Initial Licensure Data - Coastal Carolina University

Initial Licensure: EPP-wide Assessments for All Initial Programs

Measure 1: Completer Effectiveness

Coastal Carolina University uses a number of measures to assess completer effectiveness, including state-level teacher data, district-provided data for student performance, and survey data obtained from the Employer Satisfaction Survey. The data provided indicate that the EPP’s completers are performing on-par with their colleagues within their schools and districts; each data source will be described in the subsequent sections.

State-level data for teacher performance

The South Carolina Department of Education allows EPP access to completer performance on the SCTS 4.0 Rubric (https://ed.sc.gov/educators/educator-effectiveness/south-carolina-teaching-standards-4-0/scts-4-0-rubric-updated-environment-domain1/). As part of the teacher evaluation process, all teachers/schools are required to develop Student Learning Outcomes (SLOs) to assess student performance. The teachers are then evaluated on student performance using these SLOs and the SCTS 4.0 Rubric, a teacher evaluation instrument that was aligned by the state to the InTASC Standards. The data are provided to the EPP by certification area, and include if the completer met his/her Overall Goal for performance expectations (a measure of teacher and student performance), his/her SLO rating (contributions to P-12 student-learning growth), and their mean scores for the SCTS 4.0 Rubric Indicators (ability apply professional knowledge, skills, and dispositions in the P-12 classroom).

Across all programs, 118 out of 119 (99.2%) completers evaluated using the state’s system during the 2020-2021 academic year met their Overall Goal. Candidates had varying success in meeting their SLO ratings, which are disaggregated as follows: Initial Measure 1 Table 1.

When looking at the data by SCTS 4.0 Rubric Indicator, completers across all programs earned lower mean scores on Questioning (3.02), Assessment (3.04), and Thinking (3.07). Completers earned higher mean scores on creating a Respectful Culture (3.66), Growing and Developing Professionally (3.64, 3.57, 3.56), and creating a welcoming Learning Environment (3.58). These findings align with the performance of EPP candidates, which are discussed in Measure 3. Disaggregated completer data can be located here: Completer Evaluation Results (ADEPT).

The South Carolina Department of Education also provides data comparing the aggregated mean score for completers compared to their statewide colleagues. In 2020-2021, Coastal Carolina University completers (120 evaluated using the state system) consistently scored above their colleagues on every indicator of the SCTS 4.0 Rubric except two, one where their mean score was equal (Questioning, mean score of 3.02), and one where their mean score was one hundreth of a point lower than their statewide colleagues (Academic Feedback, mean scores of 3.07 and 3.08, respectively). Therefore, the EPP’s graduates are outperforming their colleagues consistently across the majority of InTASC-aligned domains. Comparison data can be found here: SCTS 4.0 Statewide Comparison Data.

District level data for student performance (Contributions to P-12 student-learning growth)

In an effort to address completer performance as it relates to student outcomes, Coastal Carolina University requests data from it’s major partnering district, who employed approximately 44.4% of identified completers from 2019-2020. Coastal Carolina requested data on 2019-2020 completers’ student performances, as 2020-2021 would be their first year in the classroom. The partnering district provided the EPP with student performance on normative and standardized assessments, where appropriate, along with comparison data for teachers with similar levels of teaching experience. Data are not provided for completers in content areas without standardized tests, or in areas where there are fewer than five completers teaching, so as to protect student and teacher confidentiality. In addition, the state allowed parents the opportunity to “opt out” of end of course exams for all PK-12 students during 2020-2021 due to COVID-19, which may impact the number of data presented. Data from the partner district may be found here: Partner District Data - CAEP Annual Report.

For 2020-2021, Coastal Carolina University also contacted another partnering district to request data on completers hired by the district. The district hired four of the EPP’s completers, two in early childhood education, one in secondary social studies, and one in secondary special education. The district was able to provide the following data for the teachers: Initial Measure 2 Table 2.

