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 to apply professional knowledge, skills, and dispositions in the P-12 classroom).  

Across all programs, 103 out of 112 (91.96%) completers evaluated using the state’s system during the 2021-2022 academic year met their Overall Goal, with an SLO average of 0.11, higher than the state average of 0.08. Candidates had varying success in meeting their SLO ratings, which are disaggregated as follows: 

Table 1. Completer performance using S.C. State Evaluation System, 2021-2022 

When looking at the data by SCTS 4.0 Rubric Indicator, completers across all programs earned lower mean scores on Questioning (3.00), Assessment (3.05), and Thinking (3.05), although all scores were still at proficient (3.0) or higher. Completers earned higher mean scores on Growing and Developing Professionally (3.66, 3.60), Reflecting on Teaching (assessing lesson effectiveness; 3.60; using student achievement data to address student strengths and weaknesses, 3.60). These findings align with the performance of EPP candidates, which are discussed in Measure 3, and are consistent with performance from 2020-2021. 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 (111 evaluated using the state system) consistently scored above their colleagues on every indicator of the SCTS 4.0 Rubric. 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 2122

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 one of its partnering districts, who employed approximately 41.5% of identified completers from 2020-2021. Coastal Carolina requested data on 2020-2021 completers’ student performances, as 2021-2022 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. A copy of the report provided by the district is located here: Completer Effectiveness Data from Partnering District

Case Study for Completer Effectiveness 

The EPP conducted a pilot case study of completer effectiveness for completers from the last thirty months. Sixteen completers agreed to participate in the study, and data were collected on fourteen of the completers due to scheduling conflicts at two of the schools. The completers came from the Early Childhood, Elementary, Master of Arts in Teaching (English and Social Studies), and Special Education programs. The completers were evaluated using the Danielson Framework for Teaching Rubric by two faculty members, followed by a post-conference to discuss their performance. Of the fourteen observed, thirteen of the fourteen earned the EPP’s goal of an overall mean score of 2.51or higher; the fourteenth completer earned a 2.45. Candidates demonstrated strengths on all indicators related to the Classroom Environment (Domain 2) and Professional Responsibilities (Domain 4), with the highest overall mean score for Creating an Environment of Respect and Rapport (3.46). Candidates earned slightly lower overall mean scores for Planning and Preparation (Domain 1) and Instruction (Domain 3), with the lowest overall mean score for Questioning and Discussion Techniques (2.54), but all were within the EPP’s expectation for a 2.51 or higher.  

Completer Effectiveness Case Study

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 33, for a response rate of 62.2%, an increase from the previous year’s response rate of 34%. 

Employer Survey_Initial Licensure 22SP - Composite_Redacted

Below are some highlights linked to student performance: 

• 97% of the respondents were Extremely or Moderately Satisfied with CCU completers’ abilities to help all children learn (InTASC Standard 1). 
• 100% of the respondents were Extremely or Moderately Satisfied with CCU completers’ abilities to consider school, family, and community contexts and students’ prior experiences to develop meaningful learning experiences (InTASC Standard 2).
• 97% of the respondents were Extremely or Moderately Satisfied with CCU completers’ knowledge of cultural diversity issues that include global and multicultural perspectives (InTASC Standard 2).
• 100% of the respondents were Extremely or Moderately Satisfied with CCU completer’s abilities to develop a classroom and school climate that values diversity (InTASC Standard 3).
• 100% of the respondents were Extremely or Moderately Satisfied with CCU completer’s knowledge of the content in their field (InTASC Standard 4). 
• 94% 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 was a first-year teacher this past school year. She has worked collaboratively with her team. She was named Rookie Teacher of the Year at our school. She has shown a willingness to learn, grow, and develop as an educator. She has a great rapport with students, parents, and colleagues.”  
• “X is a wonderful young teacher. She “gets” it. She has come to our school very prepared.” 

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.  

