51ºÚÁÏÍø

Measure 1 (Initial): Completer effectiveness. (R4.1)

• Data must address: (a) completer impact in contributing to P-12 student-learning growth AND (b) completer effectiveness in applying professional knowledge, skills, and dispositions.

51ºÚÁÏÍø’s program completers are making a positive impact on P-12 student learning and development around the country. A survey aligned with CAEP and InTASC standards to assess perceptions of completer effectiveness is sent annually to initial program completers from the last three years and every two years to supervisors and administrators from local school districts who often employ our initial program completers. In addition, a supplemental case study approach is used to demonstrate the impact of 51ºÚÁÏÍø’s EPP completers on P-12 student learning and development, classroom instruction, and schools. Survey results demonstrate that 51ºÚÁÏÍø completers feel well-prepared for the classroom, are reaching employment milestones such as promotion and retention, and they are continuing their professional growth. Completers and employers also agree that their educator preparation at 51ºÚÁÏÍø prepared them to be effective in the classroom. While only one completer agreed to participate in the case study, there was evidence of completer effectiveness.

Data Sources

• Initial Program Completer Survey (Spring 2026)
  N=15 certified and employed initial-level completers
• Initial Employer Survey (Spring 2024)
  N=9 district and school administrators supervising recent 51ºÚÁÏÍø graduates

(a) Evidence of Completer Impact on P–12 Student Learning Growth

Converging Evidence from Completers and Employers

Both completers and employers indicate that 51ºÚÁÏÍø graduates are making a positive impact on P–12 student learning, particularly through instruction, assessment practices, and inclusive learning environments.

Instructional Design and Learning Impact

• Completers:
• 73% agreed or strongly agreed that 51ºÚÁÏÍø prepared them to design developmentally appropriate and challenging learning experiences.
• 80% reported effectiveness in creating collaborative, engaging learning environments.
• Employers:
• 100% of employers agreed that 51ºÚÁÏÍø graduates effectively design and implement developmentally appropriate learning experiences.

This alignment suggests that completers’ self-perceptions of effectiveness are confirmed by employer evaluations, strengthening evidence of positive student learning impact.

Assessment Practices Supporting Learning Growth

• Completers reported regular use of formative and summative assessments, technology-based tools (e.g., Google Forms, online quizzes), and ongoing data use to guide instruction.
• Employers rated assessment-related competencies highly:
• 86% agreed that completers effectively use multiple assessment methods.
• 100% agreed that completers ethically use assessment data to promote learner growth.

Employer narrative responses further emphasized that 51ºÚÁÏÍø graduates are well prepared to engage students and monitor learning, though they encouraged stronger emphasis on data-driven instructional decision-making—an area also recognized by completers as continuing professional growth.

Conclusion – Student Learning Growth

The convergence of completer and employer data provides evidence that 51ºÚÁÏÍø-prepared educators are positively contributing to P–12 student learning growth, aligning with CAEP R4.1.

(b) Completer Effectiveness in Applying Professional Knowledge, Skills, and Dispositions

Application of Professional Knowledge and Pedagogical Skills

Both completers and employers reported consistent evidence that graduates apply professional knowledge effectively in real-world settings:

• Instructional Planning and Pedagogy
• Completers: 80% agreed or strongly agreed they can plan instruction aligned to rigorous learning goals.
• Content Knowledge
• Employers identified content knowledge and pedagogical understanding as primary strengths, noting graduates’ ability to make content accessible and meaningful.

Professional Dispositions and Workplace Readiness

Employer data strongly corroborates completers’ reports of professionalism:

• Ethics and Professional Responsibility
• 100% of employers agreed that 51ºÚÁÏÍø graduates understand professional expectations, ethical standards, and accountability.
• Collaboration and Leadership
• Over 85% of employers agreed that completers collaborate effectively with colleagues, families, and school professionals.
• Continuous Improvement
• Employers consistently noted graduates’ openness to feedback, growth through induction and mentoring, and continuous improvement.

Completers similarly reported valuing reflective practice, collaboration, and professional learning, indicating consistency between preparation, self-efficacy, and on-the-job performance.

