CAEP问责措施
Are our professional education students well prepared to make an impact in their career once they complete their programs? 从某种意义上说，这是我们所有评估工作的基本问题. See the sections below that present data on our graduates that address this question.
- 选择的问题
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CAEP认证中包含的初始/高级许可计划
初始许可程序包括在CAEP认证
艺术背书(PK-12年级)
生物背书(七至十二年级)
商业、市场推广及资讯科技认可(六至十二年级)
后学士学位认证计划
化学背书(七至十二年级)
教练补充背书(7-12年级)
幼儿教育补充批注(三至三年级)
幼儿全纳教育认可(出生至三年级)
地球及空间科学背书(七至十二年级)
基础教育背书(K-8年级)
英语/语文艺术背书(七至十二年级)
家庭及消费者科学教育认可(6-12年级)
健康及体育认可(PK-12年级)
健康教育认可(七至十二年级)
健康科学补充背书(6-12年级)
历史教育认可(七至十二年级)
数学背书(6-12年级)
中级教育背书
音乐教育认可(PK-12年级)
体育认可(小学至六年级、七至十二年级)
科学嘉许(七至十二年级)
社会科学教育背书(七至十二年级)
特殊教育签注(K-12年级)
戏剧补充背书(7-12年级)
声乐教育认可(PK-12年级)
工作学习补充批注(九至十二年级)
高级许可计划包括在CAEP认证
教育行政背书(PK-12、PK-8或7-12年级)
阅读专家背书(PK-12年级)
学校咨询背书(年级PK-8, 7-12，或PK-12)
特殊教育签注(K-12年级)
- CAEP年度报告
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衡量标准1:更全面的影响和有效性
衡量标准1:更全面的影响和有效性
The data collected to report on this measure comes from a yearly comprehensive survey the Nebraska Department of 教育 sends to principals 和老师. This survey is designed to collect data on teachers’ skill sets across all 10 InTASC standards. 收集并用于整体评估的分数反映在4分上.0规模. CSC specifically used the data collected from principals who were employing our teachers in either their first or third years of teaching and the table below summarizes these responses.
检验年份
非常有效的
适度有效的
比较有效的
无效的
2021 - 1st 年教师
53%
42%
5%
0%
2021 - 3rd 年教师
62%
38%
0%
0%
2022 – 1st 年教师
54%
52%
4%
0%
2022 – 3rd 年教师
75%
25%
0%
0%
2023 – 1st 年教师
42%
38%
18%
2%
2023 – 3rd 年教师
69%
31%
0%
2%
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测量2:雇主满意度和利益相关者参与
测量2:雇主满意度和利益相关者参与
初始计划-雇主满意度
The data collected to report on the satisfaction of employers come from a comprehensive survey the Nebraska Department of 教育 sends out to principals 和老师 each year. This survey is designed specifically to collect data on teachers’ skill sets across all 10 InTASC standards from first and third-年教师. 收集并用于整体评估的分数反映在4分上.0规模. For measure 2 CSC specifically used the data collected from principals who were employing our teachers in either their first or third years of teaching and from our stakeholders. 下表总结了这次调查的结果.
主要的调查
“Would you consider this teacher effectively prepared for continuing employment in your district?”
是的
No
2021 - 1st 年教师
95%
5%
2021 - 3rd 年教师
100%
0%
2022 – 1st 年教师
100%
0%
2022 – 3rd 年教师
100%
0%
2023 – 1st 年教师
93%
7%
2023 – 3rd 年教师
100%
0%
提前计划-雇主满意度
Advanced data from measure 2 is currently under development and not available because the survey is under construction. The 教育 Preparation Program (EPP) plans to create the survey and collect data for this measure and is expected to become available to the public by the Spring of 2025.
利益相关者的参与
Chadron State College works hard to involve and collect feedback from our stakeholders as we make revisions to our program. This is accomplished by having strong ties with our local 教育 Service Unit (ESU), 还有当地的校长, 负责人, 和老师. 例如, 作为我们利益相关者参与工作的一部分, CSC participates in the 教育 Service Unit (ESU) #13 Advisory Committee Meetings which is composed of representatives of each school district in our regional ESU. The Advisory Committee meets at least four times each school year and provides recommendations for education services to the ESU Board through the administrator. Past results of these discussions and collaborations have led to programs such as our yearlong internship option, para-to-teacher程序, 增加了基础教育的在线课程, 中学科学, 中学英语.
另外, CSC receives stakeholder input from area school 负责人 and principals in our EPP Committee Meetings. The EPP Committee meets monthly (excluding December and May) during the academic year. 该委员会包括来自当地学校的代表, ESU成员, 一名学生代表. These meetings also serve as a mechanism for sharing information and policy changes made by the Nebraska Department of 教育 between stakeholders. 这通常包括测试需求, 机构级和P-12级的内容标准, 通过规则24更新课程, 标题92, 内布拉斯加州行政法典第24章, 以及通过规则20进行机构更新, 标题92, 内布拉斯加州行政法典第21章. 最后, this committee serves as an informational conduit to the content area departments/programs offering certificated endorsement programming. 每个项目都有一名教员在这个委员会任职, 这些专业人员充当两个实体之间的信息渠道. They provide their program faculty with information and explanations on topics relevant to their content area, 同时带来与环境保护计划有关的重要资料.
