Accreditation and College Data (College of Ed)

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Accreditation and College Data (College of Ed)

CAEP Accredited Provider Shield

Accreditation

The Deborah Cannon Partridge Wolfe College of Education has earned national accreditation by demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact, and capacity for continuous improvement. Teacher education programs at 快猫破解版 are accredited by the (CAEP) and will be reviewed in 2024.

The Department of Counselor Education, which houses both the Clinical Mental Health Counseling and the School Counseling programs, received accreditation from the (CACREP) as of Spring 2014.

 
Call for Comments

The College of Education at 快猫破解版 is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on October 7-9, 2024. Interested parties are invited to submit third-party comments to the evaluation team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).

We invite you to submit written testimony to:

CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org

Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:

  • In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
  • A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
  • Comments must address substantive matters related to the quality of professional education programs offered and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. 

College of Education Programs

These programs were approved by CAEP at the initial licensure level in 2017:

*Note that these alternate route programs have not yet been review by CAEP but will be included in the fall 2024 CAEP review.

These advanced-level teacher education programs were approved by CAEP in 2021:

CAEP Accountability Measures

College of Education Quality Assurance System

CAEP annual reporting measures are used to provide information to the public on program impact and outcomes. Below are the reporting measures for our initial and advanced certification programs.

Completer Impact

Teacher Evaluations

Evaluations include NJCU CEAS-certified program completers from the 2017-18 school year employed as teachers in the 2018-2019 school year. Data is from the 2020 New Jersey Department of Education Educator Preparation Provider Performance Report.

Of NJCU-prepared teachers who were evaluated:

  • 92% received Summative scores of "Highly Effective" or "Effective." Summative scores are based on multiple measures of student achievement and teacher practice.
  • 95% received Teacher Practice scores of "Highly Effective" or "Effective." Practice is measured by performance on a teacher practice instrument, which is used to gather evidence primarily through classroom observations and pre/post-conferences.
  • 89% received Teacher Student Growth Objective (SGO) Scores of "Highly Effective" or "Effective." Teacher SGO scores are the combined score for a teacher鈥檚 Student Growth Objectives as assessed by the district鈥檚 evaluation system.

Please note that data for the 2019-2020 and 2020-2021 school years are not available due to the circumstances related to the COVID-19 public health emergency. Updated information will be made available in spring 2025 when the next New Jersey Department of Education Education Preparation Provider Performance Report is released.

Data for previous years:

 

Completer Effectiveness

Alumni Surveys

In July 2022, the EPP distributed surveys to alumni who completed programs within the College of Education in September 2020 through August 2021. The survey asked alumni to rate how well the program prepared them to perform their current professional responsibilities based on a scale of Thoroughly Prepared, Adequately Prepared, Partially Prepared, and Poorly Prepared. The table below provides the percentage of survey responses by program for which alumni rated as "Thoroughly Prepared" or "Adequately Prepared." Updated survey data will be provided in August 2024.

 
Alumni Focus Groups

Alumni focus groups were conducted on June 12, 2022 and July 20, 2022. Nine initial-license program alumni were invited to give their feedback as to how to improve the preparation of teacher candidates. Facilitators based the discussion on the InTASC Model Core Teaching Standards.

Alumni Focus Group Feedback

Satisfaction of Employers

Employer focus groups were conducted on June 30, 2022. Eight principals and supervisors who employ NJCU initial-license program completers were invited to give their feedback as to how to improve the preparation of teacher candidates. Facilitators based the discussion on the InTASC Model Core Teaching Standards.

Initial Employer Focus Group Feedback

Advanced program completer and employer focus groups were conducted in July 2023. Nine superintendents, principals, and supervisors who employ NJCU completers and ten alumni were invited to give their feedback regarding these programs: Educational Leadership, ESL/Bilingual, Learning Disabilities Teacher Consultant, Reading Specialist, School Library Media Specialist, School Psychology, and Teacher of Students with Disabilities. Facilitators based the discussion on the CAEP RA1.1 candidate proficiencies.

Advanced Program Focus Group Feedback


Stakeholder Involvement

The College of Education solicits ongoing feedback from stakeholders regarding the development of policies, curriculum, field experiences, and assessments. P-12 representatives from partnership school districts are invited to join department meetings and biannual fall and spring College of Education faculty work sessions. In addition, several College of Education committees include P-12 teachers and administrators as standing members:

  • Accreditation Committee: This committee is charged with facilitating assessment, reports, and program improvement as part of the College of Education's Quality Assurance System. P-12 partners are included as members of this committee.
  • College of Education Advisory Council (CEAC): This committee meets biannually and is charged with developing mutually beneficial relationships with P-12 partnership school districts. School supervisors, principals, and superintendents attend meetings.
  • College of Education Clinical Component Committee: This committee, comprised of College of Education faculty, staff, and P-12 partners, is charged with overseeing the clinical placements of initial teacher candidates. 
  • Teacher Education Council: This committee, comprised of College of Education and College of Arts and Sciences faculty, clinical supervisors, and staff, is charged with ensuring that candidates are well prepared within their subject area.

