CAEP Reporting

Annual Accountability Measures 2021-2022

• Measure 1 – Completer Effectiveness

  The South Carolina State Department of Education provides annual evaluation results for EPP graduates employed in SC schools. Teacher effectiveness is measured in the form of Student Learning Outcomes which are part of the expanded ADEPT system. The following table shows results for first year (induction) completers, annual 1 contract completers, and continuing contract completers. More information about the expanded ADEPT evaluation process can be found in the SCDE website: SCDE Teacher Evaluation Resources

  	Total	No Data	Met	Not Met	Incomplete
  Induction 1 Teachers	N=156	13 | 8.33%	141 | 90.38%	1 | 0.64%	1 | 0.64%
  Annual 1 Contract	N=138	0 | 0.00%	133 | 96.38%	1 | 0.72%	4 | 2.90%
  Continuing Contract	N=5515	7 | 0.13%	5288 | 95.88%	11 | 0.20%	209 | 3.79%

  *Expanded ADEPT evaluation includes student impact rating in the form of SLOs. The State Department provides a recommended SLO template however, SLOs are set locally, and districts have the option to adopt their own rubric.

  Additionally, the State Department of Education provides evaluation results for Annual 1 contract level completers using the South Carolina Teaching Standards 4.0 rubric. The following table shows completer results compared to state averages. Clemson graduates scored higher or equal to state averages on all rubric criteria. More information about the SCTS rubric can be found here: South Carolina Teaching Standards 4.0

  South Carolina Teaching Standards 4.0 Evaluation Scores for Annual 1 Contract Level Graduates
  Ruberic Criteria	Provider Avg.	State Avg.
  Domain 1: Planning
  Instructional Plans	3.17	3.13
  Student Work	3.05	3.01
  Assessment	2.98	2.95
  Domain 2: Instruction
  Standards & Objectives	3.18	3.14
  Motivating Students	3.24	3.19
  Presenting Instructional Content	3.27	3.14
  Lesson Structure & Pacing	3.16	3.09
  Activities & Materials	3.17	3.10
  Questioning	3.06	2.99
  Academic Feedback	3.05	3.03
  Grouping Students	3.08	3.01
  Teacher Content Knowledge	3.42	3.32
  Teacher Knowledge of Students	3.34	3.25
  Thinking	3.01	2.97
  Problem Solving	3.12	3.00
  Domain 3:Environment
  Expectations	3.26	3.22
  Engaging Students and Managing Behavior	3.24	3.26
  Environment	3.43	3.43
  Respectful Culture	3.55	3.50
  Domain 4: Professionalism
  1. The educator is prompt, prepared, and participates in professional development meetings, bringing student artifacts (student work) when requested.	3.69	3.32
  2. The educator appropriately attempts to implement new learning in the classroom following presentation in professional development meetings.	3.56	3.30
  3. The educator develops and works on a yearly plan for new learning based on analyses of school improvement plans and new goals, self-assessment, and input from the teacher leader and principal observations.	3.62	3.18
  4. The educator selects specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency.	3.61	3.21
  5. The educator makes thoughtful and accurate assessments of his/her lessons’ effectiveness as evidenced by the self- reflection after each observation.	3.55	3.05
  6. The educator offers specific actions to improve his/her teaching.	3.55	3.11
  7. The educator accepts responsibilities contributing to school improvement.	3.55	3.13
  8. The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions.	3.57	3.05
  9. The educator actively supports school activities and events.	3.61	3.21
  10. The educator accepts leadership responsibilities and/or assists in peers contributing to a safe and orderly school environment.	3.60	3.13

   

   

• Measure 2 – Satisfaction of Employers and Stakeholder Involvement

  A case study was conducted with close partner districts to determine initial completer employer satisfaction. The employers were asked to rate their satisfaction with preparedness of teachers in the four inTASC domains, technology, working with diverse learning, and implementation of standards. The results are disaggregated by program area.

