CAEP Accountability Measures AY21/22

The UAF School of Education Initial Teaching Licensure Programs (Elementary, Music Education, Secondary & Special Education), and the Advanced Special Education Program hold national accreditation through the Council for the Accreditation of Education Preparation (CAEP).

Measure 1: Completer effectiveness and impact on P-12 learning and development

The impact of our graduates on their P-12 students is studied through a robust case-study every other year. In 2021/2022, the UAF School of Education partnered with seven alumni (graduation years 2012-2021) that are a part of the Alaska Indigenous Teacher Network, employed in districts across Alaska. Data collection is complete and a summary on impact of student learning can be found below. During the 2019/20 academic year, the UAF School of Education partnered with the Fairbanks North Star Borough School District (FNSBSD) to engage in a case study of UAF initial licensure graduates in their second year teaching in Fairbanks schools. The case study utilizes focus groups, observations, an assessment task for teachers to analyze student learning, and district documentation when available.

A link to the 2022 Case Study Overview

A link to the 2022 Case Study Impact on Student Learning

A link to the 2019/20 Case Study Summary of Findings

A link to case study methodology

Measure 2: Satisfaction of employers and stakeholder involvement

The UAF School of Education measures satisfaction of employers through a supervisor survey developed by the Network for Excellence in Teaching (NExT - https://www.nexteachers.org/surveys-1). The NExT Supervisor Survey, administered every spring, asks employers of teachers who graduated from UAF School of Education teaching licensure programs to rate new teacher preparedness across a series of skills.

The NExT Surveys group teacher skills into 4 domains: Instructional Practice (based on 21 skills), Diverse Learners (based on 9 skills), Learning Environment (based on 9 skills), and Professionalism (based on 6 skills). Across these domains, the majority of responding supervisors report satisfaction with new teacher performance, and with the performance of newly endorsed Special Education teachers. Below are the 2022 NExT Supervisor Survey results from 2020/21 alumni (2021/22 first year teachers) from Elementary, Secondary, Special Education, and Music programs.

The UAF School of Education hosts three program specific External Advisor Committees (EACs) to gather focused feedback on the Elementary, Secondary, and Special Education programs to ensure programs continue to meet district needs. Each EAC meets two times a year. Membership represents school districts from Fairbanks, southcentral Alaska, and various rural communities. Members include those who are closest to practice, such as recent alumni and mentor teachers, along with higher level administrators. See Figure 2 for examples of topics and actionable items from EAC meetings in AY2021/22.

Table summarizing employer satisfaction with alumni. Click image to link to the table in a Google Doc.

List of External Advisory Committee meeting dates and topics. Click image for link to the table in a Google Doc.

Measure 3: Candidate competency at program completion

Candidates in their final semester of their program are actively involved in student teaching. To assess candidate skills and dispositions in the classroom, both initial and advanced candidates complete three culminating assessments which are shared across programs. Candidates must meet a proficient level in each shared assessment in order to be recommended for licensure. The three culminating assessments are described in the first table below.

This year, the UAF School of Education looked at average scores in the final semester across the three shared culminating assessments for each graduating candidate across all teaching licensure programs (See Figure 3 below). Each assessment is scored on a scale of 1-Underdeveloped to 4-Distinguished. A score of 3 is considered proficient. The majority of all candidates across programs were assessed at a proficient level. For context, the 71% proficiency level for the Elementary ATCAT is in part because a score of 2 means proficient with revisions, so the candidates scoring below proficient submitted additional materials to demonstrate proficiency without receiving a score of 3.

Average scores from Special Education key assessments were considered in addition for advanced Special Education candidates. Advanced Special Education candidates from AY21-22 passed their key assessments at a 100% pass rate.

Table with descriptions of the three shared assessments. Click the image to link to the table in a Google Doc.

Table showing percentage of candidates scoring at proficient or above in culminating assessments. Click image to link to the table in a Google Doc.

Measure 4: Ability of completers to be hired in education positions for which they have been prepared

Table showing percentage of graduates employed in positions for which they have been prepared. Click the image to link to the table in a Google Doc.

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