From the Council for the Accreditation of Educator Preparation annual report
Standard 4.1 — Impact on P-12 Student Learning and Development
To track completer impact in their P-12 classrooms, the EPP utilizes two different measures. The first is a Completer Teacher Work Sample, and the second is a longitudinal study on the growth of grade equivalent scores of the students of teachers within the Mid-America Union Conference of Seventh-day Adventists (a nine-state region in middle America).
COMPLETER TEACHER WORK SAMPLES
The EPP continued with the plan to solicit Completer Teacher Work Samples (begun in Fall 2018, featuring the completers from Fall 2017-Spring 2018). In the next cohort (n=11, graduates from the 2018-19 school year), there were three graduates who were willing to provide data for evidence regarding Standard 4.1. One completer was an elementary teacher and the other two were from secondary content areas (Language Arts and Mathematics). Completers developed their submission by following portions of the rubric used in their senior year Teacher Work Sample during student teaching. The sections on which we encouraged them to focus for this report were Data Analysis and Reflection. Each completer chose a unit of study, administered a pretest, taught the unit, and then administered the same test as a post test.
The data for the Language Arts completer show an average gain of 1.5% (n=10) with a range of -10 to +15% growth as a result of the unit taught. In this classroom, 100% of the students passed, with one receiving an A (95%) and two receiving an A1 (90%). Of the ten students, nine achieved mastery (80% or above). The teacher reflected that while no students failed, she felt the reading assignments were too large and that the unit lacked group work, appropriate technology, and a creative element.
For the mathematics teacher, the overall average growth for the entire class was 52.7%. The males (n=5) grew more than the females (n=5) by a 58 to 46.4% margin, though over half the males started at 0% in the pre-test. The teacher notes that absenteeism during the unit contributed to lower scores. Even for the students who were there and took the pre-test, there was an attitude of apathy at first, thus the three zeros and five failing scores. Only two passed the pre-test with a D. This is perhaps indicative of the community that her public school serves, which she describes as students needing academic intervention. She felt that the curriculum she was to follow was still in need of concept review and scaffolding activities beyond what was expected. Further, she incorporated active learning in her strategies, which she felt contributed to the class passing by the post-test.
Data from the elementary teacher reveal an average overall gain of 40.5%, with a range of 18-58% growth as a result of the unit taught. In this classroom, 100% of the students passed, with four A’s, two B’s, three C’s and one D. The males (n=5) gained more than the females (n=5) at 43.4% to 37.6%, though a comparison between whites (n=6) and nonwhites (n=4) show similar growth, at 41.3 to 39.2% gain.
Overall growth range
Secondary Language Arts
-10 to +15%
IOWA ASSESSMENT SCORES FROM MAUC
To further demonstrate completer impact in the classroom, the EPP obtained standardized test data for five completers from the past five years who still work in the Mid-America Union Conference (MAUC) and had gatherable data. The EPP compared class grade equivalency (GE) scores from one year to the next during the years of service the completers were in the school. The available teachers for this cohort consist of 3 elementary teachers and 2 secondary teachers; 2 males and 3 females; 2 multigrade teachers, 1 single grade teacher, and 2 single subject teachers.
Data indicate that overall, EPP completers had an average impact of raising the GE of their classes 1.31 years per year of instruction on the Complete Composite scores (or subject specific scores for the single grade middle school teachers) on the Iowa Assessments. All the teachers impacted their classes with appropriate and expected levels of annual growth for the years evaluated.
Grade Level/ Subject
Total GE Growth
Years Average Growth/ per year
Middle School Language Arts
Middle School Social Studies
Grades K-4 (3rd and 4th grades)
Total Average 1.31 years growth
Standard 4.2 — Indicators of Teaching Effectiveness
Completers and their employers/supervisors are surveyed at the end of their first year of teaching. Beginning in Spring 2019, surveys were sent following the third year of teaching as well. Relevant survey question categories indicating completer effectiveness include subject matter competence, personal characteristics, classroom management, and diversity.