  	The Learner and Learning	Content Knowledge	Instructional Practice	Professional Responsibility	Technology	Diverse Learners	College and Career Standards
  	InTASC Domains
  Please indicate how prepared your Clemson alumni teacher(s) is(are) in these critical areas aligned to InTASC and SC Teaching Standards:	Understanding how learners grow and develop and how to create environments that support individual learning differences allowing each learner to achieve a high level of success	Mastery of content that allows me to connect concepts and engage students in problem solving and critical thinking	Skills to design and implement effective instruction, align assessments with student learning outcomes/standards and use assessment results to monitor and improve student progress	Professionalism and ethical practices allowing me to be an excellent collaborator and leader in the learning community	Utilization and application of technology resources and digital media to increase professional skills and improve student learning outcomes	Understanding the strengths and needs of diverse learners and ability to plan and present instruction that allows all students the opportunity to succeed	Implementation of college and career readiness standards
  	satisfaction percentage (number selecting prepared or very prepared in respective area)
  Early Completer Principals (n=4)	100.00% (4)	100.00% (4)	100.00% (4)	100.00% (4)	100.00% (4)	100.00% (4)	100.00% (4)
  Elementary Completer Principals (n=7)	100% (7)	85.71% (6)	71.43% (5)	85.71% (6)	100% (7)	71.43% (5)	71.43% (5)
  Middle/Secondary Completer Principals (n=10)	100% (10)	100% (10)	80.00% (8)	100% (10)	90.00% (9)	100% (10)	80.00% (8)
  Special Education Completer Principals (n=4)	100.00% (4)	100.00% (4)	75.00% (3)	100.00% (4)	100.00% (4)	100.00% (4)	75.00% (3)
  Total* (n=21)	100% (21)	95.24% (20)	80.95% (17)	95.24% (20)	95.24% (20)	90.48% (19)	80.95% (17)

   

  A case study was also conducted to determine advanced program completer employer satisfaction. Employers were asked to rate completers level of preparedness based on CAEP professional skills for education leaders.

   

  Please rate how prepared Clemson graduates are in the following critical areas aligned to CAEP professional skills	Applications of data literacy	Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies	Employment of data analysis and evidence to develop supportive school environments	Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents	Supporting appropriate applications of technology	Application of professional dispositions, laws and policies, codes of ethics and professional standards
  	satisfaction percentage (number selecting prepared or very prepared in respective area)
  Total (n=13)	76.92% (10)	84.62% (11)	76.92% (10)	96.31% (12)	69.23% (9)	76.92% (10)

   

  The EPP has a strong partnership network that allows stakeholders regular opportunities to interact and provide feedback resulting in mutually beneficial relationships. The list of stakeholder feedback channels the EPPs regularly engages includes but is not limited to: 

  • Office of Field and Clinical Partnerships Advisory Board
  • Teacher Residency Steering Committee
  • Clemson Leadership Collaborative Steering Committee
  • CoE Advancement Board
  • Hispanic Alliance
  • Meetings with partner districts
  • Meeting with individual partner schools
• Measure 3 - Candidate Competency at Completion

  To ensure candidates are meeting expectations and ready to be recommended for licensure upon completion, they progress through the following transition points during their time in the program –

  

  To be recommended for certification, completers must successfully pass state required Praxis licensure exams per program area. The first table below compares EPP completer pass rates with state-wide results. The second table shows pass rates by certification exam for all students enrolled in education preparation programs from the past academic year.

   

  Title II Results – Completer Praxis Pass Rates

  	Institution Results			State Results
  Group	Number Taking Assessment1	Number Passing Assessment2	Institutional Pass Rate	Number Taking Assessment1	Number Passing Assessment2	Statewide Pass Rate
  All program completers, 2021-22	170	166	98%	1718	1552	90%
  All program completers, 2020-21	162	161	99%	1744	1641	94%
  All program completers, 2019-20	95	91	96%	1585	1520	96%

   

  All Test Taker Results AY 21-22 (disaggregated by state required licensure exams for individual programs)

  Test Name	Testing Year: SEP-2020 TO AUG-2021
  	Total N	# Pass	% Pass
  Agriculture (5701/0701)	10	9	90
  Art: Content and Analysis (5135/0135)	1	*	*
  Biology: Content Knowledge (5235/0235)	7	7	100
  Business Education: Content Knowledge (5101/0101)	2	*	*
  Core Academic Skills for Ed: Math (5733/0733)	76	61	80.26
  Core Academic Skills for Ed: Reading (5713/0713)	70	57	81.43
  Core Academic Skills for Ed: Writing (5723/0723)	79	52	65.82
  Early Childhood Education (5025/0025)	44	43	97.73
  Ed Leadership: Admin and Supervision (5412/0412)	18	18	100
  Education of Young Children (5024/0024)	3	*	*
  Elem Ed: CKT Mathematics Subtest (7813/2813)	22	22	100
  Elem Ed: CKT Reading/Lang Arts Subtest (7812/2812)	22	22	100
  Elem Ed: CKT Science Subtest (7814/2814)	22	22	100
  Elem Ed: CKT Social Studies Subtest (7815/2815)	24	24	100
  Elem Ed: MS Mathematics Subtest (5003/0003)	48	45	93.75
  Elem Ed: MS Reading Lang Arts Subtest (5002/0002)	48	47	97.92
  Elem Ed: MS Science Subtest (5005/0005)	49	46	93.88
  Elem Ed: MS Social Studies Subtest (5004/0004)	50	44	88
  English Lang Arts: Content & Analysis (5039/0039)	6	5	83.33
  English Lang Arts: Content Knowledge (5038/0038)	12	12	100
  English to Speakers of Other Languages (5362/0362)	13	13	100
  French: World Language (5174/0174)	1	*	*
  Mathematics (5165/0165)	2	*	*
  Mathematics: Content Knowledge (5161/0161)	9	8	88.89
  Middle School English Language Arts (5047/0047)	1	*	*
  Middle School Mathematics (5164/0164)	1	*	*
  Middle School Mathematics (5169/0169)	3	*	*
  Middle School Science (5442/0442)	6	5	83.33
  Middle School Social Studies (5089/0089)	6	6	100
  Physical Education: Content and Design (5095/0095)	1	*	*
  Principles of Learn Teach: Early Child (5621/0621)	44	39	88.64
  Principles of Learn Teach: Grades 5-9 (5623/0623)	5	5	100
  Principles of Learn Teach: Grades 7-12 (5624/0624)	63	60	95.24
  Principles of Learn Teach: Grades K-6 (5622/0622)	88	81	92.05
  Principles of Learn Teach: PreK-12 (5625/0625)	1	*	*
  Professional School Counselor (5421/0421)	17	17	100
  Reading Specialist (5302/0302)	1	*	*
  Social Studies: Content & Interpretati (5086/0086)	21	19	90.48
  Special Ed: Core Know Mild/Moderat App (5543/0543)	23	23	100
  Special Ed: Teaching Students w/ BD/ED (5372/0372)	1	*

  *No data are displayed because the test taker count is fewer than 5

• Measure 4 – Ability of Completers to be Hired

  The State of SC Department of Education provides the Annual 1 contract year SCTS 4.0 evaluation results of Clemson prepared graduates. The following number of graduates evaluated per year, and certification areas represented prove the ability of EPP completers to be hired in positions for which they were prepared. With a significant percentage of cohort completers obtaining teaching positions within the state, The College of Education strives to fulfill the land grant mission of Thomas Green Clemson to create “a high seminary of learning” that improves the opportunities and outcomes for the people of South Carolina.

  Evaluation Year
  2021-2022	2020-2021	2019-2020
  N=95	N=94	N=124
  Certification areas represented:	Certification areas represented:	Certification areas represented:
  Agriculture Biology Early Childhood Elementary English History Mathematics Middle Level Physics Science Social Studies Special Education	Agriculture Biology Chemistry Early Childhood Elementary English History Mathematics Middle Level Social Studies Special Education	Chemistry Early Childhood Elementary English History Mathematics Middle Level Physics Social Studies Special Education

   

  As additional evidence of completers ability to be hired in positions for which they were prepared, of the 100 graduates who completed an exit survey in spring of 2022, 68 indicated they had already signed or were finalizing a teaching position contract for the upcoming school year.