CAEP Annual Reporting Measures

Measure 1 (Initial). Completer effectiveness and Impact on P-12 learning and development (Component R4.1)

CAEP R4.1a

Completer Effectiveness (contribute to student learning growth) [N=11]:

Impact Study:

This impact study was designed to address CAEP indicators R4.1, which emphasizes the use of multiple state-supported impact measures related to expected levels of student growth (R4.1a) and using validated observation instruments to determine whether program completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve (R4.1b).

Completer participants are recruited for the study each year who are actively teaching full time in K-12 schools. For the 2021-2022 academic year, eleven completers agreed to participate in the Impact Study. Of the 11 participants, 7 were undergraduate program completers and 4 were graduate program completers. Participants represented the following licensure areas: 3 elementary education, 4 special education, and 4 secondary education candidates (1-social science, 1-math, and 2-visual arts).

The completers are asked to collect an assessment they gave to their K-12 students for analysis and reflection. The completers were interviewed regarding their assessment processes which is then transcribed and coded for themes. The coding revealed the following themes (aligned to InTASC Standards) to be highlighted as strong, meaning it resulted in high frequency during the coding process.

• Completers created or adapted future assignments based on assessment data.
• Completers K-12 students demonstrated learning growth as a result of their instruction and chosen instructional strategies.
• Completers used assessment data to identify students and address specific learning differences.
• Completers’ assessment data revealed that their students were able to grasp a strong sense of the content knowledge.
  

CAEP R4.1b

Completer Effectiveness (apply skills in P-12 classrooms that preparation experiences were designed to achieve):

LU Gradate Impact Study 2021-22 (PDF), case study of beginning teachers

Conclusions: LU School of Education (SOE) completers demonstrated proficiency in their ability to effectively plan lessons, deliver instruction, and assess their students to analyze learning growth according to the SOE 2021-22 Impact Study.

Measure 2. (Initial and/or Advanced). Satisfaction of employers and stakeholder involvement (Components R4.2|R5.3 | RA.4.1) CAEP R4.2, RA.4.1)

Satisfaction of Employers:

Data Collection:

R4.2 Employer Survey-SOE Career Fair, VEAC Survey

RA4.1 Employer Survey-SOE Career Fair, VEAC Survey

Employer Survey: SOE Career Fair (2022)

The SOE Employer Satisfaction Survey was developed to measure the success of program completers in the field. The SOE Employer Satisfaction Survey assesses program completers’ impact in the classroom (e.g. classroom management, instructional practice, content knowledge, professional responsibility, employment retention, etc.). The survey was developed internally by the School of Education. It has nine questions which use a Likert scale, and one open-ended question. The last of the nine questions is specific to advanced licensure programs, providing data on completers of the admin/supervision, reading specialist, math specialist, and school counseling programs.

Employer Survey: VEAC Initial & Advanced Surveys (2022)

A link to the full Employers Survey Results can be seen LU Employer Surveys Spring 2022 (PDF).

Stakeholder Involvement 2021: (R5.3)

Partner Satisfaction Survey – (Collected every 2 years – odd years)

The mission of the School of Education’s Partnership Program is to provide a forum for collaboration between the School of Education (SOE) and its education partners to ensure a mutually beneficial relationship for all involved in the Educator Preparation Program (EPP).

SOE Partnership Model
The SOE collaborates with P-12 school partners to design field experiences that reflect diverse settings to ensure that candidates demonstrate their developing effectiveness and positive impact on all students’ learning and development. Field experiences, including technology-enhanced learning opportunities, are structured to have multiple performance-based assessments at key points within the program to demonstrate candidates’ development of the knowledge, skills, and professional dispositions, that are associated with a positive impact on the learning and development of all P-12 students. Liberty partners agreed that the partnership is mutually beneficial according to the survey. Full survey results can be found at LU Partnership Satisfaction Survey (PDF).

The School of Education maintains a partnership website which provides partners with links to events and resources related to their interests.

Advisory Councils

The School of Education has four advisory councils and two of them relate directly to external partners. These councils meet twice a year during the spring and fall semesters.

CAC: Community Advisory Council – External

• to provide a forum for collaboration between the School of Education (EPP) and its local education partners to ensure a mutually beneficial relationship for all involved. (Central Virginia area)

GAC: Global Advisory Council – External

• to provide a forum for collaboration between the School of Education and its distance education partners to ensure a mutually beneficial relationship for all involved in the Educator Preparation Program. (outside the Central Virginia area)

Measure 3 (Initial and/or Advanced). Candidate competency at program completion (Component R3.3 |RA3.4)

The Candidate Preservice Assessment Student Teaching (CPAST) is a proprietary formative and summative assessment implemented during the student teaching practicum (i.e., the culminating field experience of a teacher preparation program). Because the assessment is used as a coaching tool, it is used twice – once midway through the student teaching practicum and once at the end.  The data from the CPAST assessment allows for national comparison. The rubric contains levels 0-3.

CPAST Score Results: 2021-22

Fall 2021 Term

Spring 2022 Term

The results of the CPAST student teaching assessment above reveal all initial licensure candidates’ final assessment results. In both semesters for the 2021-22 academic terms, Liberty University candidates consistently scored above the national average for this culminating assessment for teaching performance. The detailed report for this assessment can be found at LU Student Teaching Assessment (PDF).

Advanced Programs RA3.4

The EPP has developed an Advanced Internship Assessment (AIA) for each of the four endorsements in the advanced licensure program:

The EPP has developed an Advanced Internship Assessment (AIA) for each of the four endorsements in the advanced licensure program:

• AIA-AS Administration/Supervision
• AIA-MS Math Specialist
• AIA-RS Reading Specialist
• AIA-SC School Counselor
  

The Advanced Internship Assessment (AIA) is used during the final internship course for advanced licensure candidates to assess their performance on using the standards of their area of specialization in a school setting.  Overall, Liberty University advanced program candidates consistently scored Acceptable (level 2) or at Target (level 3) for each of the CAEP six professional skills assessed within the Internship Assessment. The detailed report for this assessment can be found at LU Advanced Programs Internship Assessment (PDF).

Measure 4 (Initial and/or Advanced). Ability of completers to be hired in education positions for which they have prepared.

LU Alumni Survey 2020-21:

The Alumni Survey assesses the achievement and success of recent graduates from Liberty University. Topics on the survey include job placement, job relevance, and overall satisfaction with the program. There are 23 questions on the survey for all graduates which pertain to employment, contact with the university, and open feedback.  There are 2 questions (rating 12 standards) specific to initial teacher licensure in the School of Education, and one question (rating 7 skills) specifically for advanced programs.

The Alumni Survey is completed in the fall semester post-graduation and is used post-graduation in years 1, 5, 10, and 20. The Office of Alumni Relations, the Office of Institutional Effectiveness and Research and the School of Education use this assessment to measure the success and satisfaction of program completers. The detailed report for the alumni survey data can be found in the LU Alumni Survey Gainful Employment (PDF).