Elementary Education Accreditation

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West Virginia University at Parkersburg’s education preparation program has a history of excellence. In 1998, WVU at Parkersburg’s program achieved initial accreditation by the National Council for Accreditation of Teacher Education (NCATE). Since that time, the program has been continuously recognized by NCATE. In 2012, a team of examiners reviewed our institutional report, examined our data, made visit to our partnership schools and interviewed teachers and principals. The team determined that our program met all standards for full accreditation.

CAEP/NCATE

In 2013, the National Council for Accreditation of Teacher Education and the Teacher Education Accreditation Council consolidated to form the Council for the Accreditation of Educator Preparation (CAEP). WVU at Parkersburg’s program will continue to be recognized as an NCATE accredited program until its next accreditation visit in 2019.


CAEP 8 Annual Reporting Measures

WVU Parkersburg’s education preparation program is dedicated to excellence that is achieved through continual assessment and improvement grounded in a culture of evidence that informs our practice. The faculty conducts two assessment meetings each year to review data collected from numerous sources: current students, faculty, graduates, employers, cooperating teachers and supervising teachers. Certification examination scores and grade point averages also provide data for review. This review of the data informs the program concerning areas that need to be improved.

The preparation program at WVU at Parkersburg is committed to transparency. The following data demonstrates the program’s dedication to excellence:

Measure of Completer Impact Analysis of Trends Comparison with Benchmark Source
Impact Measures (CAEP Standard 4)
1. Impact on P-12 Learning and Development (CAEP Standard 4.1)
Student growth data provided by the Alumni Advisory Council (which includes graduates from 2013-2014, 2014-2015, 2015-2016) provides evidence on the West Virginia Evaluation Rubrics for Teachers The WV Evaluation Rubrics for Teachers requires that all teachers provide documentation of effect on student learning for two goals: 6.1 and 6.2. All Alumni Advisory Council members submitted documentation that they achieved a rating of Accomplished (2) on both goals 6.1 and 6.2. The state has not provided data for comparison at this date. Case Study: Assessing the Effectiveness of WVU at Parkersburg’s Graduates and Their Impact on Student Learning
West Virginia Evaluation Rubrics for Teachers- Rating for Standards 6.1 and 6.2 provided by WV Department of Education for 2015-2016 graduates WV teacher evaluation data was provided by the state for the two goals that address teacher effectiveness, 6.1 and 6.2. 76% of reported graduates achieved a rating of “Accomplished” and 24% achieved a rating of “Emerging” for Goal 6.1. For Goal 6.2, 83% achieved a rating of “Accomplished” and 17% achieved a rating of “Emerging”. The state has not provided data for comparison at this date. First year teachers are expected to be at the “Emerging” level on the WV Evaluation Rubrics for Teachers used in the WV teacher evaluation system. Data provided by the WV Department of Education
Star Reading and Math scores and IReady scores from graduates teaching in Wood County Schools Star Reading and Math scores and IReady scores will be available for analysis in the near future on graduates that teach in Wood County. No data has been provided yet. Data will be provided by Wood County Board of Education
2. Indicators of Teaching Effectiveness (Component 4.2)
Tripod student surveys given to students in the Alumni Advisory Council members’ classrooms The strongest areas for graduates as perceived by their students were Challenge (333.14) and Care (322.86). The three areas that were weaker than the others were Confer (296.57), Captivate (297.71), and Classroom Management (296.86) although all three were at the midpoint for all teachers. The mean scores of the three conceptual categories were nearly the same. Personal Support (309.72) was slightly lower than Curricular Support (309.91) and Academic Press (315). Tripod was validated by the Measures of Effective Teaching (MET) project sponsored by the Bill and Melinda Gates Foundation. Tripod is the nation’s leading provider of classroom-level survey assessments for K-12 education. The Alumni Advisory Council’s students in grades K-2 took the Tripod survey. Scaled scores on the survey can range from 202 to 398. A score of 300 is the midpoint for all teachers. Case Study: Assessing the Effectiveness of WVU at Parkersburg’s Graduates and Their Impact on Student Learning

Tripod Survey Results

Teacher evaluation data from the from the Alumni Advisory Council Graduates scored a rating of Emerging (1) or higher on each element of the WV Evaluation Rubrics for Teachers. The highest mean score was “The teacher establishes and maintains a safe and appropriate learning environment” while the lowest was “The teacher works with parents, guardians, families and community entities to support student learning and well-being.” This is an area that the EPP will continue to work to strengthen. The state has not provided data for comparison at this date. Case Study: Assessing the Effectiveness of WVU at Parkersburg’s Graduates and Their Impact on Student Learning

West Virginia Evaluation Rubrics for Teachers data from the Alumni Advisory Group 2016-2017