Employer Survey_Initial Licensure 22SP - Early Childhood Education_Redacted

Employer Survey_Initial Licensure 22SP - Elementary Education_Redacted

Employer Survey_Initial Licensure 22SP - MAT English

Employer Survey_Initial Licensure 22SP - MAT Science

Employer Survey_Initial Licensure 22SP - MAT Social Studies

Employer Survey_Initial Licensure 22SP - Middle Level Education_Redacted

Employer Survey_Initial Licensure 22SP - Physical Education_Redacted

Employer Survey_Initial Licensure 22SP - Music

Employer Survey_Initial Licensure 22SP - Special Education_Redacted

Overall, completers from Coastal Carolina University’s education programs are performing well when compared with their colleagues across the state, with 91.96% of completers meeting their target goals for 2021-2022, and with SCTS 4.0 data supporting their abilities to perform as well as or better than their counterparts. Based on limited K-8 test data provided by a partnering district, completers showed similar performance as it related to student achievement on most K-8 reading and mathematics assessments when compared to non-CCU graduates, but some caution should be noted given the discrepancies in comparative sample sizes. Additionally, Employer Satisfaction Survey data indicate that most employers (87.9% or higher) are pleased with completer performance as it relates to both the InTASC and ISTE Standards.  

Measure 2: Satisfaction of Employers and Stakeholder Involvement

Satisfaction of Employers (Initial Programs) 

Employer Satisfaction Survey 

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 of their administrators and returned by 62.2% This was an increase from last year's response rate of 34%.

Employer Survey_Initial Licensure 22SP - Composite_Redacted

 Below are some highlights from the responses: 

• 100% of the respondents were Extremely or Moderately Satisfied that CCU completers were able to consider school, family, and community contexts and prior experiences of students to develop meaningful learning experiences (InTASC Standard 2). 
• 100% of the respondents were Extremely or Moderately Satisfied that CCU completers could create a classroom climate that welcomes diversity (InTASC Standard 3). 
• 100% of the respondents were Extremely or Moderately Satisfied that CCU completers had knowledge of the content in their fields (InTASC Standard 4). 
• 94.0% 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) 
• 90.9% 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), an increase from the previous year’s rating of 88.9%.

Additionally, data were broken down by program; these data can be accessed using the links below. The distribution of survey responses is as follows:

One challenge impacting data collection for 2021-2022 was that one of the EPP’s partnering districts required consent from all graduates to contact their employer, despite the survey being deemed as exempt by the EPP’s Institutional Review Board. Sixty-five of the graduates worked in the partnering district; 48 were emailed to request permission to send the survey to their principal. Of the 48, only thirteen responded, with eleven providing consent.  

• Employer Survey_Initial Licensure 22SP - Early Childhood Education_Redacted
• Employer Survey_Initial Licensure 22SP - Elementary Education_Redacted
• Employer Survey_Initial Licensure 22SP - MAT English
• Employer Survey_Initial Licensure 22SP - MAT Science
• Employer Survey_Initial Licensure 22SP - MAT Social Studies
• Employer Survey_Initial Licensure 22SP - Middle Level Education_Redacted
• Employer Survey_Initial Licensure 22SP - Physical Education_Redacted
• Employer Survey_Initial Licensure 22SP - Music
• Employer Survey_Initial Licensure 22SP - Special Education_Redacted

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 2022, data were collected from two of the EPP’s main partnering districts regarding RTOY nominees:

Table 1. Partner District 1 (47 schools) 

For Partner District 1, 23 of the 47 honorees (48.9%) were CCU completers. In addition, all the top five candidates were EPP completers: two from the Elementary Education program, two from Middle Level, and one from the Master of Arts in Teaching program.

In Partner District 2, two of the 15 honorees (13.33%) were CCU completers. Both were graduates from the Elementary Education program.

The EPP was also able to identify at least two other completers, one from the Elementary Education program and one from Middle Grades Education, that earned RTOY recognition for their 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 2021-2022 academic year, once in November 2021 and once in April. During the November 2 meeting, the committee began reviewing feedback on the SCOE Lesson Plan rubric, which is used across all programs. Feedback from the committee indicated that there were some questions over the need to include technology in the rubric. The committee members shared how technology was used in their schools, to determine if the rubric might be adjusted. Dr. Curry shared that she had implemented the new rubric and found it easier to use than the previous rubric. The committee also discussed the Assessment of Candidate Dispositions. The committee overall felt that the tool measured appropriate characteristics for teachers but suggested the use of a Likert scale to score candidates. Finally, the committee split into groups to brainstorm ways to engage in PK-12 partnerships with the EPP. The committee members shared that increased communication from the college would be helpful, particularly in regard to expectations for candidate performance, and in sharing candidate performance data with stakeholders: TEAC Meeting Minutes 11.2.21

During the April 26 meeting, the committee discussed field experiences, and what the stakeholders thought candidates should be doing as they progressed through their respective programs. The committee made recommendations for consistency in the number of observations, lessons, and interaction with students across programs, which were taken back to faculty at the start of the Fall 2022 semester. The changes recommended by the committee were agreed upon by faculty and will begin implementation in the Spring 2023 semester TEAC Meeting Minutes 04.06.22

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 current MOUs can be located here: 

• Beaufort 6-23-2020 Principal Internship Experience
• Dillon MOU
• Florence 1 2020
• Florence 2 MOU
• Florence 3 MOU
• Florence 4 MOU
• Georgetown MOU
• Horry Data MOU
• Horry MOU
• Marion MOU

Measure 3: Candidate Competency at Completion

R3.3

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 2021-2022 Undergraduate Catalog: https://tinyurl.com/yyybszkt

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:

Table 1. EPP-Wide Key Assessment Implementation 

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 2.5 or higher by the end of the internship semester. A copy of the rubric is located here.

Aggregated and disaggregated data for the Fall 2021 and Spring 2022 semesters is found here: South Carolina Teaching Standards 4.0 Rubric Composite_2019-2022

In Fall 2021, 21 candidates were evaluated using the ADEPT/SCTS 4.0 Rubric. All 21 candidates earned the required mean score of 3.0 or higher, with strengths including, but not limited to, building student-teacher interactions (3.476), making thoughtful assessments of their lesson’s effectiveness (3.619), and offering specific actions to improve their teaching (3.619). Candidates earned a lower mean score for incorporating student interests and cultures (3.0), assessment (3.0), and student work (3.0).

In Spring 2022, 119 candidates were evaluated using the ADEPT/SCTS 4.0 Rubric. All 119 candidates earned the required mean score of 3.0 or higher, with strengths including, but not limited to, their abilities to create a respectful culture (3.454), making thoughtful assessments of their lesson’s effectiveness (3.504), and offering specific actions to improve their teaching (3.521). Like the 2020-2021 academic year, candidates earned a lower mean score for lesson structure (2.824) and accommodating individual student needs (2.908). Data for each program are found in the South Carolina Teaching Standards 4.0 Rubric Composite_2019-2022

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.

Aggregated and disaggregated data for the Fall 2021 and Spring 2022 semesters is found here: Conceptual Framework Evaluation Composite_2019-2022

In Fall 2021, 21 candidates were assessed using the Conceptual Framework Rubric. All 21 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 (3.48), applying technology to facilitate effective assessment practices (3.38), and analyzing personal performance to improve teaching and learning (3.30). Candidates earned a lower mean score for their abilities to plan lesson that met the needs of culturally and developmentally diverse students (3.10).

In Spring 2022, 119 candidates were evaluated using the Conceptual Framework Rubric. All 119 candidates earned the required mean score of 3.0 or higher. As with the last semester, candidates demonstrated strengths including, but not limited to, planning and implementing effective learning environments and experiences supported by technology (3.47) and analyzing personal performance to improve teaching and learning (3.46). Candidates earned a lower mean score for their abilities to plan lesson that met the needs of culturally and developmentally diverse students (3.15).

In the Spring 2022 semester, the college began disaggregating the Conceptual Framework data by gender, race/ethnicity, Pell eligibility status, and first-generation status to determine if there were any significantly different scores for each group. The disaggregated data are found here: {Conceptual Framework Summative Rubric 22SP - Composite (Includes comparison between subgroups)}. Overall, there were no major differences amongst subgroups, though comparisons were limited due to extremely small sample size (e.g., n=1) for some groups. The EPP will continue to work on disaggregating data and examining for statistical significance, as appropriate, in the future.

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/test-takers/plan-your-test/licensure/requirements.html

 In 2021-2022, 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 2021-2022, program completers had the following pass rates (benchmark goals are noted in black, earned percent is noted in bold):

Table 2. EPP’s First Time Pass Rate on Praxis II Exams, by Program

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, MAT English, mathematics, and science, the middle level program, and physical education only had one to four students; therefore, conclusions cannot be drawn from the data for these programs. In addition, candidates in some programs (e.g., early childhood and elementary education) have two different options for testing, whereas other programs do not. However, some patterns are established from the data; elementary education candidates consistently struggle more with passing the mathematics and social studies components of their exams, regardless of which text they take, and early childhood candidates experience more success when taking Praxis #5024 when compared to Praxis #5025.