Although data are limited from Partner District 2, due both to the low number of completers hired in the district and the areas in which they were hired, data for the two early childhood education completers indicates that their students are performing above the district mean scores for three out of four measures. For the first-grade teacher, the students’ mean RIT score math was above both her grade level and district mean scores; her students’ reading RIT score was slightly below that of her colleagues and the district. For the second-grade teacher, her students’ RIT scores for both reading and math were above the district mean, although not at or above the mean for her grade level colleagues. Both completers saw the number of students at “Well Below Benchmark” decline from the fall to mid-year testing window, although the first-grade completer had two fewer students “At Benchmark” for the mid-year assessment. Due to the lack of data for the end-of-year, as well as the limited sample size, the data from these two completers cannot be generalized to represent all program completers.

Employer Satisfaction Survey Data (ability apply professional knowledge, skills, and dispositions in the P-12 classroom)

Employer Satisfaction Surveys are sent electronically to administrators in an employing school once per year. The survey is sent one year after the completer was hired, so that the employer has a year to monitor the completer’s performance. Each survey indicator is linked to an InTASC or ISTE standard. Respondents are asked to evaluate Coastal Carolina University completer performance on a four-point scale from Extremely Dissatisfied (1) to Extremely Satisfied (4). The survey was sent to 53 administrators and returned by 18, for a response rate of 34%.

Employer Survey_Initial Licensure 21FA - Composite

Below are some highlights linked to student performance:

94.4% of the respondents were Extremely or Moderately Satisfied that CCU completers were able to adapt instruction for all students, including those with disabilities (InTASC Standard 1)
94.4% of the respondents were Extremely or Moderately Satisfied that CCU completers could adapt their instruction to meet the needs of all learners and in their abilities to help all children learn (InTASC Standard 1).
88.9% of the respondents were Extremely or Moderately Satisfied that CCU completers could assess their students’ learning and use those assessments to design meaningful instruction that met the needs of their learners (InTASC Standard 6).
83.4% of the respondents were Extremely or Moderately Satisfied that CCU completers could use data to improve student learning (ISTE Standard 7)

Qualitative feedback from the survey also indicates employer satisfaction regarding candidates and their abilities to positively impact student performance. Selected feedback includes:

“X is a relational teacher who individually personalizes lessons to meet the diverse needs of her PMD/TMD students. She is a positive team member who takes an active role in her class, school, and community. Her passion to serve students and support their academic, social and emotional performance are exceptional in her early career. “
“X is eager to learn and always seeks ways to perfect her craft. She is a team player who is great a collaborating with other teachers.”

Additionally, data were broken down by program; these data can be accessed using the links below. Data are not available for programs with fewer than nine completers; while survey invitations were sent to administrators to represent all programs, not all programs received a response.

Overall, completers from Coastal Carolina University’s Education programs are performing well when compared with their colleagues across the state, with 99.2% of completers meeting their target goals for 2020-2021, and with student data supporting their abilities to perform as well as their counterparts. Additionally, Employer Satisfaction Survey data indicate that most employers (83.9% or higher) are pleased with completer performance as it relates to meeting student needs and using data to guide their instructional practices.

Measure 2: Satisfaction of Employers and Stakeholder Involvement

Satisfaction of Employers (Initial Programs)

Employer Satisfaction Survey

Employer Survey_Initial Licensure 21FA - Composite

Below are some highlights from the responses:

100% of the respondents were Extremely or Moderately Satisfied that CCU completers were able to create lessons that incorporate diversity and that candidates were aware of how teaching and learning styles were shaped by cultural influences and backgrounds (InTASC Standard 2).
100% of the respondents were Extremely or Moderately Satisfied that CCU completers had knowledge of the content in their fields (InTASC Standard 4) and could present the content in clear, meaningful ways to students (InTASC Standard 5).
94.4% of the respondents were Extremely or Moderately Satisfied that CCU completers could adapt their instruction to meet the needs of all learners and in their abilities to help all children learn (InTASC Standard 1), as well as their abilities to create a classroom climate that welcomes diversity (InTASC Standard 3).
88.9% of the respondents were Extremely or Moderately Satisfied that CCU completers could assess their students’ learning and use those assessments to design meaningful instruction that met the needs of their learners (InTASC Standard 6).

Rookie Teacher of the Year (RTOY)

The RTOY recipients are nominated by their school principals for their abilities in providing quality instruction and meeting the needs of all students. Nominees for RTOY entered the field in the last 36 months prior to nomination. In 2020-2021, data were collected from two of the EPP’s main partnering districts regarding RTOY nominees: Initial Measure 2 Table 1.

