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Department of Secondary Education

CAEP Accountability Measures: Data on the Impact of Our Programs

Measure One: Impact on P-12 Student Learning and Development

These data show student learning behavior observed in classrooms taught by Mercy College School of Education alumni. we used the protocol linked here

Student Learning Behavior Observed in Classrooms Taught by Mercy College School of Education Alumni:

Mean Ratings Fall 2020 and Spring 2021. Observations lasted 45 minutes. Observers coded an observation instrument that included the response key and items listed below. Completed rating scales were returned to the assessment coordinator for processing. The table below reports average ratings across observations. The averages reported in the table indicate the clarity of evidence of each of the features listed in the table. In conjunction, we view these measurements as an operationalization of the construct Impact on P-12 student learning and development, as manifest in the alumni’s classroom performance.

Response Key: 3: Clearly in Evidence, 2: Evidence not Sufficiently Clear, 1: Not Observed

Student Learning Rubrics

Fall 2020

Spring 2021
  (N = 6) (N = 6)
Student questions were pertinent to the learning material 2.33 3.00
Student questions and responses demonstrated progress toward the learning goals of the class session 3.00 3.00
Students interacted constructively with each other about the learning material 2.50 2.50
Student work incorporated the lesson’s learning material 3.00 3.00
Students demonstrated command of the subject matter of the lesson 3.00 2.83
Average Student Learning 2.77 2.87

Measure One: Indicators of Teaching Effectiveness

These indicators show how effective our candidates are as teachers at the completion of their program. we used the protocol linked here

Teaching Effectiveness Observed in Classrooms Taught by Mercy College School of Education Alumni:

Mean Ratings Fall 2020 and Spring 2021. Observations lasted 45 minutes. Observers coded an observation instrument that included the response key and items listed below. Completed rating scales were returned to the assessment coordinator for processing. The table below reports average ratings across observations. The averages reported in the table indicate the clarity of evidence of each of the features listed in the table. In conjunction, we view these measurements as an operationalization of the construct Teaching Effectiveness, as manifest in the alumni’s classroom performance.

Response Key: 3: Clearly in Evidence, 2: Evidence not Sufficiently Clear, 1: Not Observed

Teaching Effectiveness Rubrics Fall 2020 Spring 2021
  (N = 6) (N = 6)
Organization    
Provided an opening or introduction to the lesson 3.00 3.00
Paces the lesson appropriately 2.80 3.00
Presented topics in logical sequence 3.00 3.00
Related today's lesson to previous/future lessons 3.00 3.00
Summarized major points of the lesson 3.00 3.00
Average 2.97 3.00
     
Presentation    
Explained major/minor points with clarity 3.00 3.00
Defined unfamiliar terms, concepts and principles 3.00 3.00
Used good examples to clarify points 3.00 3.00
Varied explanations for complex or difficult material 3.00 2.83
Emphasized important points and/or key terms 3.00 3.00
Integrated materials (examples, cases, simulations) from "real world" 3.00 3.00
Integrated technology (interaction with computers, educational software) into the instructional program 3.00 3.00
Demonstration of active, collaborative, and/or cooperative learning 3.00 2.67
Average 3.00 2.94
     
Dispositions    
Actively encouraged student questions 2.70 3.00
Asked questions to monitor student understanding 3.00 3.00
Waited sufficient time for students to answer questions 3.00 3.00
Listened carefully to student questions 3.00 3.00
Responded appropriately to student questions 3.00 3.00
Restated questions and answers when necessary 3.00 3.00
Demonstrated respect for diversity and requires similar respect in the classroom 3.00 3.00
Differentiated instruction in a way that is responsive to variations in academic needs and cultural background 2.30 2.50
Average 2.87 2.94
     
Content Knowledge and Relevance    
Presented material at an appropriate level for students 3.00 3.00
Presented material appropriate to the purpose of the lesson 3.00 3.00
Demonstrated command of the subject matter 3.00 3.00
Provided support for students at different levels 3.00 3.00
Average 3.00 3.00

Measure Two: Employer Ratings

Employers’ evaluation of the knowledge, skills and dispositions of our graduates.

Employer Mean Ratings of Graduates’ Preparation in Terms of the Mercy College Conceptual Framework: Fall 2020 & Spring 2021

Response Key: 3: Clearly in Evidence, 2: Evidence not Sufficiently Clear, 1: Not Observed

Please rate the preparation of our graduates on the following professional characteristics

Characteristics of an Effective Educator Mean Rating Mean Rating
  Fall 2020
(N = 2 Schools)
Spring 2021*
(N = 0 Schools)
Solid content knowledge enabling the graduate to deliver effective educational and professional services, based on current research, theory and practice. 3.00 -
Pedagogical and professional knowledge enabling the graduate to employ multiple strategies and tools, be effective practitioners and promoting student social, intellectual and emotional development.  3.00 -
The graduates understand the diversity in cultural, linguistic and academic backgrounds and incorporate sensitivity thereto in their daily practice. 3.00 -
The graduates effectively employ technology in their instruction and professional services.  3.00 -
The graduates reflect on their practice 3.00 -
The graduates demonstrate positive professional dispositions, including fairness and the belief that all children can learn. 3.00 -

*In 2021, employer rating data was not collected, due to the ongoing pandemic. We plan to resume collecting employer rating data in Fall 2022.

Measure Three: Meet Certification Requirements

Of those who graduate from our programs, these data show the number and percent who are certified, and who passed the New York State mandated Content Specialty Test.

Program Completers Passing Content Specialty Test: 2020 - 2021

  Initial Programs Advanced Programs
Number of Test Takers 167 10*
Number Who Passed 134 10
Pass Rate (%) 82.2% 100%

*21 advanced program completers did not take certifying exam
50 School Counselors and 14 School Psychologist do not have certification exams

Review of Certification Status of 2020 - 2021 Initial and Advanced Program Completers

  Initial Programs Advanced Programs with and without a required test for certification*
Program Completers 167 95
Number/Percent Certified to Work in Degree Area 95 (57%)* 86 (90.5%)

*Does not Include 54 Issued NYSED COVID Emergency Certificates

Source: Teacher Certification Lookup/TEACH

Measure Four: Employment Status

This section summarizes the employment status of our graduates.

Survey Sent 229
Responses 92
Response Rate 40.2%

Primary Employment Status of the Class of 2021: Number and Percent of Respondents in Each Employment Category

Employment Category Initial Programs
Full-time employed (30 hrs. per week or more on the average) 69
  75.00%
Employed part time (on average less than 30 hours per week) 3
  3.26%
Planning to continue education but not yet enrolled 0
  0.00%
Seeking employment 20
  21.74%
Not seeking employment or continuing education at this time 0
  0.00%
Total 92

Note: Employment status for advanced program candidates was not evaluated.