CAEP Annual Reporting Measures

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) (Phasing Out)

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 (Phasing Out)

Standard R4: Program Impact: CAEP ACCOUNTABILITY MEASURES (FOR CHEA REQUIREMENTS) [2022-2023 ACADEMIC YEAR]

  • Component R4.1 Completer Effectiveness

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 a low response rate, the EPP will need to reconsider how best to collect data that responds to this measure as well as providing meaningful data. 

Virginia Education Assessment Collaborative

As stated on their website: https://projectveac.org, 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 2024. Initial recruitment for the survey began on February 2024 and was open with reminders through April 2024.

Data Results

There were twenty-one (21) responses to twelve (12) questions aligned with the VDOE Uniform Performance Standards. The questions asked:

Based on your preparation at Marymount University, how would you rate your performance in each of these teaching areas:
  • Demonstrating your understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
Exemplary 6 (29%) Proficient 14 (67%) Developing/Needs Improvement 1 (4%)
  • Planning using state standards, the school’s curriculum, engaging and research-based strategies and resources, and data to meet the needs of all students.
Exemplary 7 (33%) Proficient 13 (62%) Developing/Needs Improvement 1 (4%)
  • Effectively engaging students in learning by using a variety of research-based instructional strategies in order to meet individual learning needs.
Exemplary 9 (43%) Proficient 11 (52%) Developing/Needs Improvement 1 (4%)
  • Systematically gathering, analyzing, and using all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to students, parents, caregivers, and other educators.
Exemplary 6 (29%) Proficient 12 (57%) Developing/Needs Improvement 3 (14%)
  • Using resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
Exemplary 10 (48%) Proficient 9 (43%) Developing/Needs Improvement 2 (9%)
  • Maintaining a commitment to professional ethics, collaborating and communicating effectively, and taking responsibility for and participating in professional growth that results in enhanced student learning.
Exemplary 10 (48%) Proficient 11 57%
  • Engaging in practices that result in acceptable, measurable, and appropriate student academic progress.
Exemplary 9 (43%) Proficient 12 57%
  • Using content-aligned and developmentally appropriate instructional technology to enhance student learning.
Exemplary 6 (29%) Proficient 13 (62%) Developing/Needs Improvement 2 (9%)
  • Demonstrating a commitment to equity by providing instructional practices and classroom strategies that result in culturally inclusive and responsive learning environments and academic achievement for all students.
Exemplary 8 (38%) Proficient 12 (57%) Developing/Needs Improvement 1 (4%)
  • Collaborating with the learning community (e.g. school personnel, caregivers, and volunteers) to meet the needs of all learners and contribute to a supportive culture.
Exemplary 6 (29%) Proficient 12 (57%) Developing/Needs Improvement 3 (14%)
  • Using assessment results to inform and adjust practice.
Exemplary 7 (33%) Proficient13 (62%) Developing/Needs Improvement1 (4%)
  •  Engaging in reflection on the impact of their teaching practice and adapting to meet the needs of each learner.
Exemplary 7 (33%) Proficient 12 (57%) Developing/Needs Improvement 2 (9%)

  • Component R4.3 Satisfaction of Completers

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.”

Completer Satisfaction:

  • Overall, how satisfied are you with your preparation from Marymount University?
N = 21 Extremely satisfied: 13 (62%) Somewhat satisfied 6 (29%) Somewhat dissatisfied 2 (9%)

  • Component R4.2 Satisfaction of Employers

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 2022. Initial recruitment for the survey was conducted on February 15, 2022 and was open with reminders through April 28, 2022.

Survey Response Rates

Upon closing the survey in April 2022, VEAC collected 1,169 complete and partial responses resulting in a 29% response rate.

For Marymount University, the EPP had an 8% response rate on the VEAC Employer Survey.

Table 3 provides responses to the 2021-22 VEAC Initial Licensure Survey. Column 1 (VEAC Item) provides the text for each VEAC survey item. Column 2 (N) provides the total number of responses to the survey from all VEAC partners minus the number of NA responses. Column 3 (VEAC) provides the average response to the item for all responses from all VEAC partners along with the standard deviation in parenthesis. Column 4 (EPP) provides the average response to the item by the specific EPP along with the specific EPP standard deviation in parenthesis.

 

Table 3: Marymount University 2021-22 Report

Item VEAC N ­­­VEAC Mean, (SD) EPP N EPP Mean, (SD)
A: Demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.*  1,092 3.30, (0.61)  7 3.00, (1.00)
B: Plans using state standards, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.* 1,090 3.28, (0.63)  7 2.86, (0.90)
C: Effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.* 1,092 3.28, (0.70)  7 3.14, (1.07)
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.* 1,079 3.17, (0.66)  7 2.71, (0.76)
E: Uses resources, routines, and procedures to provide a respectful, positive, safe, student centered environment that is conducive to learning.* 1,090 3.30, (0.69)  7 3.00, (1.00)
F: Maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.* 1,091 3.36, (0.67)  7 2.86, (0.90)
G: Work results in acceptable, measurable, and appropriate student academic progress.* 1,087 3.23, (0.64)  7 3.14, (1.07)
H: Selects technologies, informed by research, to promote learning for all students.* 1,074 3.26, (0.60)  7 2.86, (0.90)
I: Integrates technology into instructional materials.* 1,079 3.32, (0.58)  7 2.86, (0.90)
J: Brings multiple perspectives to instruction, including the learners’ personal, family, and community experiences / norms.* 1,074 3.24, (0.65)  7 2.86, (0.90)
K: Integrates diverse language and cultures into instruction to promote the value of multilingual/multicultural perspectives.* 1,036 3.17, (0.62)  7 2.71, (0.76)
L: Collaborates with the learning community to meet the needs of all learners and contribute to a supportive culture.* 1,090 3.30, (0.66)  7 3.00, (1.00)
M: Uses assessment results to inform and adjust practice.* 1,079 3.21, (0.64)  7 2.86, (0.90)
N: Engages in reflective practice.* 1,079 3.28, (0.69)  7 2.86, (0.90)
Based on your experience with this teacher, what best describes the extent to which they were ready to meet the needs of students in your school? **
 1,100 4.43, (0.79) 7 3.86, (1.46)

* Items range from 1-4
** Item ranges from 1-5

 

Our Advanced Administration and Supervision Program is currently revising its completer and employer surveys to align with the National Educational Leadership Preparation (NELP) Standards.

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

2022-23

For initial programs: 100% graduation rate in the following programs: PK-6 (10); Special Education K-12 (2); Biology (1); English (2); History (1); Math (1)

School Counseling (3): 100% graduation rate

Administration and Supervision (15): 100% graduation rate

As evidenced in the EPP Title II Report for 2022-23: For initial programs: 100% of completers met licensing and state requirements in their program: PK-6 (10); Special Education K-12 (2); Biology (1); English (2); History (1); Math (1)

For advanced programs: 100% of completers met licensing and state requirements in their program: School Counseling (e) and Administration and Supervision (15)

  • 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 2022-23 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.