For Partner District 1, 26 of the 45 honorees (57.8%) were CCU completers. In addition, three of the top five candidates were EPP completers; two from the Elementary Education program and one from the Special Education program: Initial Measure 2 Table 2.

In Partner District 2, six of the 13 honorees (46.2%) were CCU completers. Two of the top five candidates were EPP completers; one from the Early Childhood Education program and one from the Special Education program.

The EPP was also able to identify at least one other completer, from the Elementary Education program, that earned RTOY recognition for her school.

Stakeholder Involvement

Coastal Carolina University involves both internal and external stakeholders in program design, evaluation, and continuous improvement processes. The involvement from stakeholders comes in a variety of formats, including participation in our Leadership Advisory Committee, our Teacher Education Advisory Committee, and through the regular review of our Memorandums of Understanding with partnering districts.

Teacher Education Advisory Committee (Initial Programs)

The Teacher Education Advisory Council (TEAC) is comprised of PK-12 school district principals and teachers, Board of Visitor members who represent varied areas of community interests, teacher candidates from initial and advanced programs, program coordinators of the academic areas in the College, and one representative from each college in CCU. The committee works to look at education program data, review EPP assessment instruments, and to determine how stakeholders can support one another through district, community, and university partnerships.

TEAC met twice during the 2020-2021 academic year, once in April and once in May. During the April 19, 2021 meeting, the committee began reviewing college data and providing feedback to the college on ways to improve their programs. Areas of interest, based on candidate performance data, included developing candidates’ content knowledge and abilities to help struggling readers. Committee members were pleased with the candidates’ frequent and early opportunities to engage in local classrooms and gain experience. Minutes from the April meeting may be accessed here: TEAC 4-19-21 Agenda & Minutes. One critical piece of feedback that came from the April TEAC meeting was the recommendation to adjust the scoring requirements on the ADEPT scoring rubric, one of the EPP key assessments. Historically, candidates have been required to earn a 3 (Proficient) on each indicator of the rubric, which is aligned with the SCTS 4.0 Teaching Standards used by the state to measure teacher performance. The committee recommended the use of a Level 2 for proficiency, to reflect more developmentally-appropriate scoring. The EPP presented this feedback to the faculty and staff of the college, who voted to approve a change to the required score (from a Level 3 to a Level 2) effective in Fall 2021.

During the May 17, 2021 meeting, the committee examined the sample of Measures of Academic Progress (MAP) data provided by one of the partnering districts, to look at how CCU completers’ students performed when compared to those of other teachers in the district. The MAP test is a normative assessment given three times per year to assess student performance in order to plan future instruction. There were no differences in completer scores for elementary reading when compared to their district counterparts, but the students of CCU completers had lower mathematics MAP scores when compared to their district counterparts. Minutes from the May meeting may be accessed here: TEAC 5-17-21 minutes.

Memoranda of Understanding (MOU)

Each year, Coastal Carolina University works with partner districts to review and renew MOUs. These MOUs allow both the EPP and the partnering district to ensure that their needs are met; for CCU, this includes (but is not limited to) opportunities for both initial and advanced candidates to participate in field experiences and for the university to gather data on candidate and completer performance. For partnering districts, this includes, but is not limited to, the opportunity to engage in professional development, to ask for support/modifications to programs to meet district needs, and to take graduate coursework at a discounted tuition rate. The 2020-2021 signed MOUs can be located here:

Measure 3: Candidate Competency at Completion

Progression Level Thresholds/Criteria for Success at Completion

At CCU, candidates progress through their respective programs by progressing through four “portals”: Portal 1: Admission to the Program; Portal 2: Admission to Internship; Portal 3: Successful Completion of Internship; and Portal 4: Program Completion. At each portal, candidates are required to complete a series of action items before they may move into the next phase of the program, including passing Praxis I and II exams, maintaining the state-required G.P.A., and meeting required scores on college-wide and program-specific assessments.

Information on the Portal requirements can be located in the 2020-2021 Undergraduate Catalog: https://catalog.coastal.edu/preview_entity.php?catoid=16&ent_oid=931&returnto=576

College-Wide (EPP-Wide) Assessments

Coastal Carolina University utilizes both EPP-created and proprietary (third-party) assessments to measure candidates’ professional knowledge, skills, and dispositions. Candidates must earn required mean scores on each assessment in order to complete their programs. The EPP-wide key assessments are implemented as follows: Initial 3 Table 1.

