CAEP Accountability Measures

The University of North Carolina Wilmington is seeking initial accreditation from the Council for the Accreditation of Educator Preparation ( CAEP) in Spring 2022 (currently accredited by the former national accrediting body for Teacher Education,  NCATE).  CAEP has established a set of measures for Educator Preparation programs that lead to initial licensure, advanced licensure, and/or additional licensure. These accountability measures provide information to the public on program impact and outcome and demonstrate continuous improvement. Data reflects UNCW EPP Initial and Advanced Licensure programs to be reviewed by CAEP.

UNCW Watson College of Education Enrollment and Demographic Details

Data in the below tables show enrollment trends and demographic details for the past three fall semesters for our Initial and Advanced Programs.

Initial Programs Enrollment/Demographics

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Data Dashboards:

  • Measure 1 (Initial) Completer Effectiveness: Impact on P-12 learning and development (CAEP Standard R4.1)

    Measure 1 (Initial) Completer Effectiveness: Impact on P-12 learning and development (CAEP Standard R4.1)

    The North Carolina Department of Public Instruction ( NCDPI) collects data on teacher candidates from enrollment in their educator preparation programs through their first three years as beginning teachers. These data are provided to the public via NCDPI's  EPP Dashboard which allows users to select and compare outcome data, including student growth, for EPP candidates and completers to data for other EPPS in the state. To view student growth data, use the above link and select "Student Growth".

    Student growth is determined by a value-added measure calculated by the statewide growth model for educator effectiveness. The NC Education Value-Added Assessment System (SAS® EVAAS™) data below provides documentation of how well UNCW beginning teachers contribute to the expected level of student-learning growth, through a score based on an analysis of student assessment data – including End of Grade (EOG) and End of Course (EOC) assessments, Career and Technical Education Post-Assessments, and the Measures of Student Learning – over time. North Carolina defines a beginning teacher as one who is in the first three years of teaching and holds a Standard Professional 1 license. * Please note,  As a result of the COVID-19 pandemic, NCDPI did not collect student assessment data for Spring 2020. We do not anticipate this data being available for 2019-2020.

    The chart below displays the percentages of UNCW beginning teachers who received EVAAS scores that do not meet, meet, or exceed the expected growth in learning in comparison to all beginning teachers across the state.

    The chart below displays the most recent data available as of April 2022.

    Student-Growth-Measure-1-Image.png

     Data Source: NC DPI EPP Annual Reports

  • Measure 1 (Initial) Completer Effectiveness: Completer effectiveness in applying professional knowledge, skills, and dispositions (CAEP Standard R4.1)

    Measure 1 (Initial) Completer Effectiveness: Completer effectiveness in applying professional knowledge, skills, and dispositions (CAEP Standard R4.1)

    Teacher effectiveness evaluation data for beginning teachers is collected through the NC Educator Evaluation System ( NCEES).  Educator Evaluation instruments are based on the Framework for 21st Century Learning and the North Carolina Professional Teaching Standards ( NCPTS). These instruments are designed to assess effective leadership, quality teaching, and student learning while enhancing professional practice and leading to improved instruction. School administrators rate the level at which teachers meet NCPTS as they progress from ratings of “developing” to “distinguished.” North Carolina defines a beginning teacher as one who is in the first three years of teaching and holds a Standard Professional 1 license. New teachers in their first three years of teaching are more likely to be rated lower on the evaluation standards as they are still learning and developing new skills and knowledge.  *Please note, a s a result of the COVID-19 pandemic, NCDPI did not collect teacher evaluation data for Spring 2020.  

    The charts below display the most recent data available as of April 2022

    Leadership.png

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    Student-Learning.png

    Relect-on-Practice.pngData Source: NC DPI EPP Annual Reports

  • Measure 2 (Initial): Satisfaction of employers and stakeholder involvement (CAEP Standard R4.2|R5.3|RA.4.1)

    Measure 2 (Initial): Satisfaction of employers and stakeholder involvement (CAEP Standard R4.2|R5.3|RA.4.1)

    Employer satisfaction data is collected annually through the NC Employer Survey (NCES).  The NCES is administered to principals and other administrators to complete for each first-year teacher employed at their school. Respondents are asked to indicate if the first-year teacher is effective in teaching tasks relative to other first-year teachers based on 21 items that are aligned with the NC Professional Teaching Standards ( NCPTS). EPPs are provided with full reports of the results annually.  In addition, NCDPI compiles licensure and employment contract data to track cohorts of EPP completers through employment milestones, beginning with initial licensure, to initial employment in an NC public school, to the fourth year of teaching. Data presented in the charts below indicate the average scores for 21 teaching practices representing the NCPTS. The most recent data available is displayed in the charts below. 