Areas for Continuous Improvement Identified Across Data Sources

Both surveys identified shared growth areas:

The alignment of these findings demonstrates a systematic feedback loop consistent with CAEP expectations for evidence-based program improvement.

Employer and completer survey data together provide sufficient, consistent, and credible evidence that 51ºÚÁÏÍø initial program completers:

• Positively impact P–12 student learning growth through effective instruction, assessment practices, and inclusive learning environments; and
• Effectively apply professional knowledge, skills, and dispositions aligned with InTASC and CAEP standards.

Supplemental Case Study

TG Case Study #1.docx

To further demonstrate evidence of Measure 1, one Health and Physical Education, Med completer agreed to participate in a case study for academic year 24-25. Employer evaluations and formal observations rated the completer at the proficient to distinguished levels across planning, instruction, classroom environment, and professional responsibilities, indicating strong application of pedagogical knowledge, assessment practices, and inclusive, developmentally appropriate instruction. Student Performance Measures documented measurable student-learning growth through the use of aligned objectives, data-informed instruction, and multiple formative and summative assessments, including pre- and post-assessments and rubrics. Completer survey results further corroborated effectiveness, with 100% agreement that program preparation supported readiness to engage learners, manage classrooms, use assessment and technology effectively, and uphold professional dispositions.

Collectively, these data sources provide clear evidence that completers are effective practitioners who contribute to P–12 student-learning growth and meet CAEP expectations for initial program completer effectiveness.

Measure 2 (Initial and Advanced): Satisfaction of employers and stakeholder involvement. (R4.2, R5.3, RA4.1)

• Data provided should be collected on employers’ satisfaction with program completers.

Employer Satisfaction

Supervisors and administrators from local school districts who often employ our program completers were asked to complete a survey to assess their satisfaction with recent completers’ preparation. To avoid survey fatigue, employers are only asked to complete these surveys once a year, alternating between initial and advanced programs. There was a break in 2025 due to the submission of the EPP’s Self Study Report. In 2024, employers were asked to provide feedback on initial level program completers. (51ºÚÁÏÍø Completer Employer Survey 2023-2024). In 2026, they were sent a survey aligned with the CAEP Advanced Program Standards. (Spring 2026 Advanced Program Completer Employers Survey). This was the first time that the advanced employer survey was administered.

• Initial Employer Survey (Spring 2024)
  N=9 district and school administrators supervising recent 51ºÚÁÏÍø graduates

Employer survey data from the 2023–2024 Initial Employer Survey provide strong evidence of employer satisfaction with 51ºÚÁÏÍø program completers and demonstrate meaningful stakeholder involvement in program evaluation and improvement. School and district administrators supervising recent 51ºÚÁÏÍø graduates report high levels of satisfaction with completers’ preparation for their assigned responsibilities, citing strengths in content knowledge, instructional planning, assessment use, technology integration, and professional dispositions. Across InTASC-aligned competencies, employers rated completers consistently at the “agree” to “strongly agree” levels and affirmed that graduates perform well in interviews, enter the profession with a strong foundation, and demonstrate enthusiasm, professionalism, and commitment to student learning. Notably, all responding employers indicated they would hire 51ºÚÁÏÍø graduates again, reflecting strong confidence in the quality and relevance of program preparation.

In addition to confirming employer satisfaction, the survey provides clear evidence of stakeholder engagement aligned with CAEP R5.3. Employers offered specific, actionable feedback to strengthen programs, including enhanced preparation in classroom management, behavior supports, use of assessment data to guide instruction, science of reading/structured literacy, and targeted interventions to support student learning growth. The alignment between employer feedback and program improvement priorities demonstrates that employer perspectives are systematically collected, reviewed, and used to inform continuous improvement. Together, these data meet CAEP Accountability Measure 2 for initial programs by documenting both high employer satisfaction with program completers and active involvement of employers as key stakeholders in strengthening educator preparation programs

• Advanced Employer Survey (2025–26)
  N=6 district and school administrators supervising recent 51ºÚÁÏÍø graduates