ADEPT/SCTS 4.0 Rubric

The ADEPT/SCTS 4.0 Rubric is a propriety instrument developed by the South Carolina Department of Education to measure teachers’ abilities to plan, deliver, and assess instruction, as well as their abilities to foster a healthy learning environment and engage in professional behaviors. The rubric is aligned to the InTASC Standards. Candidates are evaluated used the rubric during their internship semester, and are expected to earn a mean score of 3.0 by the end of the internship semester. A copy of the rubric is located here.

In Fall 2020, 51 candidates were evaluated using the ADEPT/SCTS 4.0 Rubric. All 51 candidates earned the required mean score of 3.0 or higher, with strengths including, but not limited to, their abilities to monitor student progress (3.510), interact with students (3.667), and their expectations for learning and behavior (3.569). Candidates earned a lower mean score for lesson structure (2.784) and accommodating individual student needs (2.941).

In Spring 2021, 124 candidates were evaluated using the ADEPT/SCTS 4.0 Rubric. All 124 candidates earned the required mean score of 3.0 or higher, with strengths including, but not limited to, their abilities to create a productive learning environment (3.484), interact with students (3.613), and understanding students’ learning difficulties (3.306). As in the previous semester, candidates earned a lower mean score for lesson structure (2.919) and accommodating individual student needs (2.96), although both mean scores increased from the Fall 2020 semester.

Aggregated scores for both semesters, as well as disaggregated scores by program, are found here: South Carolina Teaching Standards 4.0 Rubric Composite_2018-2021.

Conceptual Framework Rubric

The Conceptual Framework Rubric was created by university faculty to assess candidates’ knowledge and skills in planning a lesson. The rubric is implemented in all initial-licensure programs in the semester prior to internship, and is aligned to the InTASC Standards. Candidates must earn a mean score of 3.0 or higher for successful completion of the Conceptual Framework Rubric. A copy of the rubric is located here.

In Fall 2020, 51 candidates were assessed using the Conceptual Framework Rubric. All 51 candidates earned the required mean score of 3.0 or higher, with strengths including, but not limited to, managing the classroom to create a positive and safe learning environment (3.59), applying technology to facilitate effective assessment practices (3.57), and planning and implementing effective learning environments and experiences supported by technology (3.47). Candidates earned a lower mean score for their abilities to plan lesson that met the needs of culturally and developmentally diverse students (3.20).

In Spring 2021, 124 candidates were evaluated using the Conceptual Framework Rubric. All 124 candidates earned the required mean score of 3.0 or higher, with strengths including, but not limited to, planning and implementing effective learning environments and experiences supported by technology (3.44) and analyzing personal performance to improve teaching and learning (3.44). As in the previous semester, candidates earned a lower mean score for their abilities to plan lesson that met the needs of culturally and developmentally diverse students (3.12).

Aggregated and disaggregated data for the last three years can be located here: Conceptual Framework Evaluation Composite_2018-2021[20].

Praxis II

The Praxis II is a proprietary, computer-based assessment created by Educational Testing Services that is aligned to InTASC Standards 1-10. Candidates are required to earn specific scores on their Praxis II as directed by the South Carolina Department of Education: https://www.ets.org/praxis/sc/requirements/. In 2020-2021, all completers met the state-required Praxis II scores in their respective content areas.

Coastal Carolina University’s goal is for at least 80% of candidates to pass the Praxis II on their first attempt. The college has established baseline measures to work towards a target first-time pass rate of 80% in each respective program by 2024. In 2020-2021, program completers had the following pass rates (benchmark goals are noted in black, earned percent is noted in parentheses): Initial Measure 3 Table 2.

The majority of programs are progressing towards meeting their goals for first time pass rates. It should be noted that in some instances, programs have so few candidates that data are easily influenced; for example, there was only one science education candidate in 2021. In addition, candidates in some programs (e.g., early childhood and elementary education) have two different options for testing, whereas other programs do not.

