CAEP Accreditation

Marymount University has the following programs accredited by CAEP in Spring 2021: 

Initial:

Elementary Education (PK-6)

Special Education General Education (K-12)

Visual Arts (K-12) 

Secondary Education: Biology

Secondary Education: Chemistry

Secondary Education: Earth Science

Secondary Education: Physics

Secondary Education: English

Secondary Education: History and Social Sciences

Secondary Education: Mathematics

Advanced:

Administration and Supervision 

School Counseling 

4.2. CAEP Accountability Measures (for CHEA Requirements) [2020-2021 Academic Year]

CAEP Accountability Measures (for CHEA Requirements) [2020-2021 Academic Year]

• Measure 1 (Initial): Completer effectiveness. (R4.1) 

The Virginia Department of Education does not provide data to EPPs that could help meet these impact measures. The EPP normally voluntarily requests end of year assessment data from completers and evaluation data from principals as measures of completer impact on student learning and indicators of teaching effectiveness. However, due to the disruption of learning resulting from the pandemic starting in March 2020, it became evident that these CAEP impact measures would not be able to be collected and recorded as accurately. The Virginia Department of Education created a website to address these changes in the learning and assessment conditions that details which testing has been suspended and how waivers would be instituted. The EPP is looking to reach out to completers and employers for evidence that meets both impact measures in the near future.

• Measure 2 (Initial and Advanced): Satisfaction of employers and stakeholder involvement. (R4.2|R5.3|RA4.1)

Completer Satisfaction

Virginia Education Assessment Collaborative

The Virginia Education Assessment Collaborative (VEAC) is a growing partnership between Educator Preparation Programs (EPP) in the Commonwealth of Virginia. Our purpose is to provide a centralized assessment structure for Virginia EPPs that standardizes and reduces the complexity of data collection for both the Virginia Department of Education (VDOE) and the Council for the Accreditation of Educator Preparation (CAEP).

Data Collection Process

VEAC partners submitted contact information for program completers to VEAC in January 2021. Initial recruitment for the survey was conducted on February 16, 2021 and was open with reminders through April 26, 2021.

Survey Response Rates

For our 2020-2021 cycle, VEAC fielded the Completer Survey to program completers from 27 of the 28 EPP partners.

Upon closing the survey in April 2021, VEAC collected 1,581 complete and partial responses (33% response rate).

For Marymount University, the EPP had a 63% response rate on the VEAC Completer Survey based on the total number of contacts submitted to VEAC.

Overall Program Satisfaction

This section addresses the last item in the VEAC completers survey that asks “Overall, how satisfied are you with your preparation from your institution.” Each respondent’s institution of higher education (IHE) is embedded in their unique survey. Respondents could respond “extremely dissatisfied, somewhat dissatisfied, neither satisfied nor dissatisfied, somewhat satisfied, or extremely satisfied.” On this overall satisfaction item, there were 1,374 responses.

To find the average overall satisfaction, responses are coded, from 1 to 5. Higher values indicate more satisfaction, and lower values indicate more dissatisfaction. Table 1 provides descriptive statistics on this scaled version of the overall satisfaction item.

 Table 1: Overall Satisfaction 

	Mean	N
Marymount University	4.72	36
All VEAC	4.59	1,374

Item ranges from 1 – 5

 

Completer Satisfaction on VUPS/InTASC

Table 2: Tagged VUPS/InTASC Survey Items

“Based on your preparation at Marymount University, how would you rate your performance in each of these teaching areas:”

Item	EPP Mean	­­­EPP N	VEAC Mean	VEAC N
A: Demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.	3.22	36	3.31	1,367
B: Plans using state standards, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.	3.36	36	3.25	1,359
C: Effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.	3.44	36	3.37	1,371
D: Systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.	3.31	36	3.13	1,367
E: Uses resources, routines, and procedures to provide a respectful, positive, safe, student centered environment that is conducive to learning.	3.56	36	3.49	1,371
F: Maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.	3.58	36	3.59	1,369
G: Work results in acceptable, measurable, and appropriate student academic progress.	3.22	36	3.27	1,368
H: Selects technologies, informed by research, to promote learning for all students.	3.33	36	3.27	1,364
I: Integrates technology into instructional materials.	3.36	36	3.38	1,369
J: Brings multiple perspectives to instruction, including the learners’ personal, family, and community experiences / norms.	3.44	36	3.30	1,366
K: Integrates diverse language and cultures into instruction to promote the value of multilingual / multicultural perspectives	3.29	35	3.02	1,355
L: Collaborates with the learning community to meet the needs of all learners and contribute to a supportive culture.	3.47	36	3.32	1,366
M: Uses assessment results to inform and adjust practice.	3.25	36	3.27	1,364
N: Engages in reflective practice.	3.42	36	3.43	1,368

Items range from 1 – 4

  

Employer Satisfaction

Virginia Education Assessment Collaborative

The Virginia Education Assessment Collaborative (VEAC) is a growing partnership between Educator Preparation Programs (EPP) in the Commonwealth of Virginia. Our purpose is to provide a centralized assessment structure for Virginia EPPs that standardizes and reduces the complexity of data collection for both the Virginia Department of Education (VDOE) and the Council for the Accreditation of Educator Preparation (CAEP).