The EPP also disaggregated programmatic data for 2021-2022 by gender, race/ethnicity, Pell Eligibility, and first-generation status. Comparisons will not be made across data samples with fewer than four students per sample. Data for which comparisons can be made are found here:

2021-22 ECED Completers - By Demographics

2021-22 ELED Completers - By Demographics

2021-22 MAT English Completers - By Demographics

2021-22 MAT SSTD Completers - By Demographics

2021-22 SPMC Completers - By Demographics

Findings from the subgroup comparisons, as appropriate, include:

• Pell Eligible (n=20) early childhood education candidates had a higher first-time pass rate on test #5025 when compared to their non-Pell Eligible colleagues (n=27) (90% and 85.2%, respectively).
• African American candidates had a lower first-time pass rate on the Elementary tests #5002 (Reading and Language Arts), #5003 (Mathematics), and #5005 (Science) when compared to their white colleagues, but a higher first-time pass rate on Test #5004 (Social Studies).
• Non-Pell Eligible (n=8) candidates had a higher first-time pass rate on the Special Education test #5543 when compared to their Pell eligible colleagues (n=4) (87.5% and 75%, respectively).

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://ed.sc.gov/educators/educator-effectiveness/expanded-adept-resources/https-ed-sc-gov-educators-educator-effectiveness-expanded-adept-resources-educator-evaluation-guidance/scts-4-0-rubric-updated-environment-domain1/. Candidates in K-12 programs (e.g., Physical Education, Music Education, Special Education) were allowed to choose one of the four tests to complete (early childhood, K-6, 5-9, or 7-12), or they could take the K-12 testing option. In 2021-2022, 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. In 2021-2022, program completers had the following first-time pass rates:

Table 3. PLT First Time Pass Rates, by Exam

Candidates completing tests 5622, 5623, and 5624 met the 80% goal; those completing the early childhood PLT had a slight decline from previous years on first time pass rate, at 73.8%. During the 2021-2022 academic year, PLT #5625 was an option for the first time for those in music education, physical education, and special education; eight candidates took the test with a pass rate of 75%, just short of the 80% goal. Aggregated PLT data are found here: 2021-22 Overall PLT - All Students

In addition to looking at the PLT data in aggregate form, the EPP disaggregated data based on gender, race/ethnicity, first-generation status, and Pell eligibility to determine if there were any differences amongst subgroups. It should be noted that due to some groups having exceptionally small sample sizes (n<4), comparisons should be taken with caution when utilizing those groups. When looking at PLT #5621 (Early Childhood), there was effectively no difference in mean scores between female and male students completing the text (165 and 164, respectively), or between students of different ethnicities, although white students scored marginally higher than their Black or African American, Hispanic or Latino, and two or more race colleagues (165, 161, 161, and 161, respectively). There was no difference between candidate scores that were Pell eligible when compared with those that were not Pell eligible (164 and 165), or between those that were first-generation college students and those that were not (164 and 165). 

When comparing candidate performance on PLT #5622 (Grades K-6), males earned a slightly higher mean score when compared to females (177 versus 173), and non-Pell eligible students earned a slightly higher score when compared with those that were Pell eligible (175 versus 170). White candidates earned a slightly higher score than Black or African American candidates (174 and 171, respectively). There was virtually no difference between those that were first-generation and those that were not (173 and 174, respectively).

On PLT #5623 (Grades 5-9), females earned a slightly higher mean score than males (171 versus 168). Because there were so few candidates in each race/ethnicity subgrouping, data will not be compared across those scores. Pell eligible candidates earned slightly lower mean scores than those that were not Pell eligible (167 and 171, respectively). As with PLT #5622, there was virtually no difference between those that were first-generation and those that were not (169 and 170, respectively).

On PLT #5624 (Grades 7-12), female and male candidates earned the same mean score (173). Black or African American candidates outperformed white candidates (174 versus 172). No Pell eligible candidates completed PLT #5624; therefore, a comparison cannot be made. First generation and non-first-generation candidates earned the same mean score, 173.

Finally, on PLT #5625 (Grades PK-12), male candidates outperformed their female colleagues (164 compared to 159). Comparisons cannot be made across race/ethnicity subgroups due to lack of subgroups/low subgroup composition. Pell eligible candidates earned slightly higher mean scores than those that were not Pell eligible (164 and 160, respectively). Only non-first-generation candidates completed PLT #5625, earning a mean score of 161.

Disaggregated test data may be found here: 2021-22 Overall PLT - By Demographics

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.

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 2021 and Spring 2022 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.

