Educator Preparation Provider Annual Reporting

The Educator Preparation Programs at IWU prepare educators for both initial and advanced state licensure. These programs report annually providing information about program completers, including data regarding their impact on P-12 learning and development, teacher effectiveness, the satisfaction of completers and employers, Title II data, and other measures. Data for the following annual reports can be found by clicking on the corresponding link below.

Title II Reporting

1388 Comparative Data

CAEP Annual Reporting Measures

Early Childhood Program Outcome Data

 

Title II Reporting

In accordance with state and federal law, EPPs are required to annually collect and report on specific information from initial licensure programs. Information includes, but is not limited to: admission requirements, number of enrolled candidates, number of program completers, race and ethnicity statistics, clinical experience requirements, number of candidates prepared in the various subject areas, assessment pass rate data, etc. Title II reports for IWU’s initial licensure programs may be accessed through the following links:

The annual compilation reports of the individual states and the U.S. Secretary of Education are available at https://www2.ed.gov/about/reports/annual/teachprep/index.html.

 

1388 Comparative Data

The following reports display Indiana Wesleyan University's data as provided by the Indiana Department of Education (IDOE) in the 1388 Comparative Matrix Report. This report provides average pass rates for state testing, completion, attrition, and retention data, and impact measure data.

To view the full 1388 Comparative Matrix produced by the IDOE, visit https://www.in.gov/doe/educators/epps/educator-preparation-program-comparative-data-and-performance-data/

 

CAEP Annual Reporting Measures

The Council for the Accreditation of Educator Preparation (CAEP) has identified annual reporting measures upon which each Educator Preparation Program (EPP) is required to report and make data available to the general public. Reporting measures are divided into two categories: Impact Measures- measures 1 and 2; and Outcome Measures- measures 3 and 4. The information and links (in red below) will help the viewer understand and access the data from Indiana Wesleyan University's (IWU) annual CAEP reporting measures.

 

1. Completer effectiveness and Impact on P-12 learning and development

The EPP has provided data below from a pilot case study. P-12 partners provided student growth data for IWU completers teaching in their schools. To get a fuller picture of completer impact and effectiveness, review the Employer Survey - Initial Programs  and Effectiveness Ratings - Initial Programs.

To ensure compliance with Indiana Public Law 90, the Indiana Department of Education (IDOE) developed an optimal model evaluation system named RISE. Each year school administrators from across Indiana conduct annual performance evaluations for their staff and faculty using the RISE model. The RISE model evaluates educators in the following domains (each with its own set of skills and competencies): purposeful planning, effective instruction, and teacher leadership.

 

2. Satisfaction of employers and stakeholder involvement

An EPP Employer Survey for Initial programs was developed based on the Indiana Principal Survey. It collects data on principal satisfaction with program preparation as it relates to standard-aligned completer outcomes. The survey also collects data on the employer and community's overall impression of the program.

Advanced Employer Surveys are specifically designed for each advanced program. They collect employers' satisfaction with program preparation as it relates to standard-aligned completer outcomes. The surveys also collect data on the employer and the community's overall impression of the program.

The EPP intentionally includes involvement of various stakeholders at multiple levels and for multiple purposes. Below is a document containing a table of stakeholder groups involved in EPP decision making in the previous academic year. The table indicates the name, composition, purpose, and outcomes of these stakeholder groups.

 

3. Candidate competency at program completion

To be considered a program completer with Indiana Wesleyan University and be eligible for licensure recommendation, candidates must take and pass the state-mandated content and pedagogy exams for their licensure area. For initial programs, exams were administered by Pearson® Assessments through August 31, 2021 and are administered by ETS® from September 1, 2021 forward. Test results are reported annually comparing IWU with the state of Indiana. For advanced programs, exams were administered by Pearson® Assessments through August 31, 2021 and are administered by ETS® from September 1, 2021 forward. Pass rates are provided for IWU test takers for the advanced programs.

 

4. Ability of completers to be hired in education positions for which they have prepared

In the EPP Annual Completer Survey respondents indicate whether or not they are working as full-time teachers. IWU analyzes these responses to provide an employment rate for our Initial Programs. For each Advanced Program, IWU asks whether or not the completer is working in their specialty field. IWU analyzes these responses to provide an employment rate for our Advanced Programs.

 

Early Childhood Program Outcome Measures

The National Association for the Education of Young Children (NAEYC) has identified annual reporting measures upon which each Educator Preparation Program (EPP) is required to report and make data available to the general public. The Bachelors of Science in Early Childhood Education Licensure and Non-Licensure tracks are currently seeking NAEYC accreditation. The EPP’s data for these measures is provided below for the two programs seeking accreditation.

1. The Number of Program Completers

Below the EPP has provided the count of program completers for the Bachelors of Science in Early Childhood Education Licensure and Non-Licensure track completers.

2. The Program Completion Rate

Below the EPP has provided the completion rate for the Bachelors of Science in Early Childhood Education Licensure and Non-Licensure track completers.

3. The Program Retention Rate

Below the EPP has provided the retention rate for the Bachelors of Science in Early Childhood Education Licensure and Non-Licensure track candidates.

(To see performance on BS Early Childhood Education Program Learning Outcomes, or PLOs, click here.)