3. Satisfaction of Employers and Employment Milestones (Components 4.3)
Ratings on the West Virginia Evaluation Rubrics for Teachers provided by the Alumni Advisory Council which includes graduates from 2013-2014, 2014-2015, 2015-2016 Qualitative comments on the 2016-2017 annual WV teacher evaluations confirmed that employers are satisfied with WVUP graduates and their preparation. Comments included – “Demonstrates excellent planning and preparation for instruction every day. Each unit is well thought out, and classroom activities are selected based upon summative and formative assessment data collected within the classroom. The data driven instruction has proven to be very beneficial as the class end of the year STAR benchmark assessment was 81% at or above proficiency in Reading/Language Arts. Teacher is years ahead of fellow peers in understanding, analyzing and properly using assessment data to drive instruction.” The state has not provided data for comparison at this date. Case Study: Assessing the Effectiveness of WVU at Parkersburg’s Graduates and Their Impact on Student Learning
NeXT Common Metrics Instrument- Supervisor Survey The Supervisor survey was designed to gain the supervisor’s perspective of first-years teachers’ readiness. The survey was created by the NExT consortium of teacher preparation programs in the mid-west and funded by the Bush Foundation. WVUP is waiting for the state to obtain a closer match between employer and employee during the next administration of the survey. Data will be provided by NExT and the state in the future.
WVUP EPP Survey of Employers Satisfaction WVUP’s graduates have received strong employer ratings since the beginning of the program. The most recent survey data demonstrated strengths in “incorporating the use of technology and 21st century skills to design instruction” (mean score of 2.7 out of 3) and “selecting evaluation strategies to support instruction” (mean score of 2.7). The lowest areas with a mean score of 2.3 were “Incorporating student characteristics identified from various sources to design instruction,” “Communicates student evaluation results to students, parents, and appropriate personnel” and “Uses evaluation results in making instructional decisions, designing remediation activities, and enrichment activities. Data, both qualitative and quantitative, is consistent from year to year. Employers continue to rate WVUP graduates high every area. WVUP Employer Satisfaction Data

Qualitative Employer Data including Milestones

4. Satisfaction of Completers (CAEP 4.4)
NeXT Transition to Teaching Survey The Transition to Teaching survey was designed to follow-up with graduates to determine their employment status and perceptions of preparation one year after graduation. The survey was created by the NExT consortium of teacher preparation programs in the midwest and funded by the Bush Foundation. WVUP is waiting for the state to obtain a closer match between graduate and institutions during the next administration of the survey. Data will be provided by NExT and the state in the future.
WVUP EPP Survey of Graduates Satisfaction WVUP’s teacher preparation program consistently has received strong graduate satisfaction ratings One graduate’s response when asked what was the most beneficial aspect of the program provided a concise summary of the qualitative data: “Every aspect. From talking to other education graduates from other college/universities, I now see how much more prepared in the education field WVUP made me. Though at times it was a lot of work, it was 100% worth it. I’m a better teacher because of the requirements WVUP placed before me. The opportunity to be in a classroom starting semester one of the four year journey is beneficial. After speaking to colleagues who didn’t graduate from WVUP, many colleges/universities don’t put their education students in a classroom until their junior year. Being in a classroom early in college gave me extra experience and let me observe more teachers in my field of study.” The highest completer mean score was in the area of reflecting on instructional practice (2.71 out of 3) while the lowest mean score was utilizing questioning strategies (2.42 out of 3). Data, both qualitative and quantitative, is consistent from year to year. Graduates continue to rate WVUP graduates high every area. WVUP Completer/Graduate Satisfaction Data

Qualitative Graduate Satisfaction Data

Outcome Measures
5. Graduation Rates
WVUP Program Milestones and Graduation Rates Program milestones are Admission to Program, Admission to Student Teaching, and Completion/Certification.

Data indicate that the past few years have shown an overall downward trend in Admission to Program which in turn has caused a downward trend in Admission Student Teaching and Completion. Data has shown that the program’s retention rate is high, 91%, once a candidate is admitted to the education program and even higher, 98%, after admission to student teaching.

Data are following national and state trends of teacher shortages and fewer students seeking degrees in teacher education.

The university as a whole has shown a downward trend in enrollment in recent years.

Increase in GPA from 2.75 to 3.0 for admission to program has had a slight effect on enrollment in the teacher education program.

Program Milestones Data

Graduation Rates

6. Ability of Completers to Meet Licensing Requirements
Completer GPA Praxis Data WVUP requires their candidates to pass Praxis I examinations before Admission to Program and all Praxis 2 examinations before Admission to Student Teaching. There is a 100% passage rate for completers.

WVUP candidates are required to have a 3.0 GPA in three areas: overall GPA, courses required for the BA degree in elementary education, and all courses with a EDUC prefix. No grades below a C are accepted. In 2016-17, Admission to Program mean GPA was 3.42 and Admission to Student Teaching mean GPA was 3.45.

Candidates’ Praxis scores consistently follow the state and national benchmarks on all Praxis exams. Scores on the Principles of Learning and Teaching exam (5622) traditionally are higher than the state and national mean scores, iin all categorical areas except “Analysis of Instructional Scenarios” which tends to be slightly lower.

Candidates meet the state cut score for the Praxis CASE Math exam but the mean score is lower than the top 50% of those that were assessed nationwide.

Overall mean GPA is higher when compared to the overall mean GPA at the university./td>

Overall GPA and PRAXIS Passage Rate

Admission to Program GPA

Admission to Student Teaching GPA

Title II Report Title 2 Report
7. Ability of Completers to Be Hired
Employment Rates The full-time employment rate for the past two years is 77.4%. 99% of graduates are working in the field either full-time, substituting, or in another related field. Employment rates have increased over the past five years as the number of retirements in the school systems have increased. Graduates are employed soon after graduation. Ability to Be Hired
8. Student Loan Default Rates and Other Consumer Information
Tuition Price Comparison WVUP’s tuition is the lowest tuition in WV, OH, and one of the lowest in the nation. Most Affordable University in West Virginia

Most Affordable University in Ohio

Student Loan Default Rates University Loan Default Rates (Use code 003828)