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测试3:候选人在项目完成时的能力
测试3:候选人完成时的能力
最初的计划
The three data sources CSC used to demonstrate candidate competency comes from our 老师 Work Sample (TWS), 内布拉斯加州临床实践评估(NCPE), 和实践II分数. The TWS is a comprehensive instrument used to assess the competency and effectiveness of our pre-service teachers during their student teaching experience across multiple domains. TWS和NCPE的测量结果都是四分制的. All TWS are assessed using interrater reliability to ensure the data is valid and reliable. 四分被认为是高级, 三是精通, A 2正在进步, 1是不可接受的. The table below highlights 9 of the categories teachers need to be competent in the classroom.
整体, students are doing well in each of these categories within the TWS 如下表所示. 在所有四个学期, the data clearly indicates that we are preparing our pre-service teachers to be competent leaders in the classroom as the mean averages in all 9 categories show our students are proficient. This data is analyzed yearly by the education faculty to make improvements within the education program.
TWS组件
2020年秋季
TWS
2021年春季
TWS
2021年秋季
TWS
2022年秋季
TWS
2022年春季
TWS
2022年秋季
TWS
2023年春季
TWS
数据分析
3.44
3.55
3.5
3.47
3.61
3.47
3.37
修正
3.47
3.53
3.5
3.38
3.34
3.38
3.46
形成性评估
3.53
3.29
3.53
3.58
3.36
3.58
3.55
Post-Assessment数据
3.48
3.67
3.75
3.69
3.64
3.69
3.52
数据对比个人成长
3.76
3.76
3.78
3.69
3.50
3.69
3.76
数据对比类增长
3.62
3.64
3.53
3.56
3.64
3.56
3.57
对学生学习的影响
3.54
3.57
3.53
3.55
3.36
3.55
3.44
对教学的影响
3.43
3.42
3.35
3.42
3.28
3.42
3.45
决策
3.45
3.30
3.5
3.71
3.50
3.71
2.81
正如我们的TWS评估, the data collected in the NCPE assessment shows our undergraduate students are competent in the classroom and ready for employment, 如下表所示. 在所有学年里, the data clearly shows that we are preparing our pre-service teachers to be competent leaders in the classroom as the mean averages in all categories show our students are competent to be in the classroom. The data below is analyzed yearly by the education faculty to make improvements within the education program.
内布拉斯加州临床实践评估(NCPE)
合作
老师
2020年秋季评估主管
评估
2020年秋季合作
老师
评估
2021年春季主管
评估
2021年春季合作
老师
评估
2022年春季主管
评估
2022年秋季合作
老师
评估
2023年春季主管
评估
2023年春季利用学生的知识来满足需求
3.44
3.45
3.30
3.45
3.20
3.59
3.25
3.69
区分教学，以满足学生的需要
3.39
3.34
3.30
3.25
2.80
3.50
3.17
3.55
营造积极的课堂环境
3.54
3.5
3.33
3.41
2.78
2.82
3.28
3.69
使用准确的内容和学术词汇
3.50
3.47
3.30
3.48
2.87
3.62
3.27
3.56
培养学生的批判性思维和合作解决问题的能力
3.33
3.35
3.30
3.27
2.75
2.87
3.16
3.51
通过内容培养读写能力和沟通技巧
3.33
3.25
3.05
3.29
2.88
2.88
3.17
3.45
使用课堂评估
3.25
3.34
3.26
3.26
2.74
2.94
3.19
3.55
学习评估
3.20
3.42
3.21
3.35
3.14
3.46
3.02
3.56
教学计划
3.46
3.38
3.30
3.51
3.16
3.65
3.27
3.73
将数字工具纳入教学
3.37
3.40
3.60
3.53
3.35
3.51
3.33
3.67
使用基于研究的教学策略
3.24
3.42
3.21
3.23
2.76
2.90
3.03
3.51
使用参与来加强学习
3.45
3.43
3.30
3.40
2.86
2.94
3.29
3.72
接受有关工作表现的批评和意见
3.78
3.57
3.58
3.61
3.49
3.80
3.55
3.81
传达职业风范
3.65
3.70
3.51
3.50
2.85
2.93
3.42
3.69
使用专业的沟通
3.46
3.63
3.26
3.42
3.39
3.60
3.38
3.78
先进的程序
为我们研究生项目的高级学生准备的, 我们看实践II考试成绩来衡量候选人完成考试的能力. The table below shows the pass rate of CSC students as compared to all state test takers in their field.
实践二考试
2022-2023年CSC学生通过率
2022-2023年全州学生通过率
教育行政监督
95.45%
96.64%
阅读专家
57.14%
72.22%
特殊教育
100%
98.44%
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测量4:完成者被雇用的能力
测量4:完成者被雇用的能力
The ability of completers in the Chadron State College 教育 program to be hired is based on their recommendation from the college to become state certified. 完成者必须首先通过所有课程作业, 通过实践核心和实践II内容测试, 并在收到此推荐之前获得学士学位. Those listed here as having the ability to be hired have obtained an initial or an alternative certification from one or more states, 或者如果他们申请了认证，就有能力被雇用. 不通过实践二的不建议进行认证.
学年 完成者数量 推荐完成认证的人数* 未要求认证的完成者数量, 但符合机构和州的要求* 不建议完成认证的人数* 合资格受雇的完成人员百分比 完成者获得认证的州数 2021-2022 81 75 5 1 98.8% 5 2022-2023 73 69 4 0 100% 6 *根据机构核查报告
- 第二章报告
- NCATE认证