CAEP Accountability Measures

CAEP ACCOUNTABILITY MEASURES (CAEP COMPONENTS 5.4 | A.5.4) 

CAEP regularly monitors how each Educator Preparation Program (EPP) updates and publicly reports completer effectiveness and impact, satisfaction of employers and stakeholder involvement, candidate competency at program completion and the ability of completers to be hired in education positions for which they have been prepared on its website. This addresses the EPP’s continued effort to share widely, completer impact and outcomes data. EPPs are responsible for clearly identifying and prominently displaying data pertaining to each of the Accountability Measures on its website so that information is easily visible and accessible to the public. 

Measure 1: Completer Impact and Effectiveness (R4.1) 

Completer impact in contributing to P-12 student learning-growth AND completer effectiveness in applying professional knowledge, skills, and dispositions. 

Measure 2: Satisfaction of Employers and Stakeholder Involvement (R4.2|R5.3|RA4.1) 

Data on the involvement of internal and external stakeholders in program design, evaluation, and continuous improvement processes may come from sources such as partnerships and advisory board collaboration. 

Measure 3: Candidate Competency of Program Completion (R3.3|R3.4) 

Title II Section 207 of the Higher Education Act (HEA) requires states, as recipients of HEA funds, and all institutions with teacher preparation programs that enroll students receiving federal financial assistance, to prepare annual reports on teacher preparation and licensing. The reports detail the enrollment and completion of our candidates. 

College of Wooster graduates exceed the mean scores required for their licensure exams. Measures of competency at completion include demonstrated mastery of planning, teaching, and assessment for all candidates. 

In addition to our completers’ demonstrated ability to pass their various licensure exams, candidates are also required to meet a variety of measures prior to graduation, aligned to the InTASC Model Core Teaching Standards. These assessments of planning, teaching, and assessment demonstrate that our completers are prepared educators with dispositions prepared to meet the needs of all learners. 

CPAST, the Candidate Preservice Assessment of Student Teaching, is a formative and summative assessment conducted during student teaching, administered nationally with oversight by The Ohio State University. The CPAST uses feedback from candidates, mentor teachers and university supervisors to evaluate and assist candidates in support of pedagogy, instructional delivery, assessment, analysis of teaching, professional dispositions, collaboration, and reflective practice. The College of Wooster candidates demonstrate competency at completion of student teaching in skills necessary for teaching success and impact on student learning. 

Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared 

Data gathered is related to completers employment in teaching positions for which they were prepared in year one and year two after graduation. Several of our completers teach outside of Ohio after graduation; therefore, we rely on EPP gathered data based on individual responses.