Accreditation and Assessment
School of Education Accreditation
Stockton's Teacher Education (TEDU) program is designed to prepare new teachers to be competent in their subjects, to apply appropriate pedagogy, and to demonstrate caring practices. Accreditation is granted at the initial-licensure level. This Accreditation status is effective between Fall 2020 and Fall 2027. The next site visit will take place in Spring 2027.
Stockton's Master of Arts in Education (MAED) program is designed to deepen professional knowledge, develop and deliver instruction, and demonstrate caring through reflective and equitable practices. Accreditation is granted at the advanced-level. This Accreditation status is effective between Fall 2020 and Fall 2027. The next site visit will take place in Spring 2027.
Accreditation is granted by the Council for the Accreditation of Educator Preparation
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Stockton Initial Program Assessments, Reviewed June, 2020
The TEDU program expects that our novice teachers:
- Demonstrate a thorough competence in their content area and including the ability to draw upon content knowledge when planning and implementing instruction.
- Understand and integrate appropriate planning, assessment, planning and instructional strategies in engaging ways.
- Recognize the diverse needs of the learner by establishing a positive supportive learning environment and utilizing varied teaching strategies that meet the needs of all learners.
- Demonstrate professional responsibility by engaging in self-reflective practices and collaboration.
The MAED program makes and supports five claims:
1. Our graduates build and integrate content area knowledge in their practice.
2. Our graduates implement effective pedagogy strategies in their practice.
3. Our graduates effectively engage their students in classroom instruction that supports their students' academic achievement.
4. Our graduates apply educational theory and research in their practice.
5. Our graduates demonstrate a commitment to professionalism through caring relationships, reflective teaching practices, and involvement in learning communities.
The New Jersey Department of Education publishes an Annual Report of CAEP measures 1, 2, 3, and 6. The data represent Initial Certification completers from the 2016-17 academic year who have been employed and evaluated in the 2017-18 academic year and/or employed in the 2018-19 academic year in a report released on May 4, 2020. In compliance with New Jersey labor and privacy regulations, the report does not disaggregate performance measures by program area, but does publish a profile of employed completers by certification area, which is also CAEP Measure 7.
The following performance results represent a subset of the 141 employed completers who were evaluated in 2017-18, the majority of which are Elementary completers. Aggregated performance results illustrate that 88.7% of our employed completers have an effective (20.5%) or highly effective (68.2%) Impact on P-12 Learners as measured by their Student Growth Objectives: CAEP Measure 1.
Similarly, 93.2% of our employed completers demonstrate effective (11.4%) or highly effective (81.8) Educator Effectiveness as measured by their Teaching Practice Score: CAEP Measure 2.
Moreover, employers rated 93.9% of our intial certification completers as effective (9.1%) or highly effective (84.8%) in their Summative Scores, indicating a very high rate of Employer Satisfaction: CAEP Measure 3.
Our EPP faculty co-constructed an Employer Satisfaction Survey with P-12 practitioners, administered to employers who rated our Advanced Programs Completers in Bi-Lingual/ESL, Learning Disabilities/Teacher Consultant, Principal, Reading Specialist, Special Education, and Supervisor certification areas. In most areas, N<10, so similar programs results are aggregated in the chart below. On a scale of 1 (Very Dissatisfied) to 5 (Very Satisfied) these results demonstrate very high levels of Advanced Employer Satisfaction across all programs: CAEP Measure 3.
Rate your satisfaction based on your observation of the employee's abilities to carry out the following advanced level responsibilities:
|Plan (or lead teachers to plan) lessons that include demonstrating knowledge of content, pedagogy, coherence, and assessments to meet all learners' needs.||Create a positive learning environment in classroom or school.||Assess (or lead teachers to assess) student learning and adapt instruction to meet student needs.||Reflect upon their teaching or supervison.||Integrate theory, research and data analysis into classroom or supervisory practice.|
|N=24 Special Ed/LDTC||4.54||4.70||4.63||4.75||4.71|
We are proudest of our strong completer survey results every year, which provide pre-service teachers in Initial Certification Programs, as well as in-service educators in Add-on and Advanced Programs, opportunities to reflect on their preparation experiences. On a scale of 1-4, Initial Completers rate their satisfaction with the program's preparation for the InTASC areas highlighted below. Our faculty review the detailed feedback every semester as one of many data points that inform continuous quality improvement to our programs. These data represent completers from Academic Year 2018-19 as CAEP Measure 4.
Completers from our graduate level Add-on and Advanced program areas rated their satisfaction with the program's preparation for the same tasks that their employers assessed:
Rate your satisfaction with your ability to fulfill the following responsibilities:
|Plan (or lead teachers to plan) lessons that include demonstrating knowledge of content, pedagogy, coherent instruction and assessments to meet all learners' needs.||Create a positive learning environment in my classroom or school.||Assess (or lead teachers to assess) student learning, and adapt instruction to meet student needs.||Reflect upon student learning and my own teaching or supervision.||Integrate theory, research, and data analysis into classroom or supervisory practice.|
N=32 Special Ed/ LDTC
N<10 Principal/ Supervisor
In addition to the quantitative summary data above, our completers share their qualitative feedback on specific InTASC- and Danielson-aligned questions. These responses emphasize both areas of strength, and areas of growth opportunity in our programs.
Sample Initial Responses: "The Stockton Teacher Education Program focused heavily on informed instruction and how to properly assess. I think it was extremely helpful and can be carried over into practice...edTPA took away from class time in student teaching."
Sample Advanced Responses: "The program was comprehensive and courses built upon each other. Each course incorporated a great deal of reflective practices...students must have real world teaching experience before they can apply to the program."
In both cases, faculty members have begun planning and/or implementing program improvements in response to growth opportunities that comprise patterns in feedback from one or more stakeholder perspectives.
CAEP Measure 5
To calculate Completion Rates, we divide the number of admitted candidates by the number of completers within the 100% expected completion time period.
Dividing 132 Initial Completers 2019-20 by all 154 admitted candidates from Summer 2018-Spring 2019 = 85.7%
Dividng 54 Advanced 2018-19 completers / all 106 enrolled candidates Fall 2016 = 50.9%
CAEP Measure 6
Initial completers are 100% Eligible to be Hired, as illustrated by our Title II results, below:
As verified by all Add-on and Advanced Program Completer certification records, these 54 are also 100% Eligible for Hire.
CAEP Measure 7
As noted above, the overall Initial Certification Completers' Hire Rates are 57.4%, disaggregated on the first table, above.
Based on Employment verification among Add-on and Advanced Completers, the Hire Rates are 96.6%.
CAEP Measure 8
Loan default rates are 4.8% as verified for OPE009345: https://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html