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, a completer case study, 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, 121 out of 123 (97.58%) completers evaluated using the state’s system during the 2022-2023 academic year met their Overall Goal, outperforming the overall rate for the state (94.82%). The other 2.42% of completers had incomplete evaluations from administrators. The graduates earned an SLO average of 0.09, equal to the state average of 0.09. Candidates had varying success in meeting their SLO ratings, which are disaggregated as follows:

Table 1. Completer performance using S.C. State Evaluation System, 2022-2023

When looking at the data by SCTS 4.0 Rubric Indicator, completers across all programs earned lower mean scores on Questioning (3.04), Assessment (3.02), and Thinking (3.04), although all scores were still at proficient (3.0) or higher and consistent with scores from 2021-2022 (3.00, 3.05, and 3.05, respectively). Like the previous year, completers earned higher mean scores on Growing and Developing Professionally (3.61, 3.58), Reflecting on Teaching (assessing lesson effectiveness; 3.64;  using student achievement data to address student strengths and weaknesses, 3.58). These findings align with the performance of EPP candidates, which are discussed in Measure 3, and are consistent with performance from 2021-2022. 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 2022-2023, Coastal Carolina University completers (123 evaluated using the state system) scored equal to or above their colleagues on 18 out of 29 (62.1%) indicators on the SCTS 4.0 Rubric. Completers score no more than 0.08 points below their colleagues for indicators where the state average was higher. 

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 two of its partnering districts, who employed approximately 42.5% of identified completers from 2021-2022 (57 out of 134 graduates). Coastal Carolina requested data on 2021-2022 completers’ student performances, as 2022-2023 would be their first year in the classroom. The first 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. Five of the seven teachers hired by the district had student data available, and the students’ of all five scored at or above their district counterparts. At the time of this report, the EPP was still waiting on data from the second district, where the remaining 50 completers are employed (data expected by the end of the academic year).

Case Study for Completer Effectiveness 

In 2021-2022, the EPP conducted a pilot case study of completer effectiveness for completers from the last thirty months, completing 14 observations of completers in their classrooms. For 2022-2023, the EPP scaled up the study, observing 22 completers that graduated in the Spring 2023 semester. The completers came from the Early Childhood, Elementary, Master of Arts in Teaching (Mathematics and Science), Middle Level, and Special Education programs. All but two completers were evaluated using the Danielson Framework for Teaching Rubric by two faculty members, followed by a post-conference to discuss their performance. Two completers were observed by one faculty member only, who was certified in their content area, due to scheduling issues/illness. Of the 22 observed, twenty-one (95.4%) earned the EPP’s goal of an overall mean score of 2.51or higher, an increase from the previous year’s 92.8%. As with the previous year, candidates demonstrated strengths on all indicators related to the Classroom Environment (Domain 2) and Professional Responsibilities (Domain 4). Candidates earned the highest overall mean score for Organizing Physical Space (3.47), followed by Managing Student Behavior (3.26) and Creating an Environment of Respect and Rapport (3.21). Candidates earned slightly lower overall mean scores for Planning and Preparation (Domain 1) and Instruction (Domain 3), with the lowest overall mean scores for Questioning and Discussion Techniques (2.68; consistent with the previous year) and Using Assessment for Instruction (2.68), but all were within the EPP’s expectation for an overall mean score of 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 55 administrators and returned by 29, for a response rate of 52.7%, a slight decrease from the previous year’s response rate of 62.2%. Employer Survey_Initial Licensure 23SP - Composite_Redacted

Below are some highlights linked to student performance:

• 1% of the respondents were Extremely or Moderately Satisfied with CCU completers’ abilities to help all children learn (InTASC Standard 1).
• 6% 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).
• 6% of the respondents were Extremely or Moderately Satisfied with CCU completer’s abilities to demonstrate dispositions that value fairness and the belief that all students can learn (InTASC Standard 3).
• 6% of the respondents were Extremely or Moderately Satisfied with CCU completer’s knowledge of the content in their field (InTASC Standard 4).
• 100% of the respondents were Extremely or Moderately Satisfied that CCU completers could analyze their personal performance to improve teaching and learning (InTASC Standard 6)
• 21 out of the 28 respondents rated their overall satisfaction with Spadoni College graduates as Extremely Satisfied, and seven rated their satisfaction as Moderately Satisfied (one respondent did not answer the question).

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

• “X has been an outstanding first year teacher. She has embraced our diverse school and adjusted instruction accordingly. [She] has built strong relationships with students, parents, and colleagues during this school year.”
• “X has entered her teaching position well prepared to take on the challenges of her classroom and to work cooperatively with classroom staff, administrators, and families for the benefit of all her students.”