Employer survey results from the Spring 2026 Advanced Completer Employer Survey provide strong evidence of employer satisfaction with 51ºÚÁÏÍø’s advanced educator preparation programs and demonstrate meaningful stakeholder involvement in program evaluation and improvement. District- and building-level administrators supervising recent advanced program completers reported exceptionally high satisfaction with graduates’ preparation for their assigned responsibilities, with a mean overall satisfaction rating of 4.83 out of 5 and 100% of respondents indicating they were at least somewhat satisfied. Employers consistently rated completers as “very well” or “extremely well” prepared across advanced-level competencies, including data literacy, research-based practice, collaborative leadership, use of technology, creation of equitable and inclusive learning environments, and adherence to professional ethics, laws, and standards. Graduates from Principal and Special Education advanced programs were described as highly competent, professional, and “day-one ready” to assume leadership and specialized roles.

In addition to confirming high levels of employer satisfaction, the survey provides clear evidence of stakeholder engagement aligned with CAEP R5.3. Employers offered specific, actionable feedback to support continuous improvement, particularly emphasizing the need for curriculum updates in the Reading Specialist program to align with Pennsylvania legislation and current evidence-based practices in Structured Literacy and the Science of Reading. This feedback demonstrates that employers serve as active partners in program review and refinement. Collectively, these results meet CAEP Accountability Measure 2 by documenting strong employer satisfaction with advanced program completers and systematic use of employer input to inform ongoing program improvement for both initial and advanced educator preparation programs.

Mentor and Teacher Candidate Feedback

51ºÚÁÏÍø actively engages multiple stakeholder groups in the continuous evaluation and improvement of its Educator Preparation Programs (EPP). In addition to employers, 51ºÚÁÏÍø gathers and analyzes regular feedback from mentor teachers and teacher candidates by administering surveys each semester. These stakeholders provide systematic, recurring feedback that informs program effectiveness, clinical practice, curriculum, and structures related to candidate readiness.

Evidence from the Fall 2024 and Spring 2025 Mentor Teacher Surveys and Student Teaching Exit Surveys reflects broad and sustained stakeholder participation across programs, certification levels, grade bands, and content areas. Mentor teachers—many with over 15 years of professional experience and extensive mentoring backgrounds—provided structured quantitative ratings aligned with InTASC and CAEP standards, as well as rich qualitative feedback on candidate readiness, clinical experiences, supervision, and program expectations.

Stakeholder feedback demonstrates meaningful involvement in assessing program effectiveness and clinical practice. Mentor teachers consistently evaluated candidates’ instructional skills, professional dispositions, use of technology, and preparedness for diverse learners, while also offering detailed recommendations related to placement length, classroom management preparation, lesson planning expectations, and communication with university supervisors. Teacher candidates corroborated these perspectives, identifying student teaching and field experiences as the most valuable components of their preparation and emphasizing the critical role of mentor teachers and supervisors in their professional growth. Together, these data provide triangulated evidence from complementary stakeholder perspectives.

51ºÚÁÏÍø uses stakeholder input to inform continuous improvement discussions related to clinical experience design, pre‑student teaching structures, supervisor practices, and candidate support systems. The consistency, breadth, and depth of stakeholder participation reflected in these surveys demonstrate that stakeholders are not only consulted, but actively engaged as partners in program evaluation and decision‑making.

F24 Mentor Teacher Survey All Programs A.docx

Spring 2025 51ºÚÁÏÍø Mentor Survey A.docx

F24 Student Teaching Exit Survey All Programs A.docx

Sp25 Exit Survey All Programs A.docx

Additional Involvement and Collaboration

51ºÚÁÏÍø’s Educator Preparation Program collaborates regularly with local partners and is also represented in the statewide Field Director’s group, the PA Educator Diversity Consortium (PEDC), the Pennsylvania Association of Colleges and Teacher Educators (PAC-TE), #PANeedsTeachers, and other professional organizations.

