365bet官方网站的教育预备课程是由国家教师教育认证委员会(NCATE)认证的。. 这一认证承认我们的教育项目已经达到了教师和其他教育工作者的国家专业标准.
In 2014, NCATE consolidated with the accrediting body of the Council for the 认证 of Educator Preparation (CAEP), an evidence-based accreditation that assures quality and continuous improvement to strengthen P-12 student learning. 365bet官方网站的CAEP审查发生在2022年12月.
研究生课程
教育者准备表现
365bet官方网站教育学院的使命是将教育工作者培养成以学习者为中心、具有批判性思维的探究型专业人士, 行为道德, 有效沟通, 并协同工作，以满足所有学生的不同需求.
该项目希望培养教育专业人士，他们将通过实施循证教学实践和展示强大的能力，成为学校和社区变革的推动者, 然而,合作, 领导才能.
To prepare students for the dynamic responsibilities of contemporary schools, the program requires a strong foundation in an academic content or teaching area.
CAEP年度报告措施
(CAEP标准4.2)
教育工作者准备认证委员会(CAEP)制定了四项年度报告措施，用于向公众提供有关项目影响和项目成果的信息. The CAEP measures with links to supporting evidence for each measure are provided below:
测量1(初始):完成者影响有效性(R4).1)
The provider demonstrates that program completers effectively contribute to P-12 student learning 和经济增长, 运用专业知识, 技能, 和性格 in the P-12 classroom that the preparation experiences were designed to achieve.
在促进P-12学生学习成长方面有更大的影响，在应用专业知识方面有更大的有效性, 技能, 和性格
数据说明:
俄亥俄州的教师评估系统(Ohio's Teacher Evaluation system)为教育工作者提供了对其表现的详细看法, 专注于特定的优势和改进的机会. 该系统以研究为基础，设计透明, 公平, 并能适应俄亥俄州学区的具体情况. Teachers receive a summative final rating of one of the following: accomplished, 熟练的, 发展中, 或无效.
The Ohio Teacher Evaluation System (OTES) data addresses: (a) completer impact in contributing to P-12 student learning, 和经济增长, (二)更有效地运用专业知识, 技能, 和性格. Value-added analysis helps educators measure the impact schools 和老师 have on students’ academic progress. 在OTES模型中使用了增值度量. Teacher performance and student academic growth are the two key components of Ohio's 评价 system.
俄亥俄州教师评价系统(OTES)数据的局限性:
- The information in the report is for individuals receiving their licenses with effective years of 2018, 2019, 2020年和2021年.
- The teacher 评价 data in this report are provided by the Ohio Department of Education.
- 由于ORC 3333.041(B), annual results must be masked for institutions with fewer than 10 completers with OTES data.
| 初始许可生效年份 | 完成 | 精通 | 发展中 | 无效的 |
|---|---|---|---|---|
| 2021 | N<3 | 15 | N<3 | N<3 |
| 2020 | N<10 | 22 | N<10 | N<10 |
| 2019 | N<10 | 16 | N<10 | N<10 |
| 2018 | 14 | 28 | N<10 | N<10 |
2021-22年度业绩水平
Measure 2 (最初的 and 先进的): Satisfaction of Employers and Stakeholder Involvement (R4.2/R5.3/RA4.1)
俄亥俄州于2018年停止了雇主满意度调查. Therefore, no data is available for 2018-2019 for initial licensure programs. 教育学院对其咨询委员会成员进行调查. 调查在春季学期发送. Additional responses are expected for the AY 2021-2022 survey and the results will be updated Summer 2023. 这项调查包括365bet官方网站的初级和高级课程. 高级项目还对利益相关者进行了调查. 结果报告如下.
参与项目设计的内部和外部利益相关者, 评价, 以及持续改进的过程
Meetings of the 教育学院 Advisory Committee were disrupted by COVID. 谘询委员会每学年举行一次会议. 咨询委员会还包括以数据为中心的三个焦点小组, 合作伙伴关系, 和招聘. The purpose of the Advisory/Stakeholder Committee is to provide input on program design and continuous improvement. The three focus groups are comprised of members of the larger Advisory/Stakeholder Committee. The Advisory/Stakeholder Committee members include university supervisors and faculty, 学校和地区管理人员, 和老师.