Comparison by Assessment Point_Professional Dispositions - 21FA-22SP ECED

Comparison by Assessment Point_Professional Dispositions - 21FA-22SP_ ElemEd

Comparison by Assessment Point_Professional Dispositions - 21FA-22SP_MAT English

Comparison by Assessment Point_Professional Dispositions - 21FA-22SP_ MAT Math

Comparison by Assessment Point_Professional Dispositions - 21FA-22SP_MAT Science

Comparison by Assessment Point_Professional Dispositions21FA22SPMATSocialStudies

Comparison by Assessment Point_Professional Dispositions - 21FA-22SPMiddle Level

Comparison by Assessment Point_Professional Dispositions - 21FA-22SP PhysEd

Additionally, the EPP disaggregated the Spring 2022 data by subgroups, including race/ethnicity, gender, first-generation status, and Pell-eligibility.  Scores were moderately consistent when examined by race/ethnicity, except for candidates for whom their race/ethnicity was unknown, who scored higher than their colleagues on all disposition indicators; however, it should be noted that most subgroups had relatively small sample sizes excluding white candidates. When examined by gender, females (n=159) consistently outperformed males (n=40) on all disposition indicators. When comparing first-generation candidates to those that were not first generation, first-generation candidates outperformed their colleagues on nearly every indicator. Finally, non-Pell eligible candidates (n=145) outperformed their Pell-eligible (n=54) on every indicator. Disaggregated data are found here: Professional Dispositions - Initial Licensure, 22SP - Composite

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 SCOE Lesson Plan Assessment. Beginning in Fall 2021, the SCOE Lesson Plan rubric was modified based on feedback from faculty and from stakeholders in the Teacher Education Advisory Council.  A copy of the rubric is located here: SCOE Lesson Plan Revised Rubric

In Fall 2021, 110 candidates across all initial licensure programs completed the SCOE Lesson Plan assessment, and all 110 candidates earned the required mean score of 3.0 or higher. Candidates demonstrated strength in their abilities to identify appropriate content standards and objectives (Indicator 1, Mean score: 3.45) and in their abilities to use assessments to monitor learning progress (Indicator 2, Mean score: 3.25). Candidates earned lower mean scores for their abilities to bring multiple perspectives to the lesson (Indicator 8, Mean score: 2.98) and for their abilities to use technology to support assessment practices (Indicator 10, Mean score: 3.04). Aggregated data from the Fall 2021 implementation of the SCOE Lesson Plan are located here: SCOE Lesson Plan 21FA - Aggregate

Disaggregated data for each respective program are located here:

SCOE Lesson Plan 21FA - Early Childhood Ed

SCOE Lesson Plan 21FA - Elementary Education.

SCOE Lesson Plan 21FA - MAT English.

SCOE Lesson Plan 21FA - MAT Math

SCOE Lesson Plan 21FA - MAT Science

SCOE Lesson Plan 21FA - MAT Social Studies.

SCOE Lesson Plan 21FA - Physical Education

SCOE Lesson Plan 21FA - Special Education

In Spring 2022, 47 candidates in the early childhood education, elementary education*, and middle level education programs completed the SCOE Lesson Plan assessment, and all 47 candidates earned the required mean score of 3.0 or higher. Candidates demonstrated strength in their abilities to engage all learners in higher order thinking (Indicator 2, Mean score: 3.3), their abilities to identify appropriate content standards (Indicator 1, Mean score: 3.04), and their abilities to adapt and modify instruction to meet student needs (Indicator 6, Mean score 3.04). Candidates earned lower mean scores on their abilities to access resources to meet the diverse needs of students (Indicator 7, Mean score: 2.91) and their abilities to bring multiple perspectives to the lesson (Indicator 8, Mean score: 2.91). Aggregated data from the Spring 2022 implementation of the SCOE Lesson Plan are located here: SCOE Lesson Plan 22SP - Aggregate

Disaggregated data for each respective program is located here:

SCOE Lesson Plan 22SP - Early Childhood Ed

SCOE Lesson Plan 22SP - Elementary Education

SCOE Lesson Plan 22SP - Middle Level Education

*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

Twenty-seven candidates completed the TWS during the Fall 2021 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 use sound, professional practices. While all candidates met the 80% requirement on the TWS, candidates earned the lowest mean scores for the Assessment Plan, particularly for their technical soundness and their abilities to assessments to meet the individual needs of students (2.41 and 2.48, respectively). Aggregated data for the Fall 2021 implementation of the TWS are found here: TWS Aggregate FA21