For the most current completers (n=4 of 11 responses, 36%), the highest scores came from five areas: attention to student diversity (4.0 of 4.0), personal characteristics (3.88), classroom management, planning, and instruction (all 3.75). No scores were below the 3.0 of 4.0 benchmark. The overall mean was 3.71. This compares with a 36% response rate from the year before, and is noticeably higher than the 2.92 overall mean of that year. The previous year had a 47% response rate, with an overall mean of 2.71. The EPP is pleased with the upward trend.
Standard 4.3 — Satisfaction of Employers/Supervisors
The EPP relies on data from the Supervisor Survey to gauge satisfaction of work done by EPP completers each year. The format of the survey used this year will change by next year’s reporting. In this final iteration, completers were evaluated in the following categories: subject matter competence, personal characteristics, classroom management, and diversity. Going forward, the EPP will use (with permission) the Standards outlined by the State of Nebraska for all teacher education programs in the state. These include Student Development, Learner Differences, Learning Environment, Content Knowledge, Application of Content, Assessment, Planning for Instruction, Instructional Strategies (including using technology), Professional Learning and Ethical Practice, Leadership and Collaboration, Impact on Student Learning, znc Professional Dispositions. Evaluation of completers will more closely align with evaluation of candidates, making reporting more reliable and consistent.
For the 2017-18 cohort (reported in 2019), the responses were highly positive. Supervisors gave EPP completers an overall mean of 3.71, with high scores in five of seven areas: attention to student diversity (4.0 of 4.0), personal characteristics (3.88), classroom management, planning, and instruction (all 3.75). No scores were below the 3.0 of 4.0 benchmark.
EPP completers in this cohort scored higher than in the previous two cohorts (2.92 and 2.71). The EPP faculty are pleased with the quality of candidates entering the workforce, as evidenced by the satisfaction of their employers.
Subject matter competence
Standard 4.4 — Satisfaction with preparation as viewed by completers
First- and Third-Year Teacher Survey
The benchmark for the First- and Third-Year Teacher Survey was 3.0 of 4.0. For the first-year cohort reported here (n=8, 2018-2019 graduates, so first year completers in 2019-2020), the overall average scores of the completers was 2.99 of the EPP’s benchmark goal of 3.0. The range average was 2.33 to 3.33. The teacher who rated herself lowest teaches full time in an alternative school for students needing extra scaffolding for success. The teacher rated herself as proficient in the following areas: creating a positive environment, understanding how to connect concepts across disciplines, knowing her content, her community and appropriate technology. The majority of her ratings were as “developing” with one as “below standard”: integrating standards. The teacher with highest self-ratings also taught in a private school, self-supporting school. She felt strong in attending to diversity, creating a positive environment, connecting concepts across curriculum, and using a variety of assessments.
The overall scores of this first-year cohort reflect the evaluations of the two mentioned in detail above, namely that this cohort felt confident in their ability to understand and connect concepts across disciplines (3.43 of 4.0), were enthusiastic teachers (3.43), emphasized classroom environment and student learning rather than paperwork (3.29), understood diverse cultures and taught to individual differences (3.29), understood multiple methods of assessment (3.29), used a variety of technology (3.29), and maintained their emotional health (3.29). Conversely, this cohort rated themselves lower in the way they implemented challenging learning experiences (2.86), engaging in professional learning (2.57), and organizing content well (2.33).
The third-year cohort (n=2) rated themselves 3.66 overall, with a range of 3.0 to 4.0. Completers with more experience are seeing themselves as more successful.
Overall, the EPP faculty noted several trends. The lowest scores were from those teachers who chose to work in alternative schools. For all completers, though it may not be realistic to expect them to feel efficacious in planning rigorous learning goals or spending significant time doing professional development. Those come with time and a developing comfort level in the teaching career. The faculty were encouraged to see that completers felt confident about their assessment knowledge, their ability to create a warm classroom environment, and that their enthusiasm is high.
Nebraska State Survey: New First-Year Teacher Survey (NFYTS)
The EPP gleans data from the state agency reporting. The data discussed in this section are from administrators in 2019 reporting on EPP completers (n=3). The sample size is traditionally very small for this report as the majority of completers seek work within the denominational schools. In an effort to collect data from both groups (completers working in public schools and completers working in private schools), the EPP secured permission to use the state survey for all teachers and administrators in denominational schools. Reporting can have more consistency and reliability going forward.