Current College of Education Partnerships

Use of Stakeholder Feedback

Stakeholder Feedback on Diversity, Equity, and Inclusion

Stakeholder Feedback on the Selection of Clinical Educators

Praxis II Pass Rates (Midpoint Assessment)
Academic Year 2022-2023
GroupN Taking
Test
% Pass
Rate
Traditional Route Programs4598%
Alternate Route Programs20390%

 


Danielson Framework (Clinical Practice Assessment) 

快猫破解版: Spring 2023
Scoring Scale: Distinguished (4), Proficient (3), Basic (2), Unsatisfactory (1) 
Benchmark: Mean score of 3.00 in Clinical Practice II. Results include the final scores assigned during the Clinical Supervisor鈥檚 last observation of the student teacher.

ProgramN Students % Students 
Meeting Benchmark
Total
Mean Score
Early Childhood Education11100%3.00
Elementary Education875%3.38
Secondary Education2560%3.10
Candidate Disposition Inventory (Clinical Practice Assessment) 

快猫破解版: Spring 2023
Scoring Scale: Strongly Agree (5), Agree (4), No evidence to believe otherwise (3), Somewhat Disagree (2), Strongly Disagree (1)
Benchmark: Scores of 3 or above on all rubric items. Results include the scores assigned by the Cooperating Teacher鈥檚 evaluation of the student teacher.

ProgramN Students % Students 
Meeting Benchmark
Total
Mean Score
Early Childhood Education9100%4.65
Elementary Education7100%4.45
Secondary Education2492%4.63

edTPA Pass Rates by Subject Area (Completion Assessment)
Academic Year 2022-2023

Note that subject areas with less than 3 test takers were excluded.
 

Alternate Route ProgramsN Taking
Test
% Pass
Rate
Early Childhood Education7100%
ElemEd: Lit/Math Task 46100%
Secondary ELA3100%
World Language667%

 

ESL and Bilingual/Bicultural Education Programs
Sheltered Instruction Observation Protocol (SIOP) (Completion Requirement)

快猫破解版s: Spring 2023
Scoring Scale: Highly Effective (3), Effective (2), Partially Effective (1), Not Effective (0)
Benchmark: Total mean rubric score of at least 2.00

N Students8
% Meeting Benchmark100%
Mean Rubric Score2.93
Mean Rubric Score Range2.87-3.00

 


Learning Disabilities Teacher Consultant Program 
Case Study: Understanding Student Needs (Completion Requirement)

快猫破解版: Fall 2022
Scoring Scale: Advanced (4), Proficient (3), Developing (2), Beginning (1), Element Missing (0)
Benchmark: Total mean rubric score of 2.5 or above

N Students18
% Students Meeting Benchmark94%
Mean Rubric Score3.10
Mean Rubric Score Range2.17-4.00

 


Principal Certification Program
School Leadership Licensure Assessment (Completion Requirement)

In New Jersey, the passing score for the SLLA 6990 is 151. 

Academic
Year
N Test 
Takers 
%
Pass
Score
Range
Mean
Score 
AY2020-212475%125-186162.13
AY2021-221493%140-178165.07
AY2022-231694%149-191166.81

 


Reading Specialist Program 
Practicum Task Assessments (Completion Requirement)

快猫破解版s: Fall 2022
Scoring Scale: Highly Effective (3), Effective (2), Partially Effective (1), Not Effective (0)
Benchmark: Total mean rubric score of at least 2.0

Practicum TasksN Students% Meeting BenchmarkMean ScoreMean Score Range
Task 124100%2.892.60-3.00
Task 224100%2.922.20-3.00
Task 32496%2.891.40-3.00
Task 424100%2.892.00-3.00

School Library Media Specialist Program
Lesson Plan Assessment (Completion Requirement)

Terms: Spring 2023
Scoring Scale: Highly Effective (3), Effective (2), Partially Effective (1), Not Effective (0)
Benchmark: Total mean rubric score of at least 2.0 

N Students9
% Meeting Benchmark100%
Mean Rubric Score2.84
Mean Rubric Score Range2.30-3.00

 


Teacher of Students with Disabilities Program
IEP Components (Completion Requirement)

快猫破解版: Spring 2023
Scoring Scale: Advanced (4), Proficient (3), Developing (2), Beginning (1), Insufficient Evidence (0)
Benchmark: Total mean rubric score of at least 2.50 

N Students28
% Students at Benchmark93%
Mean Rubric Score3.46
Mean Rubric Score Range2.33-4.00

 

Initial Completers Employment

Includes completers in initial-license programs from Fall 2020 through Summer 2023 who were employed in New Jersey public schools in Fall 2023. Job titles includes the roles of those completers employed in NJ public schools Fall 2023. Note that employment data does not include completers who may be working at private schools or schools outside of New Jersey.