    The data presented below indicates the most recent data available as of April 2022

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    Facilitate-Learning.png

    Reflect-on-Practice.pngSource: NC DPI NC Employer Survey

  • Measure 2 (Advanced): Satisfaction of employers and stakeholder involvement (CAEP Standard RA.4.1)

    Measure 2 (Advanced): Satisfaction of employers and stakeholder involvement (CAEP Standard RA.4.1)

    Data for employer satisfaction with UNCW advanced program completers have historically been collected using a locally developed employer survey. However, response rates for advanced employers have been too low to report. To ensure the collection of adequate and actionable data for each advanced program UNCW is implementing a plan to implement focus groups including both advanced program graduates and employers. These focus groups are designed to provide in-depth feedback and recommendations to evaluate graduate and employer satisfaction and identify potential needs for improvement.  The first focus group stakeholder data will be available in Fall 2022. Focus group reports will be added here as they become available.

  • Measure 3 (Initial): Candidate competency at completion (CAEP Standard R3.3)

    Measure 3 (Initial): Candidate competency at completion (CAEP Standard R3.3)

    Our initial level programs use multiple measures to determine candidate competency. The data tables and links below provide a summary of this data.

    Licensure Exams

    The NC State Board of Education requires teacher candidates to successfully complete one or more standardized exams that measure content and pedagogical knowledge to qualify for a North Carolina teaching license.

    The North Carolina Department of Public Instruction collects data on teacher candidates from enrollment through their third year of teaching. This data is provided to the public via the EPP Dashboard and allows users to select and compare Epp's performance and other data, including licensure exam pass rates. To view licensure exam pass rates, use the above link and select “License Exams”.

    Title II

    Title II reporting requires all colleges and universities, offering teacher education programs, to annually report a set of data related to the quality of teacher preparation, including assessment pass rates. The data is formulated into an annual report comparing licensure exam pass rates for each institution to all test-takers in the state. The graph below shows the overall pass rates of our teacher candidates in comparison with all test-takers statewide.

    The most recent Title II data for our traditional and alternative programs can be found below. *In cases where there are <10 students taking the assessment, the passing rate and number passing are not reported.

    Traditional | Alternative

    Title-II-Pass-Rates.pngSource: Title II Report

      edTPA

    The edTPA is a performance-based, subject-specific assessment that UNCW teacher candidates complete during their internship semester. This assessment consists of three tasks focused on one cycle of instruction in which teacher candidates plan 3-5 lessons (Task 1:  Planning), video record themselves teaching those 3-5 lessons (Task 2: Instruction), and analyze work students complete as part of the lessons (Task 3: Assessment). The edTPA is scored by nationally trained professional educators (outside of UNCW) using sets of rubrics specific to each content area. Effective September 1, 2019, all candidates seeking a North Carolina licensure recommendation must have a passing edTPA score as noted:

    • 15-rubric handbooks, a score of 38
    • 13-rubric handbooks, a score of 32
    • 18-rubric handbooks, a score of 45

    edTPA-pass-rates.pngSource: Pearson edTPA Data Files

    CPAST (midterm & final)

    UNCW's Watson College of Education adopted the Candidate Pre-Service Assessment of Student Teaching (CPAST) in Spring 2020 for use in assessing all teacher candidates. The CPAST is a valid and reliable, formative, and summative assessment designed to be used by university supervisors, P-12 partner teachers, and interns during the internship to assess the demonstration of pedagogy and dispositions. The CPAST assessment has two subscales: Pedagogy (13 rows) and Dispositions (8 rows), detailed descriptors of observable, measurable behaviors for each of the 21 rows comprise the CPAST rubric to guide scoring decisions. Collectively, the rubric, represents the content knowledge and pedagogical skills that candidates are required to demonstrate before being recommended for licensure at the end of their programs. Candidates receive evaluations at the midpoint and end of each semester, with the expect ation that candidate performance will improve by the final evaluation. Scores  are assigned for each of the 21 rubric rows using 3 points for “Exceeds Expectations”, 2 points for “Meets Expectations, 1 point for “Emerging” and 0 points for “Does Not Meet Expectations”. The benchmark for scores is a “2”. The data displayed below shows the midterm and final average CPAST scores for three semester cycles. *Please note, due to COVID 19, final CPAST scores were not collected for the Spring 2020 term.

    CPAST.png Source: WCE Office of Assessment, Accreditation, and Data Operations

  • Measure 3 (Advanced): Candidate competency at completion (CAEP Standard R3.3)

    Measure 3 (Advanced): Candidate competency at completion (CAEP Standard R3.3)

    All Advanced Program completers are eligible to apply for an advanced professional educator's license through the North Carolina Department of Public Instruction (NCDPI). The data displayed in the table below shows the number of Advanced Program completers who were recommended and who applied for an advanced license in NC.

     

    Recommended-for-Licensure.png

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

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

    The North Carolina Department of Public Instruction (NCDPI) collects data on the employment of graduates from each NC Education Program Provider (EPP) and  provides these data to the public via the EPP Dashboard which allows users to select and compare EPPs performance and other data. To view employment data, use the above link and select “Teaching in NC”.

    The NCDPI shares employment data with EPPs annually each spring. These data include employment placement details for all UNCW Watson College of Education graduates including those who completed Undergraduate, Graduate, and Doctoral programs. The data below is a visual representation of where our graduates are employed in the NC Public School or Charter School system

    employment-map.pngSource: NC DPI Annual Employment File