• The EPP’s Dean and Assistant Dean actively participate in the Superintendent’s Advisory Council (SAC) with ARIN IU 28 and attend monthly meetings. This forum consists of superintendents and Career and Technical Center directors from Indiana and Armstrong Counties, leaders of the intermediate unit, and 51ºÚÁÏÍø. The council provides a partnership of two-way networking, exchange of current and relevant information, and a direct link to central administration of regional PK-12 school districts.
• 51ºÚÁÏÍø is a full member of the School District University Collaborative (SDUC) of Pittsburgh Public Schools (PPS). The SDUC consists of central administration from PPS and representatives from educator preparation programs at several regional universities. The SDUC meets several times per year to encourage preservice teacher placements, professional development, networking, and partnerships within urban school settings. PPS offers professional development for teacher candidates including Courageous Conversation and LETRS training. 51ºÚÁÏÍø uses information from the SDUC to understand the priorities of urban school districts and instill those values into teacher candidates.
• 51ºÚÁÏÍø has been represented for many years in the PA Field Director’s group, which is comprised of Deans, Assistant Deans, Field Directors, and Placement Coordinators from institutions throughout the Commonwealth. The group continues to meet monthly to discuss new PDE initiatives and ways to support preservice teachers. Best practices for field experiences are discussed and used to help improve 51ºÚÁÏÍø’s experiences.
• The Pennsylvania Educator Diversity Consortium (PEDC) was started in Eastern PA and has expanded to include IHEs, K-12 school partners, nonprofit organizations, and other stakeholders in throughout Pennsylvania with a mission to increase educator diversity in Pennsylvania. The EPP is an advocate for their mission and continually strives to develop culturally responsive and sustaining educators.
• In the spring of 2025, 51ºÚÁÏÍø collaborated with its sister schools in the Pennsylvania State System of Higher Education (PASSHE) network to submit a planning grant to support the exploration and development of educator diversity programming within and across our state system universities. The McElhattan Foundation in Western Pennsylvania awarded the grant to the PASSHE Foundation to enhance the State System’s educator diversity programs and strategy. The planning grant allowed 51ºÚÁÏÍø to work closely with the local Assistant Superintendent and the Career and Technology Center Director to further develop pathways for high school students interested in teaching to earn credits while completing secondary coursework.
• Also in spring 2025, the Educator Preparation Program office organized a data day that included faculty and supervisors from all education programs at 51ºÚÁÏÍø. The agenda included time to review and discuss PDE updates, analyze completer and mentor survey results, and new validate surveys for advanced programs.

Measure 3 (Initial and Advanced): Candidate competency at completion. (R3.3)

1. Data provided should relate to measures the EPP is using to determine if candidates are meeting program expectations and ready to be recommended for licensure. (E.g.: EPP’s Title II report, data that reflect the ability of EPP candidates to meet licensing and state requirements or other measures the EPP uses to determine candidate competency at completion.)

Title II Reporting

The provisions of the 1998 Amendments to Title II of the Higher Education Act of 1965 require 51ºÚÁÏÍø to provide information to the public about students who complete our teacher education programs. It is important to recognize that the Pennsylvania Department of Education uses a sliding GPA scale to determine pass rates that are not captured in the data within Title II reporting. Specific information regarding pass rates and the sliding scale may be found on PDE’s website. The institutional outright pass rate was 77%, above the statewide pass rate of 75% for traditional programs. The number of alternative programs completers was below the threshold for reporting. Of those who did not pass outright, most others pass using the sliding scale. This is evidence that our program completers are competent in content and pedagogical knowledge at the time of program completion.

Title II Pass Rate Report (Traditional)

Title II Pass Rate Report (Alternative)

Final Student Teaching Evaluation

The EPP uses a common final evaluation aligned with CAEP, InTASC, and Danielson standards to assess candidate competency at the completion of student teaching. Student Teaching Part 1 data from Fall 2024 and Spring 2025 provide strong evidence that candidates demonstrate the knowledge, skills, and professional dispositions required at program completion. With over 95% of candidates performing at the Proficient or Distinguished level across all standards and no unsatisfactory ratings, the data support the EPP’s determination that completers are competent and ready for licensure recommendation, meeting CAEP Measure 3 (R3.3).

Overall Competency at Completion

Across both semesters, data indicate that an overwhelming majority of candidates met or exceeded program expectations at the point of program completion.

