Accreditation and College Data (College of Ed)
Accreditation and College Data (College of Ed)
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:
- *
- English as a Second Language Alternate Route Program*
- New Pathways to Teaching in New Jersey Alternate Route Program*
*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.
College of Education Program | N Respondents | % Thoroughly or Adequately Prepared |
Initial Licence Programs | ||
Early Childhood Education | 6 | 78% |
Elementary & Secondary Education | 14 | 80% |
NPTNJ Alternate Route | 18 | 74% |
Advanced Programs | ||
Educational Leadership | 3 | 87% |
ESL/Bilingual | 6 | 98% |
Learning Disabilities Teacher Consultant | 4 | 17% |
Reading Specialist | 3 | 100% |
School Library Media Specialist | 1 | 100% |
School Psychology | 3 | 98% |
Teacher of Students with Disabilities | 5 | 75% |
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.
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
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
Group | N Taking Test | % Pass Rate |
Traditional Route Programs | 45 | 98% |
Alternate Route Programs | 203 | 90% |
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.
Program | N Students | % Students Meeting Benchmark | Total Mean Score |
Early Childhood Education | 11 | 100% | 3.00 |
Elementary Education | 8 | 75% | 3.38 |
Secondary Education | 25 | 60% | 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.
Program | N Students | % Students Meeting Benchmark | Total Mean Score |
Early Childhood Education | 9 | 100% | 4.65 |
Elementary Education | 7 | 100% | 4.45 |
Secondary Education | 24 | 92% | 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 Programs | N Taking Test | % Pass Rate |
Early Childhood Education | 7 | 100% |
ElemEd: Lit/Math Task 4 | 6 | 100% |
Secondary ELA | 3 | 100% |
World Language | 6 | 67% |
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 Students | 8 |
% Meeting Benchmark | 100% |
Mean Rubric Score | 2.93 |
Mean Rubric Score Range | 2.87-3.00 |
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 Students | 18 |
% Students Meeting Benchmark | 94% |
Mean Rubric Score | 3.10 |
Mean Rubric Score Range | 2.17-4.00 |
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 |
AY2020-21 | 24 | 75% | 125-186 | 162.13 |
AY2021-22 | 14 | 93% | 140-178 | 165.07 |
AY2022-23 | 16 | 94% | 149-191 | 166.81 |
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 Tasks | N Students | % Meeting Benchmark | Mean Score | Mean Score Range |
Task 1 | 24 | 100% | 2.89 | 2.60-3.00 |
Task 2 | 24 | 100% | 2.92 | 2.20-3.00 |
Task 3 | 24 | 96% | 2.89 | 1.40-3.00 |
Task 4 | 24 | 100% | 2.89 | 2.00-3.00 |
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 Students | 9 |
% Meeting Benchmark | 100% |
Mean Rubric Score | 2.84 |
Mean Rubric Score Range | 2.30-3.00 |
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 Students | 28 |
% Students at Benchmark | 93% |
Mean Rubric Score | 3.46 |
Mean Rubric Score Range | 2.33-4.00 |
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.
PROGRAMS | COMPLETERS FALL 2020- Summer 2023 | EMPLOYED FALL 2023 | JOB TITLES |
Early Childhood Alternate Route | 87 | 65 |
|
Elementary Education | 40 | 31 |
|
NPTNJ Alternate Route | 465 | 421 |
|
Secondary Education | 97 | 84 |
|
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.
PROGRAMS | COMPLETERS FALL 2020-SUMMER 2022 | EMPLOYED FALL 2023 | JOB TITLES |
Educational Leadership鈥擜dministration and Supervision | 54 | 50 |
|
English as a Second Language or Bilingual/ Bicultural Education | 117 | 110 |
|
Reading Specialist | 45 | 40 |
|
School Library Media Specialist | 39 | 37 |
|
School Psychology, Professional Diploma | 31 | 28 |
|
Special Education鈥擫earning Disabilities Teacher Consultant | 67 | 58 |
|
Special Education鈥擳eacher of Students with Disabilities | 248 | 233 |
|