| 声明 | 强烈同意 | 同意 | 不同意 | 强烈反对 |
|---|---|---|---|---|
| 1. SSU准备教师了解学生的学习和发展. | 2020-21: 61% (25) 2021-22: 63% (12) |
2020-21: 39% (16) 2021-22: 26% (5) |
2020-21: 0% (0) 2021-22: 5% (1) |
2020-21: 0% (0) 2021-22: 5% (1) |
| 2. SSU prepares teachers to respect the diversity of the students, colleagues and families. | 2020-21: 66% (27) 2021-22: 52.63% (10) |
2020-21: 34% (14) 2021-22: 42.11% (8) |
2020-21: 0% (0) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 3. SSU prepares teachers to know and understand the curriculum content for which they have instructional responsibility. | 2020-21: 59% (24) 2021-22: 52.63% (10) |
2020-21: 40% (16) 2021-22: 31.58% (6) |
2020-21: 2% (1) 2021-22: 10.53% (2) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 4. SSU准备教师理解和使用基于证据的教学策略，有效地教授他们有教学责任的概念和技能. | 2020-21: 61% (25) 2021-22: 52.63% (10) |
2020-21: 37% (15) 2021-22: 31.58% (6) |
2020-21: 2% (1) 2021-22: 5.26% (1) |
2020-21: 0% (0) 2021-22: 10.53% (2) |
| 5. SSU准备教师理解 assessment practices, their purpose and the data they generate. | 2020-21: 59% (24) 2021-22: 57.89% (11) |
2020-21: 37% (15) 2021-22: 31.58% (6) |
2020-21: 4% (2) 2021-22: 5.26% (1) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 6. SSU prepares teachers to analyze data to monitor and support student progress. | 2020-21: 59% (24) 2021-22: 38.89% (7) |
2020-21: 32% (13) 2021-22: 50% (9) |
2020-21: 10% (4) 2021-22: 5.56% (1) |
2020-21: 0% (0) 2021-22: 5.56% (1) |
| 7. SSU prepares teachers to use data to plan, differentiate and modify instruction. | 2020-21: 49% (20) 2021-22: 47.37% (9) |
2020-21: 44% (18) 2021-22: 36.84% (7) |
2020-21: 7% (3) 2021-22: 10.53% (2) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 8. SSU prepares teachers to align their instructional goals and activities with school and district priorities. | 2020-21: 61% (25) 2021-22: 63.16% (12) |
2020-21: 40% (16) 2021-22: 26.32% (5) |
2020-21: 0% (0) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 10.53% (2) |
| 9. SSU prepares teachers to differentiate instruction to support the learning needs of all students. | 2020-21: 49% (20) 2021-22: 47.37% (9) |
2020-21: 41% (17) 2021-22: 42.11% (8) |
2020-21: 10% (4) 2021-22: 5.26% (1) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 10. SSU Prepares teachers who are proficient in application of technology for the enhancement of P-12 Learning. | 2020-21: 85% (35) 2021-22: 63.16% (12) |
2020-21: 15% (6) 2021-22: 31.58% (6) |
2020-21: 0% (0) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 11. SSU prepares teachers to engage in instructional practices that promote critical thinking, 解决问题，鼓励学习者探索. | 2020-21: 61% (25) 2021-22: 63.16% (12) |
2020-21: 37% (15) 2021-22: 21.05% (4) |
2020-21: 2% (1) 2021-22: 10.53% (2) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 12. SSU prepares teachers to establish inclusive environments that are respectful, supportive and caring. | 2020-21: 63% (26) 2021-22: 63.16% (12) |
2020-21: 34% (14) 2021-22: 26.32% (5) |
2020-21: 2% (1) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 10.53% (2) |
| 13. SSU prepares teachers to engage in instructional practices that promote positive learning results for students. | 2020-21: 61% (25) 2021-22: 63.16% (12) |
2020-21: 39% (16) 2021-22: 31.58% (6) |
2020-21: 0% (0) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 14. SSU prepares teachers to communicate clearly and effectively with students, colleagues and families. | 2020-21: 56% (23) 2021-22: 52.63% (10) |
2020-21: 41% (17) 2021-22: 42.11% (8) |
2020-21: 2% (1) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 15. SSU培养教师与其他教师有效合作, 管理员, 员工及家属. | 2020-21: 59% (24) 2021-22: 57.89% (11) |
2020-21: 39% (16) 2021-22: 31.58% (6) |
2020-21: 2% (1) 2021-22: 5.26% (1) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 16. SSU准备教师理解, 维护, 遵守职业道德规范以及地区和国家政策. | 2020-21: 73% (30) 2021-22: 57.89% (11) |
2020-21: 27% (11) 2021-22: 31.58% (6) |
2020-21: 0% (0) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 10.53% (2) |
| 17. SSU准备教师承担专业成长的责任. | 2020-21: 56% (23) 2021-22: 63.16% (12) |
2020-21: 44% (18) 2021-22: 31.58% (6) |
2020-21: 0% (0) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
参与项目设计的内部和外部利益相关者, 评价, 以及持续改进的过程
365bet官方网站通过俄亥俄州院长紧凑LISD(低发病率感觉残疾项目)合作提供两个研究生水平的许可项目.
