Graduate Observations of Teaching Effectiveness SC Formal Evaluation Data – (In-Service Teachers – Induction Year Teachers-USCA Graduates)

Contribute to P-12 Student Learning Growth and Apply Professional Knowledge, Skills, and Dispositions:

The Expanded ADEPT evaluation is administered by school districts during a teacher’s second year in the classroom. Developed by the National Institute for Excellence in Teaching (NIET) the Expanded ADEPT rubric seeks to create an evaluation system that is “…valid, reliable, and fair and that produces actionable and constructive feedback to support professional growth” (Expanded ADEPT Support and Evaluation Guidelines, 2018, p.3). The rubric includes four domains: planning, instruction, environment, and professionalism, and twenty-three indicators. Each indicator is detailed by a series of descriptors found in the ADEPT 4.0 rubric. Central to the South Carolina Teaching Standards is the idea of student growth, which is assessed through Student Learning Objectives (SLOs). The SLO reflects the teacher’s ability to: “…set appropriate goals for student learning and development, accurately measure and analyze student growth, and to plan, implement, and adjust instruction to ensure maximum student progress” (Expanded ADEPT Support and Evaluation Guidelines, 2018, p.7). Impact data is measured through the Student Learning Objective evaluation (SLO). Student Learning Objectives (SLOs) are a tool for actionable reflection used in teacher evaluation systems as a student growth measure. SLOs are monitored over the duration of time the students are with the teacher for instruction, which may be a full academic year, a semester, or quarter (depending on the context in which the teacher leads instruction).” Retrieved from https://ed.sc.gov/educators/educator-effectiveness/measuring-student-growth/slo/ On an annual basis, classroom teachers select a SLO and provide benchmarking pre and post data and artifacts to demonstrate their instructional impact on student learning. For the AY 2020-21, of the USCA graduates evaluated (N=47) 44 passed (93.62%) their 4.0 and SLO evaluations. For the first three domains and corresponding indicators, USCA graduates scored within .20 (of a 4.0 score) of the SC state averages and within the proficient range of scores. In the fourth domain (professionalism), USCA graduates scored higher (range .20 - .39+) in all indicators than the state averages for professionalism. Results demonstrate that USCA (induction year teachers) graduates in AY 2020-21 are highly effective educators who positively impact P-12 learners’ growth. Further, these SCDE evaluation scores for classroom-based teachers were within 2.5 percentage points of the statewide average.

1. State Graduate 4.0 and SLO Impact Data and Observations of Teaching Effectiveness

Alumni Surveys

Contribute to P-12 Student Learning Growth and Apply Professional Knowledge, Skills, and Dispositions:

In addition, alumni from the Alumni Advisory board were surveyed using a Likert scale (1-4, needs improvement – exemplary, with a 3 as proficient) regarding how well the EPP prepared teacher candidates for the classroom. The response rate was low with an N of 9. The survey has also been distributed to EPP alumni from the last two academic years, those responses were not available at the time of this report. However, even with the low N, some trends were evident and worth noting. Areas where the alumni scored their preparation at proficient or higher (3.0. +) were creating collaborative learning spaces, collaboration with families and school community to foster student learning growth, professional development and reflection to improve instructional practices, teaching diverse populations, and engaging and empowered learning. The two areas, where the alumni ranked their professional program preparation the lowest (2.5 and 2.56) were in assessment to guide decision-making and aligning instruction to school district evaluation criteria.

2. UofSCA School of Education Alumni Survey

Employer - TEAC (Teacher Educator Advisory Council) Feedback

Employer survey evidence analyzed from the past 3 academic years related to USC Aiken graduates who completed their 1st – 3rd year of teaching in the 2018-19, 2019-20, 2020-21 school years, 22 of 52 employers responded (42% response rate) to surveys sent regarding 81 teachers (N=27 total responses or 33%). Employers rated USCA graduate overall preparedness at a 3.6/4 (scale of unprepared to well-prepared). Highest averages (3.63 – 3.78) were demonstrated in content knowledge and pedagogy, summative assessment, lifelong learning, and meeting 1st year responsibilities. Scores in the 3.52-3.59 range fell in lesson planning, setting expectations, formative assessment, and learning environment (behavioral management). Lowest ratings (3.48 average) were noted in long range planning. Of the 26 qualitative comments offered by school administrators, 20 were positive and spoke to overall preparedness, 4 were negative and centered on behavioral management, and 2 were neutral. These results align with the trends in preparedness noted in the alumni survey data evidence (See Satisfaction of Completers).

Further, the TEAC (Teacher Educator Advisory Council) is made up of SoE faculty, school district administration, and mentor teachers has consistently offered feedback regarding the strengths of USCA teacher education graduates: 1) familiarity w/ evaluation process and system; 2) Professionalism; 3) Collaboration; 4) Content Knowledge. The TEAC members also recommended a stronger focus on the science of reading and cooperative group work strategies in our professional program. Anecdotally, the 2020-21 cohort 13 produced First Year Teachers of the Year and we have had 50+ 1st Year Teachers of the Year over the past 5 academic years. Also, the majority of 2020-21 interns in ACPSD were offered teaching contracts for the 2020-21 school year. The EPP supports mutually beneficial partnerships with stakeholders through professional development for educators, research collaborations, contract courses for district partner teachers, conference presentations, CT and US quality surveys, Teacher Educator Advisory Council semi-annual meetings where TEAC stakeholders participate in survey validation, revision, and creation, support with dispositional development and completer quality, and promote induction year mentoring ACPSD program plan revision.

In addition, UofSCA has professional development school partnerships for all program areas of study. Methods courses are taught within partner schools with corresponding clinical experiences. Clinical educators are highly qualified and are evaluated by professional program teacher candidates each semester.

3. Employer Surveys (AY 2018-19; 2019-20; 2020-21) – Summary

4. Teacher of the Year & First Year Teacher of Year AY2020-21

Final Evaluation Internship (Pre-service Teachers)

For the academic years 2015-16 through AY2020-21, 100% of USCA student teacher interns passed their student teacher semester across all School of Education professional programs. Further, a review and analysis of the SCTS 4.0 data (internship evaluation) indicates that USC Aiken student teacher interns were most challenged in domains of Instruction and planning but still scored above the 3.0, proficient score. Interns scored the highest in professionalism and environment. The AY 2020-21 (N=68) composite score for all 4.0 rubric domains (instruction, planning, environment, professionalism) was 3.19/4.0. The individual domain composite scores were as follows: Instruction (3.10); Planning (3.06); Environment (3.4); Professionalism (3.34). Deeper disaggregation into the domain subcategories showed lowest scores for most programs in Assessment (Planning Domain). However, interns scored 2.45+ in all rubric areas (scale range 1.0 to 4.0) on average across all 4 ADEPT Domains in the 2020-21 academic year. The target (proficient_ SC 4.0 Rubric score range in South Carolina for all practicing teachers is (2.26-3.75).

5. AY 2020-21 SCTS Rubric 4.0 Data Tables

6. 2015-21 Student Teacher Results Summary

Praxis II Pass Rates – ETS and Title II

In AY2020-21, the licensure exam data (PLT - pedagogy and Praxis II - content), the overall institutional pass rate was 92% (1% above the overall the state pass rate). The academic year 2020-21 showed an upward trend in pass rates from the previous academic year, N=48 (PLT pass rates Early Childhood = 100%; Elementary Education = 92%). For the Praxis II content area exams, (Early Childhood had a 100% pass rate with N=20; Elementary Education candidates’ pass rates ranged from 83-100%, N=17-19; Special Education completers, N=11, earned a 100% pass rate) exams. In AY 2019-20, where the available pass rate data was limited (majority of areas had an n<10), the Praxis II content area exam pass rates overall (Early Childhood – USCA = 91%; Elementary Education – USCA = 81%; ) and for the PLT exams, only one program had an N>10 test takers (Elementary Education – USCA = 89% pass rate) exams. Therefore, the AY2020-21 pass rate data for the Praxis PLT and Praxis II (overall and by program area) indicate an upward trend in licensure pass rates from AY2019-20 to AY2020-21. The Title II Report data was not available at the time of the Annual Report submission. The 2022 Title II Report for AY 2020-21 will be uploaded and tagged upon submission to Title II in spring 2022.

7. State Praxis Data 5 yr. 2015-21.

8. Title II Praxis Test Results AY 20-21

9. 2020-21 USCA- SC ADEPT Aiken Assurances

10. 2022 Title II Report – not available at the time of the CAEP Annual Report Submission, will be linked once submitted.

Student Learning Objective (SLO) Assessment

The Student Learning Objective (SLO) assessment was implemented beginning in the fall 2018 semester per South Carolina requirements. This is a summative internship assessment based on measuring the impact of PK-12 student learning and therefore, the measurement of PK-12 student learning growth, progress monitoring is essential to the assessment goals. The data from the academic year 2020-21 indicated that all teacher interns achieved near mastery (3.0) in every category. The overall School of Education (SoE) teacher intern outcomes for the 2020-21 academic year demonstrated an average 2.77 score (out of a possible 3) or 92% mastery of the 10 SLO rubric areas. The scores were varied across all teacher interns and program areas, indicating sufficient preparation of the fall 2019 interns in all areas. The interns’ performance was highest (range of 2.75 - 3 out of a possible score of 3) in the rubric areas of: historical trend data analysis, baseline data, post-assessment, development of learning goals, and alignment of standards to students’ learning growth targets. Rubric areas where teacher interns performed in a mean score range of 2.61 – 2.72 or higher were understanding of student population, classroom environment, and instructional strategies. As in the previous 2019-20 academic year, the primary area of concern was the progress monitoring plan (formative assessment) where the interns scored lowest of all rubric areas averaging 2.44 across all program areas. Therefore, the USC-Aiken SoE faculty reflected in the AY 2020-21 on how to better implement formative assessment and progress monitoring practices throughout the USCA professional program practicum courses. Further, the SoE faculty reflected on the disaggregated data by program area and overall to determine our continuous improvement areas of focus delineated by program of study.

11. SLO Master Data Fall 2020- Spring 2021

12. Continuous Improvement Data (Academic Years 2018-19 thru 2020-21 Data Overview).

Completer/Recent Alumni Surveys

Academic year 2020-21 completer/recent alumni survey (N=46) satisfaction data results indicate high satisfaction ratings with the EPP in all areas. Due to EPP-wide continuous improvement efforts, the EPP completer/recent alumni data from the Fall 2017-Spring 2021 (N=184) academic years (AY’s) indicate that USC-Aiken SOE completers/recent alumni feel well-prepared to teaching in diverse K-12 contexts. The alumni rated their satisfaction level ("satisfied" or "very Satisfied") for overall EPP preparation in a range of 65-93% with significant upward trends each academic year from the spring to fall semesters. For the AY 2020-21, over 85% of recent alumni were satisfied with their educator preparation programs. The majority of satisfaction percentages (70%+) fell in the "very satisfied" to "satisfied" range. Upward trends were noted from fall 2017 – Spring 21 in the preparation areas of: academic advising, professionalism, and instructional strategies. Areas of strength from fall 2020 – Spring 2021 (N=59) were noted in: overall satisfaction, high expectations, learning environment, content integration, assessment to improve learning, diverse learners, high expectations, and instructional strategies. Long range planning, teaching and technology course, online methods courses, and ELL instructional strategies were the areas that the recent alumni had rated as the least satisfactory but still trended upward from the from the fall 2020 to the spring 2021 semesters. A discrepancy was also observed with the preparation of recent alumni to prepare diverse learners as an area of strength in AY 2019-20 and 2020-21 yet the biggest area of weakness related to preparation to teach English language learners (ELL’s). The EPP faculty collaborated on goal setting to strengthen all preparation areas, specifically long range planning, integrating teaching and technology, and ELL instruction) in the 2020-21 and 2019-20 academic years to include required unit plans or e-portfolio of lesson(s) across programs, integration of teaching and technology, teaching ELLs integrated within all professional program practicum curricula and courses. Culturally responsive lesson planning and more detailed differentiation for diverse learners was added to the USCA Lesson Plan template used across the EPP. In addition, recent alumni’s qualitative feedback overwhelmingly spoke to the quality of instructors and teaching content methods/pedagogy in the School of Education professional program. Due to EPP-wide continuous improvement efforts, from spring 2019 to fall 2020 previous areas of weakness grew toward areas of strength in the areas of academic advising, classroom management, and teaching diverse learners. As part of its continuous improvement efforts, the EPP reviews the recent alumni survey data on a bi-annual basis and makes modifications to individual programs and EPP-wide.