• In Fall 2024, mean scores across standards ranged from 3.51 to 3.68 on a 4‑point scale.
• In Spring 2025, mean scores ranged from 3.55 to 3.74, demonstrating consistently strong performance and a slight upward trend in several key areas.

Across all standards and both semesters:

• Over 95% of candidates scored at the Proficient or Distinguished level.
• Unsatisfactory ratings were 0% across all standards.
• Basic ratings were minimal, generally ranging from 1–5%, indicating few candidates requiring additional support.

These results provide clear evidence that candidates demonstrate competency at completion and meet the expectations required for licensure recommendation, consistent with CAEP R3.3.

Strengths Supporting Licensure Readiness

Candidates demonstrated particularly strong performance in the following areas:

• Content Knowledge
• Fall 2024: Mean= 3.68, with 98.9% Proficient or Distinguished
• Spring 2025: Mean= 3.74, with 98.6% Proficient or Distinguished
• Learning Differences and Learner Development
• Both semesters showed approximately 97–99% of candidates at Proficient or Distinguished, supporting evidence of candidates’ readiness to meet diverse learner needs.
• Planning for Instruction and Learning Environment
• Spring 2025 showed nearly 72% Distinguished ratings in both domains, indicating particularly strong instructional planning and classroom management skills at completion.

These outcomes indicate that candidates possess the pedagogical and content competencies necessary for effective entry-level teaching.

Areas for Continued Monitoring

While still meeting program expectations, the domains of Assessment and Instructional Strategies demonstrated slightly lower proportions of Distinguished ratings across both semesters. Despite these being the lowest-performing areas, over 94–97% of candidates still met or exceeded proficiency, indicating readiness for licensure while also providing actionable data for continuous improvement.

Fall 2024 ST Part 1 (All Programs) A.docx

Spring 2025 ST Part 1 (All Programs) A.docx

Measure 4 (Initial and Advanced): Ability of completers to be hired (in positions for which they have prepared).

1. Data provided may come from various sources, including state or EPP collected data related to completers’ employment in teaching positions for which they were prepared.

Final Destination Report

The Career and Professional Development Center (CPDC) of 51ºÚÁÏÍø provides a “Final Destination Report” for completers from August 2024 and December 2024. Of respondents, most are employed in education or education-related fields or are pursuing higher education. Data is gathered through outreach to recent graduates and a search of social media and other professional networks.

• Initial Program Completers
• 20 respondents
• 3 Business, Computer, and Information Technology Education
• 4 Early Childhood Education
• 4 Early Childhood/Special Education
• 2 Secondary English Education and English as a Second Language
• 1 Math Education
• 1 Biology Education
• 1 Music Education

100% of respondents are working or continuing education. All but three completers are working in education as teachers in the content area that they were prepared.

• Advanced Program Completers:
• 11 Respondents
• 7 Curriculum & Instruction, Ded
• 3 Literacy, Med
• 1 Principal

100% of Advanced Program Completers are working in K-12 or Higher Education. Completers are employed as professors, teachers, principals, and faculty members indicating the completers are employed in the positions that 51ºÚÁÏÍø prepared them for.

Educator Preparation Program Completer Surveys

In addition to the data collected by the CPDC, completer surveys are sent out regularly by the EPP Office. The survey asks if graduates are employed in positions that their most recently earned 51ºÚÁÏÍø degree prepared them for. If they select “no”, they are directed to the end of the survey. Otherwise, they continue to answer questions to determine how prepared they are for their current roles.

Spring 2026 Initial Completer Survey: Of 44 respondents, 41 indicated that they hold a state certification in the area in which they were prepared. Overall, 80% of respondents indicated that they were currently employed using the certificate indicating that 51ºÚÁÏÍø initial program graduates are getting hired in positions that they were prepared for.

Spring 2026 Advanced Completer Survey: Of 51 respondents, 41 indicated that they hold a state certification in the area in which they were prepared. Overall, 41% of respondents indicated that they were currently employed using the certificate. While this number may seem low, many who earn the Curriculum and Instruction, DED do not need certification for the role that they are prepared for. In addition, many teachers will pursue higher education for professional development reasons and prefer to stay in the classroom.