以下数据反映了聋人补全者雇主的反馈 & 听力障碍 (TOD) and the Teacher of the 视力受损的 (TVI) programs. 在学区聘用的教师完成视力障碍干预专家或听力障碍干预专家的高级课程一年后，联系雇主完成评估. 值得注意的是，听力障碍干预专家项目中只有一个队列有数据，第二个队列于2022年夏季完成，他们的数据将在2023年夏季收集. For the 干预专家 视力受损的, three cohorts of employer data are provided.
| 声明 | N | 强烈同意 | 同意 | 不同意 | 强烈反对 |
|---|---|---|---|---|---|
| 1. The low incidence sensory disabilities programs at 肖尼 State University prepare teachers to use augmentative, alternative and assistive technologies and their applications to support students. | 17 | 58.8% (10) | 35.3% (6) | 5.9% (1) | 0.00% (0) |
| 2. 365bet官方网站(肖尼 State University)的低发病率感觉障碍项目让教师们了解感觉障碍及其对家庭的影响. | 17 | 58.8% (10) | 41.2% (7) | 0.00% (0) | 0.00% (0) |
| 3. 365bet官方网站的低发病率感觉障碍项目帮助教师了解感觉障碍及其对教学计划的影响. | 17 | 70.6% (12) | 29.4% (5) | 0.00% (0) | 0.00% (0) |
| 4. 365bet官方网站(肖尼 State University)的低发病率感觉障碍项目为教师提供了从事专业实践的准备，以促进有感觉障碍的学生成功过渡. | 17 | 47.1% (8) | 47.1% (8) | 0.00% (0) | 5.9% (1) |
| 5. 365bet官方网站的低发病率感觉障碍项目使教师能够从事教学实践，在普通或特殊课程中促进积极的学习结果. | 17 | 52.9% (9) | 41.2% (7) | 0.00% (0) | 5.9% (1) |
| 6. 365bet官方网站(肖尼 State University)的低发病率感觉障碍项目为教师提供了从事教学实践的准备，这些教学实践展示了为有感觉障碍的学生改变学习环境的能力. | 17 | 64.7% (11) | 35.3% (6) | 0.00% (0) | 5.9% (1) |
| 7. 365bet官方网站的低发病率感官残疾项目使教师能够从事教学实践，培养重视多样性的教育环境. | 17 | 58.8% (10) | 35.3% (6) | 0.00% (0) | 5.9% (1) |
| 8. 365bet官方网站的低发病率感觉障碍项目使教师能够参与反映和解决有感觉障碍学生的IEP目标的教学实践. | 17 | 70.6% (12) | 29.4% (5) | 0.00% (0) | 0.00% (0) |
| 9. 365bet官方网站(肖尼 State University)的低发病率感觉障碍项目为教师提供了从事教学实践的准备，这些教学实践使用评估数据来计划对有感觉障碍的学生进行教学. | 17 | 47.1% (8) | 52.9% (9) | 0.00% (0) | 0.00% (0) |
| 10. 365bet官方网站的低发病率感觉障碍项目为教师提供了从事专业实践的准备，以促进有感觉障碍的学生融入普通教育学习环境. | 17 | 52.9% (9) | 47.1% (8) | 0.00% (0) | 0.00% (0) |
Measure 3 (最初的 and/or 先进的): Candidate competency at program completion (R3.3/RA3.4)
A measure of candidate competency at completion is the pass rate on the 俄亥俄州教育工作者评估. 俄亥俄州教育工作者评估(OAE)计划评估正在寻求初始俄亥俄州教育工作者执照或增加新执照领域的候选人的内容领域和专业(教学)知识. 评估与俄亥俄州的学习标准一致. 通过率显示的是2021-2022学年计划毕业生的通过率.
| 程序 | OAE测试名称 & 数量 | 通过了 | 失败的 | 通过率 | 州合格率 |
|---|---|---|---|---|---|
| 高级执照课程(完成者) | |||||
| 充耳不闻 & 听力障碍 | 特殊教育专家:聋人/听障人士 | 7 | 0 | 100% | 80% |
| 视力受损的 | 特殊教育专家:视障人士 | 7 | 1 | 88% | 77% |
| 初始执照计划(完成者) | |||||
| 艺术 | 006艺术 | 4 | 0 | 100% | 84% |
| 儿童早期 | 012幼儿期 | 25 | 0 | 100% | 89% |
| 幼儿特殊教育 | 013幼儿特殊教育 | 14 | 4 | 78% | 82% |
| 青少年 & 青少年(7-12岁) Integrated Language 艺术s, Integrated Science, and Mathematics | 020英语语言艺术 024综合科学 综合社会研究 027年数学 |
7 | 0 | 100% | 综合结果NA |
| 童年中期 English Language 艺术s, Science, Mathematics, Social Studies | 028初中英语语言艺术 029初中科学 030初中数学 031初中社会学科 |
7 | 0 | 100% | 综合结果NA |
| 干预专家 | 043特殊教育 | 5 | 1 | 83% | 80% |
| 阅读 | 090年阅读 | 23 | 4 | 85% | 82% |
| 专业知识评估 | |||||
| 儿童早期 | 幼儿专业知识评估 | 21 | 1 | 95% | 89% |
| 童年中期 | 002儿童中期专业知识评估(4-9) | 3 | 0 | 100% | 89% |
| 青少年 & 年轻的成年人 | 03青少年专业知识评估 & 青少年(7-12岁) | 6 | 0 | 100% | 98% |
| Multi-Age | 004多年龄段专业知识评估(PK-12) | 10 | 0 | 100% | 91% |
Another measure of candidate competency is the Candidate Preservice 评估 of Student Teaching (CPAST). Data is shown for academic year 2021-2022 for undergraduate and graduate programs. The CPAST instrument is used to assess student teachers in the following areas:
- 指导和评估计划;
- 教学交付,
- 评估,
- 教学分析;
- 职业承诺和行为;
- 专业的关系,
- 批判性思维和反思性练习.