 

PROGRAMSCOMPLETERS
FALL 2020-
Summer 2023
EMPLOYED
FALL 2023
JOB TITLES
Early Childhood Alternate Route8765
  • 32 Elementary school teachers K-5 (49%)
  • 23 Preschool teachers (35%)
  • 6 Resource program teachers (9%)
  • 4 employed as other in public schools (6%)
Elementary Education4031
  • 24 Elementary school teachers K-5 (77%)
  • 2 Middle school teachers grades 5-8 (6%)
  • 2 Resource program teachers (6%)
  • 3 Employed as other in public schools (10%)
NPTNJ Alternate Route465421
  • 203 Secondary subject area teachers (48%)
  • 96 Elementary school teachers K-5 (23%)
  • 43 Middle school teachers grades 5-8 (10%)
  • 34 Resource/Supplemental Instruction (8%)
  • 15 ESL (4%)
  • 3 Gifted and Talented (1%)
  • 3 Basic skills teachers (1%)
  • 9 Paraprofessionals (2%)
  • 15 Employed as other in public schools (4%)
Secondary Education9784
  • 56 Secondary subject area teachers (67%)
  • 14 Middle school teachers grades 5-8 (17%)
  • 10 Elementary school teachers K-5 (12%)
  • 1 ESL teacher (1%)
  • 3 Employed as other in public schools (4%)

 

Initial Completers Employment Retention

Of 58 NJCU Certificate of Eligibility with Advanced Standing (CEAS) program completers from the 2019-2020 school year, 67% were employed in New Jersey public schools as of the 2020-2021 school year. Note that this number excludes completers employed in private schools or outside of New Jersey.

Data is from the New Jersey Department of Education EPP Performance Report 2022. Updated information will be made available in spring 2025 when the 2023 New Jersey Department of Education Education Preparation Provider Performance Report is released.

Advanced Completers Employment

Includes completers in advanced programs from Fall 2020 through Summer 2023 who were employed in New Jersey public schools in Fall 2023. Job titles includes the roles of those completers employed in NJ public schools Fall 2023. Note that employment data does not include completers who may be working at private schools or schools outside of New Jersey.

 

PROGRAMSCOMPLETERS
FALL 2020-SUMMER 2022
EMPLOYED FALL 2023JOB TITLES
Educational Leadership鈥擜dministration and Supervision5450
  • 15 PreK-8 teachers (30%)
  • 12 Secondary subject area teachers (24%)
  • 8 Supervisors (16%)
  • 4 Dean/Principal/Assistant Principal (8%)
  • 11 employed as other in NJ public schools (22%)
English as a Second Language or
Bilingual/ Bicultural Education
117110
  • 89 PreK-8 teachers (81%)
  • 15 Secondary subject area teachers (14%)
  • 4 Resource Program teachers (4%)
  • 2 employed as other in NJ public schools (2%)
Reading Specialist4540
  • 26 K-8 Teacher (65%)
  • 7 English/Language Arts teachers (17.5%)
  • 2 Resource Program teachers (5%)
  • 2 Teacher Coaches (5%)
  • 1 ESL teacher (2.5%)
  • 1 School Library Media Specialist (2.5%)
  • 1 employed as other in NJ public schools (2.5%)
School Library Media Specialist3937
  • 24 School Library Media Specialists/Associate SLMS (65%)
  • 9 K-12 teachers (24%)
  • 4 employed as other in NJ public schools (11%)
School Psychology, Professional Diploma3128
  • 27 School Psychologists (96%)
  • 1 employed as other in NJ public schools (4%)
Special Education鈥擫earning Disabilities Teacher Consultant6758
  • 21 Learning Disabilities Teacher Consultants (36%)
  • 17 Resource Program/Supplementary Instruction (29%)
  • 2 Special Education Supervisor (3%)
  • 16 PreK-12 teacher (28%)
  • 2 employed as other in NJ public schools (3%)
Special Education鈥擳eacher of Students with Disabilities248233
  • 72 Resource Program teachers (31%)
  • 71 PreK-8 teachers 71 (30%)
  • 55 Secondary subject area teacher (24%)
  • 21 Supplemental Instruction teachers (9%)
  • 3 Behavior Specialists (1%)
  • 3 ESL Teachers (1%)
  • 3 Paraprofessionals (1%)
  • 5 employed as other in NJ public schools (2%)

Gainful Employment Disclosures