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 23SP - Early Childhood Education_Redacted
Employer Survey_Initial Licensure 23SP - Elementary Education_Redacted
Employer Survey_Initial Licensure 23SP - MAT English
Employer Survey_Initial Licensure 23SP - MAT Social Studies
Employer Survey_Initial Licensure 23SP - Middle Level Education
Employer Survey_Initial Licensure 23SP - Physical Education_Redacted
Employer Survey_Initial Licensure 23SP - Special Education_Redacted

Overall, completers from Coastal Carolina University’s education programs are performing well when compared with their colleagues across the state, with 97.58% of completers meeting their target goals for 2022-2023, 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 (83.1% 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 

As previously noted, 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. Surveys are only sent to supervisors of those working in positions for which they were prepared. 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 55 administrators and returned by 29, for a response rate of 52.7%, a slight decrease from the previous year’s response rate of 62.2%. The 29 responses represent feedback regarding 19.7% of the total graduates from the 2021-2022 academic year.

Below are some highlights from the responses:

• 1% of the respondents were Extremely or Moderately Satisfied with CCU completers’ abilities to help all children learn (InTASC Standard 1).
• 6% 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).
• 6% of the respondents were Extremely or Moderately Satisfied with CCU completer’s abilities to demonstrate dispositions that value fairness and the belief that all students can learn (InTASC Standard 3).
• 6% of the respondents were Extremely or Moderately Satisfied with CCU completer’s knowledge of the content in their field (InTASC Standard 4).
• 100% of the respondents were Extremely or Moderately Satisfied that CCU completers could analyze their personal performance to improve teaching and learning (InTASC Standard 6)
• 21 out of the 28 respondents rated their overall satisfaction with Spadoni College graduates as Extremely Satisfied, and seven rated their satisfaction as Moderately Satisfied (one respondent did not answer the question).

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 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-two (42.2%) of the graduates worked in the partnering district; 45 were emailed to request permission to send the survey to their principal. Of the 45, twenty-one responded, with nineteen providing consent. The EPP’s goal is to increase the response rate to represent 30% of program completers, an increase of 10.3% from this year. Survey data are in the links provided above.

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 Spring 2023, data were collected from two of the EPP’s main partnering districts regarding RTOY nominees:

Table 1. Partner District 1 (41 schools)

For Partner District 1, 23 of the 41 honorees (56.1%) were CCU completers. In addition, two of the top five candidates were EPP completers: one from Early Childhood, and one from Special Education. The nominee from Special Education was selected to be the district’s overall Rookie Teacher of the Year.

In Partner District 2, three of the 14 honorees (21.4%) were CCU completers. One was a graduate from the Early Childhood program, and two were graduates from the Master of Arts in Teaching program (one social studies, one English).

Additionally, a completer from the Special Education program was named the 2023 South Carolina Council for Exceptional Children Rookie Teacher of the Year.

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.

Cooperating Teacher Feedback Sessions

Twice annually, cooperating teachers are invited to join CCU faculty in drop-in Zoom sessions to provide their feedback on candidates, their experiences as cooperating teachers, and to make suggestions for how Coastal can better meet their needs in the PK-12 school setting. Zoom drop-in sessions were held twice in the Fall (November 9 and 10, 2022; Cooperating Teacher Feedback 11.11.22) and again in the Spring:CT Zoom Session Minutes 3.21.23. In the Fall, cooperating teachers requested more frequent feedback from programs. The Director of Clinical Placements and Associate Dean spent the semester alternating reminder emails to faculty to communicate with the cooperating teachers, to increase communication. In the Spring, the cooperating teachers were pleased, overall, with candidate performance, noting that candidates got involved early and often in their classrooms. Most indicated that communication from programs had increased. Some teachers provided program-specific feedback regarding their candidates, which was subsequently addressed with program coordinators.

Internship Professional Development Series

Beginning in Spring 2023 semester, Coastal Carolina University partnered with one of its district partners to offer a professional development series for candidates entering internship. Candidates were asked to provide input on what sessions they would like offered for professional development; using this information, as well as feedback from the EPP and districts on areas where candidates needs further exposure/support, workshop sessions were developed. Depending on the semester and number of interns, some sessions are hosted on campus and others are hosted at district locations, so that candidates learn more about the partnering districts. At the end of the sessions, which in Spring 2023 focused on topics such as interviewing, CPR, educational platforms used by the schools, the IEP process, Smartboard training, and trauma-informed instruction, candidates provide feedback on the sessions. They share which sessions were most beneficial, what might be changed about a session, and make suggestions for other sessions to offer. This information is then used by Coastal Carolina and the districts to plan the next series. In Spring 2023 Coastal hosted and ran the first two days of the sessions, and Horry County Schools ran the third day on Coastal’s campus. Copies of schedule from Day 3 of the Spring 2023 professional development series offered in tandem with the district are located here:

Intern Orientation, Intern PD January 11 - 13

CCU and HCS Collaboration Feedback

After the inaugural event, CCU was able to expand the professional development series, now offering multiple day trainings for interns with multiple local districts, including Florence, Georgetown, Horry, and Marion Counties. These will be shared in the 2023-2024 report.