13. a. and b. Education Post Internship Surveys 2020-21

13a document

13b document

Graduate, Certified, & Employment Data

* For the 2017-18 student intern cohort, 88% held full-time teaching positions in academic year 2018-19 while 10% had unknown employment status during the 2018-19 academic year. One candidate (2%) did not seek certification or teaching employment. For the 2018-19 cohort, 86% of completers had contracted teaching positions for the 2019-20 school year. In academic year 2019-20, 80% had contracted employment for the current 2020-21 school year. For the 2020-21 cohort of completers (N=65), 86% (56/65) had contracted employment by September, 2021.

For USCA EPP graduates in the academic year 2015-16, over 90% earned licensure in their program of study. In 2016-17, >80% of SOE graduates had received initial certification status. In 2017-18, 94% of graduates earned initial teacher licensure in South Carolina. In 2018-19, 83% of SoE graduates earned initial licensure status. In 2019-20, 82% of candidates earned initial certification status. In 2020-21, 92% earned initial licensure by September 2021.

Candidate Milestone Data:

14. Intern AY2020-21 (Graduate, Certified, & Employment Data Charts)

16. Grad Cert Data AY 2015-16 thru AY 2020-2

Enrollment/Graduate Data & Candidate Milestone Data

The graduation data indicate that the last five academic years have shown rising and falling trends in the graduation numbers of candidates completing the USCA School of Education professional program. The number of EPP completers (graduates with certification) had decreased 5% from AY 2016-17 (n=55) & 2017-18 (n=50), but rose significantly in AY 2018-19 (+27.5% from AY 2017-18 , n=50; through 2018-19, n=69), AY 2019-20 (-20% from AY 2018-19 n=69; through 2019-20, n=55), and AY 2020-21 (+15 % from AY 2020-21, n=55; 2020-21, n=65).

Further, the data indicate that the last four academic years have shown an upward trend in the enrollment number of diverse candidates admitted into the professional program. From fall 2017 through spring 2021, the ethnic and racial diversity of the EPP candidates averaged 21% (AY 2017-18: 6% male and 14% diverse candidates; AY 2018-19: 15% male and 25% diverse candidates; AY 2019-20: 11% male and 22% diverse candidates; AY 2020-21: 16% male and 23% diverse candidates). At the program level, from fall 2017-spring 2021 diversity percentage trends ranged from 21-25% for all programs. Of particular note is the EPP's recruitment of male and diverse candidates. To further improve male and diverse candidate enrollment, the EPP collaborated with Aiken County Public Schools, Aiken Technical College and the Call Me Mister scholarship program. The first Call Me Mister cohort was admitted in the 2019-20 academic year at UofSCA. The EPP also focuses on the critical needs areas in South Carolina including special education, Secondary (science and math) and middle level (all content areas). The EPP is working on developing dual degree programs for science and teacher education majors. Further, the EPP's Aiken Scholars program recruits high school students identified as gifted in STEM areas. The students engage in advanced high school classwork and undergraduate level STEM courses at USCA. The EPP also has a well-established Teaching Fellows program that recruits the highest caliber of high school seniors who are interested in entering the field of education. Throughout the professional program, EPP candidates' dispositions are tracked and monitored for growth. An EPP-wide diversity focus has allowed more proactive and effective mentoring of candidates.

Over the past three years, a phenomenon has occurred at our institution that was marked by an increase in the number of first-generation college students. While we value all these dimensions of diversity, our recruitment and retention plan is focused for now on setting benchmarks related to gender and race. Using this criteria, our goal is to increase the number of diverse, highly qualified teacher candidates EPP completers by a minimum of 10% across all programs by May 2023.

15. USCA AY 2016-21 SoE Enrollment and Completion Data