The EPP was able to obtain graduates’ impact on student learning data (Standard 4.1) from one local school district on 10 graduates for both math and reading and one graduate for reading only. The eleven graduates represented elementary, intermediate, and middle school grade levels with one Title I teacher and one substitute teacher. The school district provided iReady benchmark data and the EPP focused on Percent Progress to Annual Typical Growth. With regard to Percent Progress to Annual Typical Growth, EPP graduates had an overall class average impact that ranged from 42-119% growth for reading with a mean impact of 63% Annual Typical Growth and a range of 21-116% growth for math with a mean impact of 80% Annual Typical Growth. Data from iReady benchmark measures in one school district suggest that EPP graduates positively impacted students’ learning for two core content areas (math and reading) in a variety of elementary, intermediate, and middle school grade levels.
The EPP Observation Form (Standard 4.2) includes 10 competencies with graduates rated by employers on each competency as Distinguished (4), Proficient (3), Basic (2), or Unsatisfactory (1). The form collectively includes competencies in all four of the West Virginia Professional Teaching Standards (WVPTS) and the four InTASC categories as well as being tagged to the CAEP standards. The Institutional Effective and Strategic Operations (IESO) office deployed the Observation Form to two local school districts that employed EPP graduates. Each school district had a mentor/academic coach who completed the Observation Form respectively for EPP graduates. Forty-five EPP graduates were observed in elementary, middle, and high schools as well as a technical center and alternative learning center. EPP graduates had specialization areas at the elementary grade levels and in art, English, gifted, health, library, math, music, physical education, science, and social studies. The overall mean was 3.17 (above the Proficient level) and the rating range was 2.93 to 3.56. The lowest rating for “Demonstrates knowledge of the content and its inter-relatedness within and across disciplines” and the highest rating for “Observes professional responsibilities in an ethical manner and adheres to established regulations, policies, rules, and laws.” According to the completed Observation Forms, EPP graduates are performing above the Proficient level in competencies that represent all four InTASC categories and all four WVPTS.
The competencies of the EPP Employer Survey (Standard 4.3) are explicitly aligned/tagged to CAEP, InTASC, and the WVPTS and reflect the shared values and beliefs of the EPP. The survey includes four separate sections that match the four WVPTS: Curriculum and Planning (10 competencies), The Learner and the Learning Environment (9 competencies), Teaching (10 competencies), and Professional Responsibilities for Self-Renewal, School, and Community (8 competencies). Each competency has a stem, which reads: “The recent EPP graduates in my building are well prepared to". The employer rated each competency on the survey via a Likert scale: Strongly Agree (4), Agree (3), Disagree (2), or Strongly Disagree (1). The Institutional Effective and Strategic Operations (IESO) office deployed an Employer Survey to principals of schools with employed EPP graduates in two local school districts. If the principal had more than one graduate, only one survey was completed. Principals completed the Employer Survey on ten graduates employed in elementary, intermediate, middle, and high schools. EPP graduates had specialization areas at the elementary grade levels and in art, English, gifted, music, science, and social studies. The overall mean for the four WVPTS sections was a 3.27 with a rating range of 3.24 to 3.3 (all above the Proficient level). Overall survey ratings indicate that employers are satisfied with the EPP graduates’ preparation for their assigned responsibilities in working with P-12 students.
The Network for Excellence in Teaching (NExT) is a partnership that developed a set of common surveys (Exit, Transition to Teaching, and Supervisor) to assess how EPPs prepare new teachers. The West Virginia (WV) Higher Education Policy Commission (HEPC) sponsored a research agreement with NeXT via North Dakota State University (NDSU) to provide participating WV EPPs with the survey instruments, data analysis, and reporting. The EPP received its first Transition to Teaching Survey (TTS) in 2019. The TTS collected information on recent graduates’ licensure and job status, perceptions of their teacher preparation programs, current school contexts, and personal demographics. The TTS included five separate sections (Instructional Practice, Diverse Learners, Learning Environment, Professionalism, and Program Recommendation) with multiple competencies for each section. The graduate rated each competency on the survey via a likert scale: Agree (4), Tend to Agree (3), Tend to Disagree (2), or Disagree (1). The overall mean ratings for each of the competencies in the five sections ranged from 3.0 to 3.73 with the exception of two competencies related to differentiating instruction for mental health needs (2.86) and English-language learners (2.79). The majority of EPP graduate ratings (Agree/Tend to Agree) indicate that their teacher education program prepared them to accomplish the competencies of teaching related to Instructional Practice, Diverse Learners, Learning Environment, and Professionalism.