Memoranda of Understanding (MOU)

Coastal Carolina University works with partner districts to review and renew MOUs. MOUs are reviewed annually and renewed every one to three years, depending on district. 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. MOUS are available upon request.

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.

In November 2022 and March 2023, TEAC committee members were invited to join in drop-in sessions on November 9 and 10 with cooperating teachers from the partnering districts to hear their perspectives on the program, the EPP’s work with the district, and to make recommendations for continued partnership work. Four representatives from TEAC attended the sessions (two faculty, one district superintendent, and the Executive Director for Human Resources for a partnering district). One member of TEAC joined in the Spring meeting (Cooperating Teacher Feedback 11.11.22, CT Zoom Session Minutes 3.21.23).

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 is in the 2022-2023 Undergraduate Catalog: http://tinyurl.com/2s3kutu4

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: Updated SCTS 4 0 Rubric.

Data for the Fall 2022 and Spring 2023 semesters is found here: ADEPT Summative Rubric 22FA - All Initial Licensure Programs,  ADEPT Summative Rubric 23SP - Composite

In Fall 2022, 31 candidates were evaluated using the ADEPT/SCTS 4.0 Rubric. All 31 candidates earned the required mean score of 3.0 or higher, with strengths including, but not limited to, creating an effective learning environment (3.52), making thoughtful assessments of their lesson’s effectiveness (3.42), and offering specific actions to improve their teaching (3.48). Candidates increased their mean score for incorporating student interests and cultures from the previous assessment cycle (3.0 to 3.16). Candidates earned a lower mean score for aligning assessments with state standards (3.0), pacing (3.0), and student mastery (3.0), although all scores were at a 3.0 (Proficient). 

In Spring 2023, 100 candidates were evaluated using the ADEPT/SCTS 4.0 Rubric. All 100 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 (3.37), making thoughtful assessments of their lesson’s effectiveness (3.38), and offering specific actions to improve their teaching (3.32). Like the 2021-2022 academic year, candidates earned a lower mean score for lesson structure (2.95) and accommodating individual student needs (2.94), although mean scores did increase from the last Spring cycle. Overall, there was a slight decline in candidate mean scores from Fall 2022 to Spring 2023. While scores were still at the required expectations, CCU will continue to monitor candidate performance for any trends that should be addressed.

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: Conceptual Framework _Summative.

Aggregated and disaggregated data for the Fall 2022 and Spring 2023 semesters is found here: (Conceptual Framework Summative Rubric 22FA - Composite, ADEPT Summative Rubric 23SP - Composite). 

In Fall 2022, 31 candidates were assessed using the Conceptual Framework Rubric. All 31 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 (3.42), analyzing personal performance to improve teaching and learning (3.39), and using a variety of instructional strategies to encourage students’ development of critical thinking and problem-solving skills (3.32). Candidates earned a lower mean score for their abilities to demonstrate a thorough knowledge of subject matter (3.10). Candidate scores improved for their abilities to plan lesson that met the needs of culturally and developmentally diverse students from the Fall 2021 assessment cycle (3.10 vs. 3.16).

In Spring 2023, 100 candidates were evaluated using the Conceptual Framework Rubric. All 100 candidates earned the required mean score of 3.0 or higher. Candidates demonstrated strengths including, but not limited to, managing the classroom to create a positive and safe learning environment (3.31), application of technology to facilitate effective assessment, evaluation, and productivity practices (3.39),  and analyzing personal performance to improve teaching and learning (3.29). Candidates earned a lower mean score for their abilities to plan lesson that met the needs of culturally and developmentally diverse students, a decline from the Fall 2022 semester (3.02).

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/.

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 2022-2023, 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, music, MAT science, and the middle level program only had one to five 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; middle level and physical education students consistently struggle more with the Praxis exams when compared to their colleagues in other programs, and early childhood candidates experience more success when taking Praxis #5024 when compared to Praxis #5025. Many programs saw an increase in first-time pass rates from 2022 to 2023, including: Elementary Education (6 of the 8 subtests), Middle Level Math, Music Education, Special Education, MAT Science, and MAT Social Studies.

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) were allowed to choose one of the four tests to complete (early childhood, K-6, 5-9, or 7-12) prior to September 2022, but were then required to select the K-12 testing option beginning in September 2022.