Principles of Learning and Teaching Exam (PLT)

The PLT is a proprietary, computer-based assessment created by Educational Testing Services that is also aligned to InTASC Standards 1-10. Candidates are required to earn specific scores on their PLT as directed by the South Carolina Department of Education: https://www.ets.org/praxis/sc/requirements/. Candidates in K-12 programs (e.g., Physical Education, Music Education, Special Education) may choose one of the four tests to complete. In 2020-2021, all completers met the state-required PLT scores in their respective content areas.

Coastal Carolina University’s goal is for at least 80% of candidates to pass the PLT on their first attempt. The college already met this goal; in 2020-2021, program completers had the following first-time pass rates: Initial Measure 3 Table 3.

Professional Dispositions Rubric

The Professional Dispositions Rubric was created by university faculty to assess candidates’ dispositions at three points during their program. Dispositions are the commitments, values, and professional ethics that influence candidate behaviors toward students, families, colleagues, and communities; they are the driving forces that affect candidate learning, motivation and development toward continual professional growth. The dispositions are based on the Spadoni College of Education and Social Sciences’ Conceptual Framework and also reflect entry‐level licensure competencies. Evaluators rate each candidate on each professional disposition indicator. Scores that approach ‐2 are given to candidates who exhibit less than acceptable habits and practices. Scores that approach 2 are reserved for candidates who show especially positive behaviors. A score of 0, "No Evidence to Believe Otherwise," signifies that there have been no observations of behaviors that would suggest a disposition that is not acceptable. The rubric is implemented in all initial-licensure programs at least twice prior to internship, and then again during the final internship. Candidates are expected to earn a mean score of 1 or higher by the end of the internship semester. The rubric, which is aligned to the InTASC Standards, are located here: Professional Dispositions Initial Licensure 21SP - Questionnaire.

Candidate data are provided based on their three assessments points during the program. Overall, candidates across all programs demonstrated growth in their enactment of the professional dispositions, when looking across the three data collection points for Fall 2020 and Spring 2021 completers. This growth was to be expected, particularly as candidates spend more time in the classroom and taking over instructional planning as they progress through the program.

Fall 2020

Spring 2021

Spadoni College Lesson Plan Rubric

The SCOESS Lesson Plan Rubric was created by university faculty to assess candidates’ knowledge and skills in planning a lesson. The rubric is implemented in all initial-licensure programs in the semester prior to internship, and is aligned to the InTASC Standards. Candidates must earn a mean score of 3.0 or higher for successful completion of the SCOESS Lesson Plan Assessment. A copy of the rubric is located here.

In Fall 2020, 107 candidates across all initial licensure programs completed the SCOE Lesson Plan assessment, and all 107 candidates earned the required mean score of 3.0 or higher. Candidates demonstrated strength in their abilities to design instruction based on learner knowledge and experience (Indicator 1, Mean score: 3.23) and in their knowledge of content and content standards (Indicator 2, Mean score: 3.19). Candidates earned lower mean scores on both indicators related to meeting the diverse needs of students (Indicator 9, Mean score: 2.97; Indicator 11, Mean score: 2.97).

In Spring 2021, 25 candidates in the early childhood education and elementary education* programs completed the SCOE Lesson Plan assessment, and all 25 candidates earned the required mean score of 3.0 or higher. Candidates demonstrated strength in their abilities to design instruction based on learner knowledge and experience (Indicator 1, Mean score: 3.0), their abilities to recognize learner misconceptions and create experiences to build conceptual understanding (Indicator 8, Mean score: 3.0), and their abilities to assess performance to design and modify instruction to meet student needs (Indicator 15, Mean score 3.0). Candidates earned lower mean scores on their abilities to access resources to meeting the diverse needs of students (Indicator 11, Mean score: 2.68).

Aggregated and disaggregated data for all completers and programs can be found here:

SCOE Lesson Plan Composite_18FA_21SP.

*The early childhood and elementary programs allow both fall and spring admissions, resulting in additional data collection cycles.