Disaggregated data for each respective program is located here:

TWS Early Childhood FA21

TWS Elementary FA21

TWS Music Education FA21

In Spring 2022, the EPP decided to pilot a revised TWS rubric, with four indicators and five sections, that was also created by members of the TWS Renaissance Group. Candidates in the early childhood, elementary, MAT programs, and special education piloted the revised rubric; middle level, music, and physical education used the same rubric as the fall semester. Candidates were required to earn an overall mean score of 3.0 on the revised rubric. The revised rubric is located here: https://www.wku.edu/educatorservices/student_teaching/documents/teacher_work_sample.pdf

Ninety-five candidates completed the revised TWS during the Spring 2022 semester. Overall, candidates earned their highest mean scores for the indicators linked to their Reflection on Teaching Practices, indicating strengths in their abilities self-assess (3.34) and identify their strengths and weaknesses (3.33). Additionally, candidates demonstrated strength in their Contextual Factors, demonstrating strength in their knowledge of the classroom (3.32), and student characteristics (3.25).

While all candidates met the 80% requirement on the TWS, candidates earned the lowest mean scores primarily from the section focused on Learning Goals and Pre/Post Assessment. Candidates earned lower scores in on their use of adaptations to meet student assessment needs (3.0), as well as the appropriateness of their learning goals (3.01). Additionally, candidates earned a lower mean score for their formative assessment plans (3.0). Aggregated data for the Spring 2022 implementation of the TWS are found here:TWS Aggregate SP22

Disaggregated data for each respective program is located here:

TWS 22SP Early Childhood Education

TWS 22SP Elementary Education

TWS 22SP MAT English

TWS 22SP MAT Math

TWS 22SP MAT Social Studies

TWS 22SP Middle Level Education

TWS 22SP Music Education

TWS 22SP Special Education

TWS 22SP Physical Education

In the Spring 2022 semester, data from the revised TWS were disaggregated by gender, race/ethnicity, and first-generation status. When comparing by gender, males outperformed females on sixteen of the 24 indicators; however other variables contributed to this difference. Candidates in the MAT programs, overall, earned much higher mean scores across all indicators when compared to those in undergraduate programs, and the MAT program is comprised largely of male candidates. When factoring in program, the program level itself had a greater influence on candidate scores compared to gender. There was only one difference in scores when compared by generational status, with non-first-generation candidates earned a significantly higher mean score on their formative assessments compared to first-generation candidates (3.06 and 2.74, respectively, p=0.025). When compared by ethnicity, there were only two mean scores with significant differences, with white students earning higher mean scores for their self-assessments using the SCTS 4.0 rubric (3.41 vs. 2.83, respectively, p=0.002) and higher mean scores for their identification of teaching strengths and weaknesses (3.35 vs. 3.0, p=0.039) when compared to their underrepresented colleagues.SP22 Revised Teacher Work Sample Demographic Comparison

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

To collect data on graduate employment, Coastal began by pulling the names of all candidates that completed the Principles of Learning and Teaching (PLT) exam during the 2021-2022 assessment window, as this was a requirement prior to graduation and licensure. A total of  135 candidates graduated from the program in 2021-2022. Of the 135, 116 completers finished the degree program with eligibility for licensure, and an additional three graduates met licensure (completer) status prior to starting the 2022-2023 academic year and within the window for data collection. Sixteen graduates completed the degree program but did not pass licensure exams. As a result, these graduates are not considered “completers” and are thus not included in the data. A total of 85.9% of EPP graduates met completer requirements. Completer disaggregation by program is in Table 1:

Table 1: Certification area and number of completers

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. The findings do include the three graduates that met state licensure requirements after graduation.

Initial Measure 4 Table 2

Completers, as well as those meeting requirements after graduation, were able to find positions within public schools, or other educational-based settings, without issues. Nearly every completer took a position within a public PK-12 schools; however, there were a few students who opted to take alternate positions still focused on education. An early childhood completer accepted a position in a private school setting, another took a position outside of teaching, and a third decided to take a year off before beginning work. One special education major enrolled in graduate school for Speech Pathology.

Given the demand for teachers across the nation, finding employment after degree completion is not an issue for candidates. Last year, the EPP set a goal of finding 75% of graduates to determine where they were employed. This year, the EPP was able to do so for every program excluding physical education, which was also impacted by small sample size. The EPP will continue to monitor completer progress, both for those meeting requirements at graduation and those meeting requirements shortly thereafter.