The EPP Graduate Survey includes four separate sections that match the 4 WVPTS: Curriculum and Planning (10 competencies), The Learner and the Learning Environment (9 competencies), Teaching (10 competencies), and Professional Responsibilities for Self Renewal, School, and Community (these 8 competencies were inadvertently not included in the survey when transferred to Qualtrics, this will be corrected for the next deployment). The competencies are explicitly aligned/tagged to CAEP standards, InTASC categories, and the WVPTS. Each competency has a stem, which reads: “My educator preparation program prepared me to.” The graduate rates each competency on the survey via a likert scale: Strongly Agree (4), Agree (3), Disagree (2), or Strongly Disagree (1). The Institutional Effective and Strategic Operations (IESO) office deployed a Graduate Survey to each employed EPP graduate in two local school districts. Twelve graduates in elementary, intermediate, middle, and high schools completed graduate Surveys. EPP graduates had specialization areas at the elementary grade levels and in English, health, library, music, physical education, and special education. The overall mean for first three WVPTS sections was a 3.29 with the rating range being 3.2 to 3.5 (all above the Proficient level). Overall survey ratings indicate that graduates perceive their preparation as relevant to the responsibilities they confront on the job, and that their preparation was effective.
The EPP systematically tracks cohorts from entry to completion. Our current data tracked teacher candidates from the Fall 2016 cohort through the Fall 2019 cohort (3 academic years). According to the model schedule, teacher candidates should have completed the requirements to apply for formal admission into the EPP by the first semester of their sophomore year. These requirements are: satisfactory completion of EDUC 2200: Introduction to Education and EDUC 2201: Instructional technology, maintain a minimum 2.75 Cumulative and Field GPA, satisfactorily complete the Early Field Experience, and pass the Praxis I Core tests. Candidates who have reached these criteria are required to submit an Admissions Portfolio (previously known as the Developmental Portfolio) for review by EPP faculty to be considered for formal admission.
The Fall 2016 and Spring 2017 cohorts are the only cohorts currently being tracked that do not have any teacher candidates still enrolled and reflect an 83.3% completion rate in ≤6 semesters, which is on target with the model schedule. Each of those cohorts only had 1 candidate that completed the program in >6 semesters (4.1% and 5.6%, respectively), with 3 (12.5%) not completing the program from the Fall 2016 cohort, and 2 (11.1%) not completing the program from the Spring 2017 cohort. Data reflects that the Fall 2017-Fall 2019 cohorts currently have at least 83.4% retention when the number of candidates who have graduated is added to the number of candidates currently enrolled.
The EPP tracks the number of completers of initial and advanced programs as defined by CAEP through our Certification Officer and the Office of Institutional Effectiveness and Strategic Operations. Initial certification numbers represent all candidates completing the undergraduate education programs, with the advanced programs including candidates completing the M.Ed. in Reading and the M.Ed. in Special Education. The M.Ed. and Certification-only programs in Educational Leadership are new and do not currently have completers. We anticipate the first completers of those programs to be included in the 2021 CAEP Annual Report.
The EPP PDS Office systematically tracks the number of completers hired after they complete their respective program. The PDS office regularly checks the PDS County Board of Education meeting agendas and personnel directories to identify the location of hired completers, and communicates with completers who provided the EPP with contact information. Current data reflect completers from Spring 2016-Fall 2019. Data reflects that 55-100% of candidates that completed during these semesters have been employed in Education. It is worth noting that the lowest percentage is reflected for Spring 2016 completers, but that is also the semester that the EPP had the most candidates with an unknown status (8). The two semesters with the highest percentage rate (100% in Fall 2018 and 95% in Spring 2019) are the semesters that the EPP knows the status of all completers.
Fairmont State University’s Cohort Default Rate is 10.9%. The Department of Education does not break the default rate down between graduate and undergraduate. The rate is determined by the number of students who go into default for a specific time period divided by the number of students who went into repayment for the same time period. The cohort default rate is a 3-year default rate; therefore, the rate reflects the students who went into repayment three years prior to the rate being released. Our current rate is based on students who went into repayment and defaulted during the 2016 year.
Consumer information covers many things (FERPA, CLERY ACT, Financial Aid, Cost of Attendance, Refund Policy, Withdraw information, Facilities and Services available for Students with Disabilities, Textbook information, Net Price Calculator, Diversity, etc.). These are federally required of the institution in order to remain eligible for Title IV aid. You can find the information and or links to the information on the following webpage: