2019 Annual Report

2019 Annual Reporting Measures

Impact 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.

Rubric          2017-18 Aggregated Assessment Data

 

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. 

Rubric          2017-18 Aggregated Assessment Data

 

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.

Rubric          2017-18 Aggregated Assessment Data

 

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.

Rubric          2017-18 Aggregated Assessment Data


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).  

Rubric          2017-18 Aggregated Assessment Data

 

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.

All Level PE Rubric                                            2017-18 Aggregated Assessment Data

All Level Spanish Rubric                                    >2017-18 Aggregated Assessment Data

All Level Art Rubric                                            ">2017-18 Aggregated Assessment Data

Secondary History/Social Studies Rubric          >2017-18 Aggregated Assessment Data

Secondary Math Rubric                                     2017-18 Aggregated Assessment Data

Secondary Science Rubric                                >2017-18 Aggregated Assessment Data


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 2017-18.

>Rubric           >2017-18 Aggregated Assessment Data

 

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. 

Rubric           2017-18 Aggregated Assessment Data


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 2017-18.

2017-18 Aggregated Assessment Data and Rubric

 

In addition to the State's requirements, SHSU surveys all student teachers and other COE program completers with an exit survey.

2017-18 Fall 2017 Aggregated Assessment Data and Rubric   2017-18 Spring 2018 Aggregated Assessment Data and Rubric 

Other Programs Rubric          2017-18 Aggregated Assessment Data

 

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. 

Rubric           2017-18 Aggregated Assessment Data


Outcome Measures

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 2017-18.  Five years of Teacher Candidate data is shown; three years of Advanced Program Candidate data is shown. 

2017-18 Teacher Candidate Completion Rate

2017-18 Advanced Program Candidate Completion Rate


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. 

2017-18 State Board for Educator Certification (SBEC) Content TExES Pass Rates             

2017-18 SBEC PPR TExES Pass Rate 

2017-18 Title II Report Summary

2017-18 LBB Performance Measure Report


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 2016-17 and were employed at a TEA associated school or district in 2017-18.

2017-18 Employment Data of 2016-17 Finishers and Program Completers


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.  These data are fluid across all completion years, and may change on future annual reports.

Student Loan Default Rates



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