Measure 3 (Initial and Advanced): Candidate competency at completion. (R3.3)

Data provided should relate to measures the EPP is using to determine if candidates are meeting program expectations and ready to be recommended for licensure (E.g., EPP's Title II report, data that reflect the ability of EPP candidates to meet licensing and state requirements or other measures the EPP uses to determine candidate competency at completion).  (CAEP Standard 3)

CANDIDATE COMPETENCY AT COMPLETION

Candidate Competency - Michigan Test for Teacher Certification for Initial Programs/Advanced (Reading Specialist) Program Pass Rates

Candidate competency at completion is an important characteristic of our program's success. For the initial level programs, this is measured by the Michigan Test for Teacher Certification (or the MTTC) certification/endorsement test. The Michigan Department of Education evaluates educator preparation programs (EPPs) by their three year pass rate success. The EPP also uses internal key assessments to monitor candidate competency at completion. For the advanced level programs, this is measured by internal key assessments by program. These assessment results are included.

Aggregate Data (All Tests)

The overall cumulative pass rate of 89.6% has been achieved by all initial certification evaluated programs from August 1, 2024 to July 31, 2025.

The overall cumulative pass rate of 89.6% has been achieved by our alternative certification route program from August 1, 2024 to July 31, 2025.

Internal EPP Measures of Initial Candidate Competency at Completion

Initial education programs' key assessments demonstrate candidate competency at completion, including course-based and field-observed competencies. These metrics include externally developed assessments: the CPAST and the DAP (Dispositions, Attributes, & Proficiencies) assessment. These assessments have been normed as valid and reliable.

Initial Programs

2024-2025 Professional Dispositions Results

The data from the Professional Dispositions is a internally-created key assessment that is completed by faculty at multiple times throughout the initial certification programs. The Professional Dispositions is completed in various courses that are early in the program, including IES 100, IES 220, IES 361, IES 462, ECE 200, and EDS 515. The data analyzed comes from Watermark's Student Learning & Licensure for the AY 2024-2025 completers in the table below.

Internal EPP Measures of Advanced Candidate Competency at Completion

All advanced education programs' key assessments also demonstrate candidate competency at completion, including course-based and field-observed competencies. In sum, the completers were at 80% or higher in all assessed metrics. These metrics are all internally developed assessments. We are currently working on validating these assessments. 

Advanced Programs

2024-2025 Analytic Reflection Practicum Portfolio Results 

The data for the Analytic Reflection Practicum Portfolio is a key assessment completed in the Central Office program collected in the Educational Leadership practicum course. This measure has not been determined to be valid or reliable, however, the same instructor has consistently used a rubric to assess this project. Mastery grading is used in this course and the instructor ensures 100% of program candidates in this course met the expectations for successful school site observations, complete an analytical reflective journal, and develop a self-improvement plan. The data collected from EDL 761 and EDL 762 is displayed below.

The Analytic Reflection Practicum Portfolio for AY 2024-2025

Summary of Data

Initial certification candidates from our education programs are successful on the appropriate Michigan Tests for Teacher Certification (MTTC) tests. The final student teaching evaluation results demonstrate that our teacher candidates are prepared to meet the professional expectations, standards, and outcomes as assessed on the MTTC certification/endorsement tests.

The data from our advanced program suggests that programs are preparing graduates for their jobs as administrators.