Data Collection Process

VEAC partners submitted contact information for program completers to VEAC in January 2021. Initial recruitment for the survey was conducted on April 2, 2021 and was open with reminders through August 19, 2021.

Survey Response Rates

For our 2020-2021 cycle, VEAC fielded the Employer Survey to employers of completers from 27 EPP Initial Standard 4 partners.

Upon closing the survey in April 2021, VEAC collected 1,405 complete and partial responses (40% response rate).

For Marymount University, the EPP had a 31% response rate on the VEAC Employer Survey based on the total number of contacts submitted to VEAC minus the number of failed/bounced emails.

This year, VEAC has provided EPP partners access to a responsive dashboard to view wholistic data from the 2020-2021 VEAC cycle found on our website – www.projectveac.org.

Overall Program Satisfaction

This section addresses the overall readiness item in the VEAC employer survey. Specifically, the item asks employers, “Based on your experiences with this teacher, what best describes the extent to which they were ready to meet the needs of students in your school?” Respondent employers could respond “Fully ready (able to have an immediate impact on student learning), Mostly ready (able to successfully meet the needs of most students,” “Moderately ready (in order to be successful, needed additional training, support, and coaching beyond what is typically provided to beginning teachers),” “Minimally ready (limited success meeting the needs of students and improving outcomes even with additional supports)” or “Not ready (unable to meet the needs of students even with additional supports).” On this overall satisfaction item, there were 1,338 responses collected.

To find the average overall satisfaction, responses are coded, from 1 to 5. Higher values indicate more satisfaction, and lower values indicate more dissatisfaction. Table 1 provides descriptive statistics on this scaled version of the overall satisfaction item.

 Table 1: Overall Satisfaction 

	Mean	N
Marymount University	4.53	19
All VEAC	4.52	1,338

Item ranges from 1 – 5

 

Completer Satisfaction on VUPS/InTASC

Table 2: Tagged VUPS/InTASC Survey Items

Please rate the Completer’s performance on each of the following:

Item	EPP Mean	­­­EPP N	VEAC Mean	VEAC N
A: Demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.	3.53	19	3.37	1,328
B: Plans using state standards, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.	3.42	19	3.35	1,326
C: Effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.	3.58	19	3.36	1,328
D: Systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.	3.32	19	3.22	1,321
E: Uses resources, routines, and procedures to provide a respectful, positive, safe, student centered environment that is conducive to learning.	3.58	19	3.44	1,330
F: Maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.	3.47	19	3.48	1,330
G: Work results in acceptable, measurable, and appropriate student academic progress.	3.42	19	3.32	1,324
H: Selects technologies, informed by research, to promote learning for all students.	3.53	19	3.37	1,325
I: Integrates technology into instructional materials.	3.58	19	3.44	1,327
J: Brings multiple perspectives to instruction, including the learners’ personal, family, and community experiences / norms.	3.53	19	3.32	1,321
K: Integrates diverse language and cultures into instruction to promote the value of multilingual / multicultural perspectives	3.26	19	3.25	1,272
L: Collaborates with the learning community to meet the needs of all learners and contribute to a supportive culture.	3.42	19	3.40	1,328
M: Uses assessment results to inform and adjust practice.	3.37	19	3.29	1,321
N: Engages in reflective practice.	3.58	19	3.36	1,322

Items range from 1-4

 

Advanced programs will be sending out their alumni and employer surveys in the summer of 2022. 

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

2020-21

For initial programs: 100% graduation rate in the following programs: PK-6 (22); Special Education K-12 (17); Biology (4); English (4); History (8)

School Counseling (8): 100% graduation rate

Administration and Supervision (11): 100% graduation rate

As evidenced in the EPP Title II Report for 2020-21: For initial programs: 100% of completers met licensing and state requirements in their program: PK-6 (22); Special Education K-12 (17); Biology (4); English (4); History (8)

For advanced programs: 100% of completers met licensing and state requirements in their program: School Counseling (8) and Administration and Supervision (11)

• Measure 4 (Initial and Advanced): Ability of completers to be hired (in positions for which they have prepared.)

The EPP can confirm that approximately 90% of the 2020-21 completers have been hired in positions for which they have been prepared. There have been a few completers who chose to stay out of the workforce or stay in their current position for various reasons.