, and all Post-Baccalaureate Teacher Candidates are evaluated with a Lesson Plan Rubric. See sections on Objective and Assessment/Evaluation. See sections on Objective and Assessment/Evaluation.
Indicators of Teaching Effectiveness
CAEP Standard 4.2: The provider demonstrates, through structured and validated observation instruments and/or student surveys, that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve.
During student teaching or a graduate's teaching internship, candidates are evaluated using an SHSU modification of the T-TESS (Texas Teacher Evaluation and Support System) three or four times during the semesters(s).
Undergraduates who are seeking certification in Physical Education, Spanish, Art, History, Social Studies, Math or Science also receive a Focused Content Observation from a faculty member certified in that area.
Satisfaction of Employers
CAEP Standard 4.3: The provider demonstrates, using measures that result in valid and reliable data and including employment milestones such as promotion and retention, that employers are satisfied with the completers’ preparation for their assigned responsibilities in working with P-12 students.
The Texas Education Agency requires school principals complete a first year teacher survey on any first year teacher in their school. The aggregated data below is only for SHSU first year teachers in 2016-17.
The SHSU College of Education surveys employers of graduates and completers in advanced certification or studies 12 to 36 months after graduating or completing. Most of the programs specify that the survey should only go to grads who are working in a job that is associated with the program. That is, the School Librarian Graduate Survey is only sent to grad employers 12-36 months after they graduate with an MLS, and only if the person is working as a Librarian.
Satisfaction of Completers
CAEP Standard 4.4: The provider demonstrates, using measures that result in valid and reliable data, that program completers perceive their preparation as relevant to the responsibilities they confront on the job, and that the preparation was effective.
The Texas Education Agency requires newly certified teachers to complete a survey based on their recent program completion. The aggregated data below is only for SHSU first year teachers in 2016-17.
In addition to the State's requirements, SHSU surveys all student teachers and other COE program completers with an exit survey.
The SHSU College of Education surveys graduates and completers in advanced certification or studies 12 to 36 months after graduating or completing. Most of the programs specify that the survey should only go to grads who are working in a job that is associated with the program. That is, the School Librarian Graduate Survey is only sent to grads 12-36 months after they graduate with an MLS, and only if they are working as a School Librarian.
CAEP Standard 5.4: Graduation Rates (initial and advanced levels)
The data below compares those admitted to SBEC certification programs at SHSU in years past versus how many completed the programs by 2016-17. Six years of Teacher Candidate data is shown; three years of Advanced Program Candidate data is shown.
CAEP Standard 5.4: Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial and advanced levels)
Candidates must pass Texas certification exams "TExES" in order to become certified as teachers or in advanced roles. The State provides official pass rates on an annual basis. In addition, teacher candidate pass rates are pushed to the US Department of Education Title II database. These pass rates are also available on an annual basis. Lastly, the State's Legislative Budget Board (LBB) provides a report on undergraduate teacher certification seekers, testers and applicants for certification.
CAEP Standard 5.4: Ability of completers to be hired in education positions for which they have prepared (initial and advanced levels)
Every year, SHSU requests employment data from TEA for the tracking of completers and finishers. The data below is based on candidates who graduated from or completed a program at SHSU, both teacher preparation programs and advanced programs in Academic Year 2015-16 and were employed at a TEA associated school or district in 2016-17.
CAEP Standard 5.4: Student loan default rates and other consumer information (initial and advanced levels)
Certification seeking candidates at both the initial teacher level and advanced levels who finished a program and received a student loan are shown in the linked table below. As shown in the most recent completion year (2016-2017), no one has defaulted on their student loan at the time of this report's generation. These data are fluid across all completion years, and may change on future annual reports.