Results from the current data show that administrators felt that completers in the public school system performed especially well in attending to learner differences, planning for instruction, and being professional. Areas of growth, though still well above benchmark (3.0 of 4.0) occurred in the application of content and content knowledge elements. All three administrators indicated that they would rehire the teacher.
Nebraska State Survey: New First-Year Teacher Survey (NFYTS) -- Spring 2019
Standard 1 - Student Development
3.66 of 4.0
Standard 2 - Learning Differences
Standard 3 - Learning Environments
Standard 4 - Content Knowledge
Standard 5 - Application of Content
Standard 6 - Assessment
Standard 7 - Planning for Instruction
Standard 8 - Instructional Strategies (including 8.3 Technology element)
3.55 (3.66 - Tech)
Standard 9 - Professional Learning and Ethical Practice
Standard 10 - Leadership and Collaboration
Standard 11 - Impact on Student Learning
Standard 12 - Professional Dispositions
Overall mean = 3.61
Standard 4.5 — Graduation Rates
Graduation rates for our EPP are determined using the year of provisional acceptance into our program as the initial date for the cohort instead of using freshman year declarations for the major. Provisional acceptance is granted after several requirements for entry into the program are met and candidates have shown a commitment to pursuing the goal of becoming a teacher. Otherwise, many students move in and out of the program during freshman year. Provisional acceptance usually occurs in the second year of college. This means that completion after 2 additional years is around the 4 year mark and after 4 years is around the 6 year mark. Our EPP has a couple of challenges when looking at graduation rates. Since Union College is part of the Seventh-day Adventist system of colleges, there are candidates who begin in our program and then move to other colleges within the system for completion. We are also recipients of students from other colleges that are doing the same. In addition, there are often students who go on mission service for a year or two while in the program, thus extending their time till graduation. Despite these challenges, our director of institutional research indicates that we have relatively high completion rates. During the three years indicated on the chart (2014-2016) the EPP’s graduation rate was 53%
Standard 4.6 — Ability of Completers to Meet Licensing and any Additional State Requirements
All of our completers were qualified for Nebraska State Certification. All 12 of our completers pursued their certification successfully. Our documentation shows actual state certification IDs as verification. The state of Nebraska also requires that completers do the Praxis II test in their endorsement area. All of our completers (n=12) successfully passed the Praxis II during the 2018-19 school year as a requirement for graduation. In addition, for those who desire, our completers also graduate qualified for certification with the Seventh-day Adventist denomination. We are proud of our completers, and we believe that they are fully prepared for public or private education employment.
Standard 4.7 — Ability of Completers to be Hired in Education Positions
Seventy-one (71) percent of the 2018-2019 completers (n=11 of 14) were hired in education positions for which they had prepared or were hired as aid or a supplementary educational position (boys dean). Nine (9) of the fourteen were hired as full-time classroom teachers. Two more are using their degree in a school setting as an aide or supplementary educational position. Of the three that did not take education jobs, two took jobs in other fields, and one is pursuing further education. This continues the trend of Union College’s completers being “highly sought graduates.” Most completers are hired in their field of study, and they tend to stay in the field of teaching. In the past three years, 32 of 34 completers (94%) who started jobs in education are still using their degree in a school setting. We have processes in place to assist students in connecting with potential employers both locally and across the country, and those processes appear to be working effectively. In the last five years, 86% of our completers are still utilizing their degree within a school setting spread out over 23 states and 2 foreign countries.
Union College EPP completer employment statistics
Completers who still use their degree in a school setting
Percent of completers who are using their degree in a school setting (i.e. teacher, substitute, para, principal, etc.)
Percentage of completers who began full time teaching jobs in the last 3 or 5 years
Completers who began full time teaching jobs who are still teaching
Percent of completers who entered the teaching profession who are still teaching full time in the classroom
Three year stat summary
Five year stat summary
Completers from the last five years currently work in 23 states and two foreign countries.
Standard 4.8 — Student Loan Default Rates
Current review of our records indicates no defaults for education completers for the previous 3 years. The overall the official default rate for Union College is 5.5% (2016).