Measure 1 (Initial): Completer effectiveness. (R4.1) Data must address: (a) completer impact in contributing to P-12 student-learning growth and (b) completer effectiveness in applying professional knowledge, skills, and dispositions.
IUP's program completers are making a positive impact on P-12 student learning and development around the country. A case study approach was used to demonstrate the impact of IUP's EPP completers on P-12 student learning and development, classroom instruction, and schools. Results of the completers' surveys demonstrate that IUP completers are reaching employment milestones such as promotion and retention, and they are continuing their professional growth. They also agree that their educator preparation at IUP prepared them for the classroom.
Process
A survey was sent out to all initial-level program graduates who graduated within the last three years. Based on their responses, two to three completers were identified from each program. Completers are defined as graduates from one of our programs who are certified and employed in the content area that IUP prepared them for. They were then asked to participate in the case study by completing the following tasks:
- A survey that sought educational background information about the teacher, Likert scale items based on the 10 InTASC standards and ten critical dispositional standards within the InTASC standards, and five open-ended questions. (See Reporting Measure 1 2022–23 Completer Survey)
- Provide any or all of the following documentation for AY 2022–23 to demonstrate your impact on student learning:
- Standardized Test Scores (without students’ names)
- Classroom Assessments (perhaps mini-Teacher Work Sample without students’ names)
- Technology-based Assessments and Monitoring (ex: NWEA, online gradebooks)
- Student Learning Objectives / Student Performance Measures
- Provide any or all of the following documentation for AY 2022–23 to demonstrate your effectiveness as a teacher:
- End-of-Year Evaluation (portfolio, district- or state-required forms/documents)
- Principal or Direct Supervisor’s Classroom Observations of Teacher
Reporting Measure 1 2022–23 Completer Survey
Case Studies
Measure 2 (Initial and Advanced): Satisfaction of employers and stakeholder involvement. (R4.2|R5.3| RA4.1)
Employer Satisfaction
Immediate supervisors of each case study were asked to complete the same survey as teachers to assess their satisfaction with the IUP graduates employed by their district. Overall, employers agreed that the education recent hires received at IUP was adequate to prepare them for the role.
Employer Survey for 2024 Report
Stakeholder Involvement
The EPP’s dean, assistant dean, and clinical services specialist actively participate in the Superintendent's Advisory Council (SAC) with ARIN IU 28 and IUP is a paying member of the School District University Collaborative (SDUC) of Pittsburgh Public Schools (PPS). IUP’s Educator Preparation Program is also represented in the statewide Field Director’s group, the PA Educator Diversity Consortium (PEDC), the Pennsylvania Association of Colleges and Teacher Educators (PAC-TE), and other professional organizations.
The local intermediate unit, ARIN IU28, hosts and participates in SAC. This forum of superintendents, leaders of the intermediate unit, and IUP's dean and assistant dean of Education and Communications provides a partnership of two-way networking, exchange of current and relevant information, and a direct link to central administration of regional PK-12 school districts.
The SDUC consists of central administration from PPS and several regional universities. The SDUC meets several times per year to encourage preservice teacher placements, professional development, networking, and partnerships within urban school settings.
IUP has been represented for many years in the PA Field Director’s group which is comprised of deans, assistant deans, field directors, and placement coordinators from institutions throughout the Commonwealth The group continues to meet monthly to discuss new PDE initiatives and ways to support preservice teachers.
Started in Eastern PA, PEDC expanded to include IHEs and other stakeholders in Western Pennsylvania with a mission to increase educator diversity in Pennsylvania. The EPP is an advocate for their mission and continually strives to develop culturally responsive and sustaining educators.
In 2022, IUP received a Teacher Prep 2 Practice grant that strengthened the partnership with IUP and a diverse school district in Allegheny County. The funds helped to support a Grow-Your-Own Teacher Academy, placed literacy graduate assistants in the school, and participated in professional development for culturally relevant and sustaining education practices through the Center for Black Educator Development.
Each semester, mentor teachers are asked to provide feedback regarding their experience with student teachers in the field. The majority of mentors agree or strongly agree that IUP student teachers are prepared to meet InTASC standards. This data is reviewed by program coordinators and feedback is incorporated into programs and field experiences.
Fall 2022 Mentor Survey Results
Spring 2023 Mentor Survey Results
Measure 3 (Initial and Advanced): Candidate competency at completion. (R3.3)
The provisions of the 1998 Amendments to Title II of the Higher Education Act of 1965 require Indiana University of Pennsylvania to provide information to the public about students who complete our teacher education programs. It is important to recognize that the Pennsylvania Department of Education uses a sliding GPA scale to determine pass rates that are not captured in the data within Title II reporting. Specific information regarding pass rates and the sliding scale may be found on PDE's website. The institutional outright pass rate was 82 percent, up from 67 percent in 2021–22. This is above the statewide pass rate of 76 percent. This is evidence that our program completers are competent in content and pedagogical knowledge at the time of program completion.
The EPP uses a common final evaluation aligned with CAEP, InTASC, and Danielson standards to assess candidate competency at the completion of student teaching. Overall, candidates were rated as proficient or distinguished by IUP faculty supervisors and district mentors in fall 2022 and spring 2023.
Measure 4 (Initial and Advanced): Ability of completers to be hired (in positions for which they have prepared.)
Handshake report
The Career and Professional Development Center of IUP provides completer data from the 2022–23 academic year.