Teacher Work Sample

The Teacher Work Sample (TWS) is a propriety instrument created by the Renaissance TWS Group, a consortium of teacher preparation institutions. Candidates are evaluated on 32 indicators for the TWS Rubric, which addresses seven main themes: Contextual Factors, Learning Goals, Assessment Plan, Design for Instruction, Instructional Decision Making, Analysis of Student Learning, and Reflection and Self-Evaluation. Each theme is aligned with the InTASC Standards. The Rubric is scored on a scale of 1 to 3, with a score of 3 representing “Indicator Met.” Candidates must earn an 80% on the Rubric during the internship semester. Information on the Renaissance TWS Group, TWS instructions, and the rubrics are found here: https://www.wku.edu/rtwsc/resources.php.

Sixty-nine candidates completed the TWS during the Fall 2020 semester. Overall, candidates earned their highest mean scores for the indicators linked to Learning Goals and Instructional Decision Making, indicating strengths in their abilities to design varied, challenged, and appropriate learning goals, as well as their abilities to adjust instruction to meet student needs. While all candidates met the 80% requirement on the TWS, candidates earned the lowest mean scores, for the Assessment Plan, particularly for their abilities to use multiple modes of assessment and adjust assessments to meet the individual needs of students (2.66 and 2.66, respectively).

One hundred twenty-four candidates completed the TWS during the Spring 2021 semester. Overall, candidates earned their highest mean scores for the indicators linked to Learning Goals, indicating strengths in their abilities to design varied, challenged, and appropriate learning goals (2.99), as well as their abilities to design clear learning goals (3.0) that are linked to the standards (3.0). Additionally, candidates demonstrated strength in their Instructional Decision Making, demonstrating their abilities to adjust instruction to meet student needs (3.0), and their ability to provide evidence of their impacts on student learning (2.99).

While all candidates met the 80% requirement on the TWS, candidates earned the lowest mean scores on varied components of the TWS. First, candidates earned lower scores in the Contextual Factors for their knowledge of students’ varied approaches to learning (2.78) and knowledge of students’ learning and prior learning (2.79). They earned lower scores for their use of this information to select appropriate and relevant activities, assignments, and resources (2.76). Finally, candidates earned their lowest mean score for their abilities to reflect on their teaching experience and its implications for professional development (2.40).

Aggregated and disaggregated data for both semesters can be found here: TWS Composite_18FA_21SP.

Future Steps: In Spring 2022, candidates began filling out a candidate demographic survey in the Anthology data collection system, which allows the EPP to then disaggregate data by gender, race/ethnicity, and Pell-grant status. Future data will be disaggregated for analysis, with at least three cycles of disaggregated data provided prior to the EPP’s next CAEP visit.

Measure 4: Ability of Completers to Be Hired in Education Positions for Which They Have Been Prepared

To collect data on graduate employment, CCU began by pulling the names of all candidates completing the Principles of Learning and Teaching (PLT) exam during the 2020-2021 assessment window, which is required by all programs for successful completion of the degree program. A total of 169 completers took the PLT exam during the 2020-2021 assessment period. The 169 candidates belonged to the following majors: Initial Measure 4 Table 1.

Next, the EPP checked the South Carolina Department of Education records site, student records, and school district websites to locate the completers; in addition, completers were emailed to ask their current employment status. The findings from the search can be found in Table 2: Initial Measure 4 Table 2.

Overall, completers across all programs were able to find positions within public schools, or other educational-based settings, without issues. Most completers took positions within public PK-12 schools; however, there were a few students who opted to take alternate positions still focused on education. An early childhood completer took a position working with a local performance group designed to entertain young children, an elementary education completer took a position working as an on-location educator for movie set locations, a music education completer accepted a position serving as the music director for a local children’s theater, and a physical education completer took a full-time position as the education provider for a local fitness center. One elementary education completer accepted a position in a private school setting. Three completers (one from early childhood, one from elementary, and one from the MAT Social Studies program) accepted positions as long-term substitutes. One middle level completer elected to attend graduate school out of state full time, and eight completers elected to take positions outside the field of education by choice, rather than due to an inability to get hired. One completer anticipated taking a teaching job but was waiting for the New Jersey Department of Education to approve her teaching license.

Given the demand for teachers across the nation, finding employment after degree completion is not an issue for candidates. However, the EPP will continue to work on methods for finding completers after graduation, to increase employment information for completers from early childhood and special education – while each program was able to reach at least 69.6% of their completers, the EPP would like to work towards 75% representation to ensure that the findings are consistent with larger sample sizes.