Coastal Carolina University’s goal is for at least 80% of candidates to pass the PLT on their first attempt. In 2022-2023, program completers had the following first-time pass rates:

Table 3. PLT First Time Pass Rates, by Exam

Candidates completing tests 5621, 5622, 5623, and 5624 met the 80% goal; those completing the early childhood PLT increased from the previous year’s first-time pass rate, of 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%. In 2022-2023, the first-time pass rate for PLT #5265 decreased to 62.3% , with students in Special Education demonstrating greater difficulties in passing the exam (54.5% first time pass rate for the program). The program will continue to monitor candidate performance on the exam to determine what supports are needed in the program. 

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 - 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 2022 and Spring 2023 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. All candidates met the dispositions expectations for program completion, demonstrating strength in engaging with colleagues and school personnel in a respectful and professional manner, coming to school prepared and ready to contribute to the educational experience, and respecting students, peers, families, and school personnel across both internship semesters.

Professional Dispositions - Initial Licensure, 22FA - Composite for AR
Professional Dispositions - Initial Licensure, 23SP - Composite for AR

Spadoni College (SCOE) Lesson Plan Rubric

The SCOE 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. A copy of the rubric is located here: SCOE Lesson Plan Rubric.

In Fall 2022, 85 candidates across all initial licensure programs completed the SCOE Lesson Plan assessment, and all 85 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: 3.35) and in their abilities to recognize learner misconceptions and create experiences that build accurate conceptual understanding (Indicator 4, Mean score: 3.15). Candidates earned lower mean scores for their abilities to bring multiple perspectives to the lesson (Indicator 8, Mean score: 3.05) and for their abilities to ask questions that serve different purposes (Indicator 5, Mean score: 3.06).

In Spring 2023, 27 candidates in the early childhood education and elementary education programs completed the SCOE Lesson Plan assessment, and all 27 candidates earned the required mean score of 3.0 or higher. Candidates demonstrated strength in their abilities to identify appropriate content standards (Indicator 1, Mean score: 3.44), their abilities to engage all learners in higher order thinking (Indicator 2, Mean score: 3.26), and their abilities engage learners with technology to access, interpret, evaluate, or apply information (Indicator 9, Mean score 3.26). Candidates earned lower mean scores on their abilities to access resources to meet the diverse needs of students (Indicator 7, Mean score: 2.78) and their abilities to bring multiple perspectives to the lesson (Indicator 8, Mean score: 1.96). The college will continue to monitor these two areas and work with candidates on ways to meet diverse student needs and perspectives, as these are areas where candidates have historically scored lower. 

Aggregated and disaggregated data from the Fall 2022 and Spring 2023 implementations of the SCOE Lesson Plan are located here: SCOE Lesson Plan Composite_20FA_23SP, SCOE Lesson Plan 23SP - Composite.

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

Teacher Work Sample

In Fall 2022, the EPP implemented a revised Teacher Work Sample (TWS), a key assessment that evaluates the candidate’s abilities to plan, implement, and assess instruction. The TWS is comprised of five sections: Contextual Factors, Learning Goals and Assessment Plan, Design for Instruction, Analysis of Student learning, and Reflection on Teaching Practices.

Thirty-one candidates completed the TWS during the Fall 2022 semester, and all earned the required mean score of 3.0 or higher. Candidates earned their highest mean scores for their abilities to set mastery levels for students (3.87), their representation of student data (3.91), and for identifying areas for future professional development (3.81). Candidates earned a lower mean score for aligning learning goals to the standards (3.1) and their assessment scoring criteria (3.1), though both mean scores were above the required mean. Data from the Fall 2022 implementation of the TWS are here: TWS FA22 Data Composite.

One hundred candidates completed the TWS during the Spring 2023 semester. As with the last assessment cycle, candidates earned their highest mean scores for their abilities to set mastery levels for students (3.72), their representation of student data (3.74), and for identifying areas for future professional development (3.72). Candidates earned their lowest mean scores for identifying areas for enrichment and support for students (2.92) and determining how their assessment choices may have impacted student performance (2.86) Aggregated data for the Spring 2023 implementation of the TWS are found here: Teacher Work Sample 23SP - Composite.

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

 A total of 135 candidates graduated from the education programs at Coastal Carolina in 2022-2023. Of the 135, 112 completers were eligible for licensure (three of the 112 met licensure requirements between graduation and August 1, 2023, and are included in the completer data). Twenty-three 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 83.0% 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.

Table 2: Employment of Program Completers

Completers 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 excluding one candidate, who was working at an athletic facility and another that was attending graduate school. It should also be noted that although three candidates did not meet licensing requirements, they all were employed in teaching positions. 

Given the demand for teachers across the nation, finding employment after degree completion is not an issue for candidates. Two years ago, the EPP set a goal of finding 75% of graduates to determine where they were employed. Last year they were able to find at least 75% of graduates for all programs except physical education, and this year they met the goal for all programs except MAT English (it should be noted that there were only two graduates for MAT English). The EPP will continue to monitor completer progress, both for those meeting requirements at graduation and those meeting requirements shortly thereafter.