| 标准名称 | N | 的意思是 | 尚未开发 (n/%) |
新手 (n/%) |
主管 (n/%) |
精通(目标) (n/%) |
低 | 高 |
|---|---|---|---|---|---|---|---|---|
| 教育学 | ||||||||
| 教学与评估计划 | 40 | 2.73 | 0 | 0% | 0 | 0% | 11 | 27% | 29 | 73% | 2 | 3 |
| 教学交付 | 40 | 2.75 | 0 | 0% | 0 | 0% | 10 | 25% | 30 | 75% | 2 | 3 |
| 评估 | 40 | 2.59 | 0 | 0% | 1 | 2% | 14 | 35% | 25 | 63% | 1 | 3 |
| 教学分析 | 40 | 2.45 | 0 | 0% | 2 | 5% | 18 | 45% | 20 | 50% | 1 | 3 |
| 性情 | ||||||||
| 职业承诺与行为 | 40 | 2.78 | 0 | 0% | 0 | 0% | 8 | 20% | 32 | 80% | 2 | 3 |
| 专业的关系 | 40 | 2.57 | 0 | 0% | 1 | 2% | 11 | 28% | 28 | 70% | 1 | 3 |
| 批判性思维和反思性实践 | 40 | 2.88 | 0 | 0% | 0 | 0% | 5 | 13% | 35 | 88% | 2 | 3 |
| 标准名称 | N | 的意思是 | 尚未开发 (n/%) |
新手 (n/%) |
主管 (n/%) |
精通(目标) (n/%) |
低 | 高 |
|---|---|---|---|---|---|---|---|---|
| 教育学 | ||||||||
| 教学与评估计划 | 21 | 3.75 | 0 | 0% | 0 | 0% | 5 | 24% | 16 | 76% | 3 | 4 |
| 教学交付 | 21 | 3.78 | 0 | 0% | 0 | 0% | 4 | 19% | 17 | 81% | 3 | 4 |
| 评估 | 21 | 3.72 | 0 | 0% | 1 | 5% | 5 | 24% | 15 | 71% | 1 | 4 |
| 教学分析 | 21 | 3.33 | 0 | 0% | 5 | 24% | 4 | 19% | 12 | 57% | 2 | 4 |
| 性情 | ||||||||
| 职业承诺与行为 | 21 | 3.85 | 0 | 0% | 1 | 5% | 2 | 10% | 18 | 90% | 2 | 4 |
| 专业的关系 | 21 | 3.88 | 0 | 0% | 0 | 0% | 2 | 10% | 19 | 90% | 3 | 4 |
| 批判性思维和反思性实践 | 21 | 3.95 | 0 | 0% | 0 | 0% | 1 | 5% | 20 | 95% | 3 | 4 |
Measure 4 (最初的 and/or 先进的): Ability of completers to be hired in education positions for which they have prepared
以下就业数据来自俄亥俄州高等教育部2020-2021学年的计量报告系统(EVAAS). 显示的就业是365bet官方网站毕业生在2020-2021学年在俄亥俄州公立学校担任的任何职位.
| 位置 | N |
|---|---|
| 顾问的任务 | 4 |
| 助理校长指派 | 1 |
| 指导作业 | 4 |
| 其他课外/课内活动任务 | 2 |
| 心理学家的任务 | 1 |
| 补救专家分配 | 2 |
| Supplemental Service Teaching Assignment (Serves 学生 with Disability Conditions Only) | 19 |
| 老师的任务 | 102 |
| 总计 | 138 |
俄亥俄州高等教育局
- 2022年俄亥俄州教育工作者绩效全州报告概述 (PDF)
- 2022 Ohio Educator Preparation Provider Performance Report 肖尼 State University (PDF)
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