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Measure 1
CAEP Standard 4.1: Impact on P-12 learning and development
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The South Caroline Department of Education currently does not provide completer impact data. We continue to monitor state legislation in this area. Details of the most recent bill (House Bill 3591) presented can be found here:
https://www.scstatehouse.gov/sess124_2021-2022/bills/3591.htm
A recent case study was conducted to determine learning and development impact. 26 completers working in partner districts provided results for several different growth measures including MAP, District level benchmarks (SLO), SC Ready, SC PASS, EOC Exams, AP Exams, and IEPs. 23 (88.5%) reported students showing growth/meeting expectations while 3 (11.54%) reported students not meeting expectations. 100% of completers agreed that Clemson programs prepared them to make a positive impact on student learning and development.
Prior to COVID 19 restrictions, we began working with partner school district administrators to create a set of common student growth measures and develop a process for annual data collection. We will continue moving forward with this plan.
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Measure 2
CAEP Standard 4.2: Indicators of teaching effectiveness
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The following results are for second year evaluation of Clemson graduates employed in South Carolina:
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2019-2020 ADEPT report
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Provider Results
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Statewide Results
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Total Graduates Evaluated
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131
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2026
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Total Graduates Passing
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122 (93.13%)
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1874 (92.50%)
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Clemson completers’ average South Carolina Teaching Standards 4.0 scores to state averages for AY 19-20.
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Rubric Criteria
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Provider Avg.
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State Avg.
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Instructional Plans
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3.21
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3.18
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Student Work
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3.06
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3.03
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Assessment
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2.98
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2.94
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Standards & Objectives
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3.1
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3.2
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Motivating Students
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3.25
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3.29
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Presenting Instructional Content
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3.21
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3.17
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Lesson Structure & Pacing
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3.08
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3.11
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Activities & Materials
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3.17
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3.17
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Questioning
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3.03
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2.96
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Academic Feedback
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3.1
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3.05
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Grouping Students
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3.08
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3.07
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Teacher Content Knowledge
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3.41
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3.39
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Teacher Knowledge of Students
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3.36
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3.35
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Thinking
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3.03
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2.95
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Problem Solving
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3.06
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2.98
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Managing Student Behavior
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3.28
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3.31
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Expectations
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3.31
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3.33
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Environment
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3.51
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3.42
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Respectful Culture
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3.54
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3.5
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1. The educator is prompt, prepared, and participates in professional development meetings, bringing student artifacts (student work) when requested.
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3.75
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3.67
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2. The educator appropriately attempts to implement new learning in the classroom following presentation in professional development meetings.
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3.69
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3.58
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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.
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3.67
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3.47
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4. The educator selects specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency.
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3.78
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3.49
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5. The educator makes thoughtful and accurate assessments of his/her lessons’ effectiveness as evidenced by the self- reflection after each observation.
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3.72
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3.56
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6. The educator offers specific actions to improve his/her teaching.
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3.71
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3.53
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7. The educator accepts responsibilities contributing to school improvement.
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3.73
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3.58
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8. The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions.
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3.72
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3.47
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9. The educator actively supports school activities and events.
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3.66
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3.57
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10. The educator accepts leadership responsibilities and/or assists in peers contributing to a safe and orderly school environment.
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3.69
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3.54
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Measure 3
CAEP Standard 4.3 and A4.1: Satisfaction of employers and employment milestones
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A recent case study was conducted to determine initial completer employer satisfaction. The employers were asked to rate their satisfaction with preparedness of teachers in the four inTASC domain, technology, working with diverse learning, and implementation of standards. The results are disaggregated by program area.
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The Learner and Learning
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Content Knowledge
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Instructional Practice
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Professional Responsibility
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Technology
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Diverse Learners
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College and Career Standards
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InTASC Domains
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Please indicate how prepared your Clemson alumni teacher(s) is(are) in these critical areas aligned to InTASC and SC Teaching Standards:
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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
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Mastery of content that allows me to connect concepts and engage students in problem solving and critical thinking
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Skills to design and implement effective instruction, align assessments with student learning outcomes/standards and use assessment results to monitor and improve student progress
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Professionalism and ethical practices allowing me to be an excellent collaborator and leader in the learning community
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Utilization and application of technology resources and digital media to increase professional skills and improve student learning outcomes
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Understanding the strengths and needs of diverse learners and ability to plan and present instruction that allows all students the opportunity to succeed
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Implementation of college and career readiness standards
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satisfaction percentage (number selecting prepared or very prepared in respective area)
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Early Completer Principals
(n=4)
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100.00% (4)
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100.00% (4)
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100.00% (4)
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100.00% (4)
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100.00% (4)
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100.00% (4)
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100.00% (4)
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Elementary Completer Principals
(n=7)
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100% (7)
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85.71% (6)
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71.43% (5)
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85.71% (6)
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100% (7)
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71.43% (5)
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71.43% (5)
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Middle/Secondary Completer Principals
(n=10)
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100% (10)
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100% (10)
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80.00% (8)
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100% (10)
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90.00% (9)
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100% (10)
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80.00% (8)
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Special Education
Completer Principals
(n=4)
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100.00% (4)
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100.00% (4)
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75.00% (3)
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100.00% (4)
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100.00% (4)
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100.00% (4)
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75.00% (3)
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Total* (n=21)
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100% (21)
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95.24% (20)
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80.95% (17)
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95.24% (20)
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95.24% (20)
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90.48% (19)
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80.95% (17)
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A recent case study sought to determine the satisfaction levels of advanced completer employers. The employers were asked to rate their satisfaction with completer preparedness in the CAEP six professional skills. Results are disaggregated by completer year.
In another recent survey, district superintendents indicated satisfaction in Clemson prepared leaders’ abilities related to the six CAEP professional skills. 100% of superintendents indicated they will continue to seek and hire school leaders prepared by Clemson advanced programs.
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Measure 4
CAEP Standard 4.4 and A4.2: Satisfaction of completers
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A recent case study of initial level completers employed in three partner districts yielded the following satisfaction results aligned to INTASC domains, technology, diverse learners, and college/career standards:
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The Learner and Learning
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Content Knowledge
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Instructional Practice
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Professional Responsibility
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Technology
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Diverse Learners
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College and Career Standards
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InTASC Domains
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With the knowledge you have gained as a teaching professional, reflect on how well your Clemson program prepared you for the job. Rate your level of preparedness in the following critical areas….
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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
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Mastery of content that allows me to connect concepts and engage students in problem solving and critical thinking
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Skills to design and implement effective instruction, align assessments with student learning outcomes/standards, and use assessment results to monitor and improve student progress
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Professionalism and ethical practices allowing me to be an excellent collaborator and leader in the learning community
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Utilization and application of technology resources and digital media to increase professional skills and improve student learning outcomes
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Understanding the strengths and needs of diverse learners and ability to plan and present instruction that allows all students the opportunity to succeed
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Implementation of college and career readiness standards
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satisfaction percentage (number selecting prepared or very prepared in respective area)
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Total (n=34)
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85.29% (29)
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88.24% (30)
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82.35% (28)
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94.12% (32)
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88.24% (30)
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73.53% (25)
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79.41% (27)
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A recent case study of advanced level completers employed in partner districts yielded the following satisfaction results aligned to CAEP professional skills:
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Reflecting on your professional experiences, please rate your level of preparedness in the following critical areas provided by your Clemson program courses and internship:
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Applications of data literacy
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Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies
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Employment of data analysis and evidence to develop supportive school environments
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Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents
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Supporting appropriate applications of technology
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Application of professional dispositions, laws and policies, codes of ethics and professional standards
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satisfaction percentage (number selecting prepared or very prepared in respective area)
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Total (n=13)
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76.92% (10)
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84.62% (11)
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76.92% (10)
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96.31% (12)
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69.23% (9)
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76.92% (10)
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Measure 5
Graduation Rates (initial & advanced levels)
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CoE Statistics
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2010
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2011
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2012
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2013
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2014
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4 Year Graduation Rate
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72.3%
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88.1%
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79.2%
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76.8%
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81.9%
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6 Year Graduation Rate
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80.4%
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91.1%
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88.3%
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85.9%
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91.4%
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Measure 6
Ability of completers to meet state licensing/certification requirements (initial & advanced levels)
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Provider
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Statewide
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Group
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Number
Taking
Assessment1
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Number
Passing
Assessment2
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Institutional
Pass Rate
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Number
Taking
Assessment1
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Number
Passing
Assessment2
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Statewide
Pass Rate
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All program completers, 2019-20
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94
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89
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95%
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1550
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1413
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91%
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All program completers, 2018-19
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132
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131
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99%
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1842
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1779
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97%
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All program completers, 2017-18
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163
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162
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99%
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1823
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1792
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98%
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Measure 7
Completer employability in education positions for which they have prepared (initial & advanced levels)
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In Spring 2019, the CoE surveyed undergraduate students to determine post-graduation plans. Of the 135 students surveyed, 65 graduates responded (48% response rate). Of those responding 50/65 (77%) reported having already secured a teaching contract. Several others reported current negotiations with districts or plans to attend graduate school.
Most graduates of our advanced degree programs (Administration/Supervision) practicing professionals. Upon completion, some of them immediately move to leadership roles while others might continue working in their current teaching roles.
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Measure 8
Student loan default rates and other consumer information (initial & advanced levels)
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Official Clemson University cohort default rates taken from US Department of Education Federal Student Aid website
https://www2.ed.gov/about/offices/list/fsa/index.html
*2017 National Cohort default rate =9.7%
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Year
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Default Rate
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2017
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3.1
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2016
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2.9
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2015
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1.9
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