​​​​​​​​​​​​​Title II Report​​ and CAEP Measures



University of Findlay CAEP Approved Programs


Initial Licensure offered at the undergraduate and postbaccalaureate levels


Primary grades PK-5

Middle Childhood grades 4-9

Intervention Specialist grades K-12

AYA Life Science grades 7-12

AYA Integrated Science grades 7-12

AYA Integrated Social Studies grades 7-12

AYA Integrated Mathem​atics grades 7-12

AYA Integrated Language Arts grades 7-12

MA Visual Arts grades K-12

MA Foreign Language grades K-12

MA Health and PE grades K-12

MA TESOL grades K-12

 

Advanced Programs


Principal

Superintendent

School Psychology*to be reviewed next CAEP visit 2027​

 

 

CAEP Annual Reporting Measures


The Council for the Accreditation of Educator Preparation (CAEP)


The University of Findlay College of Education (COE) was reviewed by the Council for the Accreditation of Educator Preparation (CAEP) in the fall of 2020. Full accreditation status was awarded to all COE programs with no areas of improvement of stipulations noted. Our next accreditation visit is in fall 2027. CAEP requires programs to provide performance measures to the public regarding eight categories related to program impact and program outcomes.  The data below provides summary data for each of the eight measures.



Measure 1: Completer Effectiveness and Impact on P-12 Learning and Development (Component R4.1)​


The Ohio Department of Higher Education (ODHE) provided value added data for completers.


Description of Data:


Ohio's value-added data system provides information on student academic gains. As a vital component of Ohio's accountability system, districts and educators have access to an extensive array of diagnostic data through the Education Value-Added Assessment System (EVAAS). Schools can demonstrate through value added data that many of their students are achieving significant progress. Student growth measures also provide students and parents with evidence of the impact of their efforts. Educators and schools further use value-added data to inform instructional practices.


Value-Added Data 2018, 2019, 2020 from Completers


Rating2018-19 Total # of Teachers is 53
2019-20 Total # of Teachers is 52
2020-21 Total # of Teachers is 57
Most Effective10 (19%)
12 (24%)
15 (26%)
Above Average6 (11%)
6 (12%)
26 (46%)
Average10 (19%)
18 (34%)
6 (10%)
Approaching Average7 (13%)
5 (9%)
1 (2%)
Least Effective20 (38%)
11 (21%)
9 (16%)

 

Value-Added Data for 2021 Teacher Completers:​


​Rating

2021-2022 Total # of Individual Evaluations 87​​

Exceeded Expectations​

​14 (16%)

​Met Expectations

43 (50%)​

Fell Short of Expectations

30 (34%)​

Value added data provided by the state for 2022, listed above, indicates 66% of K-12 individual evaluations met or exceeded expectations on state assessments in 2021.


Value added data for principals from the state includes: no new data for 2021-20212


Employed as PrincipalsPrincipals with value-added dataABCDF
13
13
N=3
23%
N=3
23%
N=2
15%
N=1
8%
N=4
31%

 

The buildings had 54% medium-high poverty levels.



The ODHE provided data from the Ohio Teacher Evaluation System (OTES) for completers.
 
Description of Data:

Ohio's system for evaluating teachers (Ohio's Teacher Evaluation System) provides educators with a detailed view of their performance, with a focus on specific strengths and opportunities for improvement. The system is research-based and designed to be transparent, fair, and adaptable to the specific contexts of Ohio's school districts. Furthermore, it builds on what educators know about the importance of ongoing assessment and feedback as a powerful vehicle to support improved practice. Teacher performance and student academic growth are the two key components of Ohio's evaluation system.


An apparent dip in evaluations for the most recent "Initial License Effective Year" cohort comes from the perception that any given year's evaluation results is actually a chronological view of evaluations. Rather, it's a view of the evaluations from that school year, showing four different cohorts of licensed educators. The most recently licensed cohort will eventually have more evaluation results in its second year as more educators find employment as teachers or principals.


Limitations of the Ohio Teacher Evaluation System (OTES) Data:

  1. The information in the report is for those individuals receiving their licenses with effective years of 2018, 2019, 2020, and 2021.
  2. The teacher evaluation data in this report are provided by the Ohio Department of Education.
  3. Due to ORC 3333.041(B), annual results must be masked for institutions with fewer than 10 completers with OTES data.​



OTES Data-for the year 2020 from completers
Licensure Year# Accomplished# Proficient# Developing# Ineffective
2018
3
6
<3
<3
​2019
​6
​9
​<3
​<3
​2020
​<3
​10
​<3
​<3
2021
<3
6
<3
<3

 

Description of Data:


Ohio's ordered school-building closure and subsequent emergency legislation addressing the coronavirus pandemic-related issues (House Bill 197 of the 133rd General Assembly) had substantial impacts on state testing during the 2019-2020 school year. As a result, the OTES/OPES and Value-Added sections of this report will include limited or no data.


Ohio's system for evaluating principals (Ohio's Principal Evaluation System) provides building leaders with a detailed view of their performance, with a focus on specific strengths and opportunities for improvement.


The Ohio Principal Evaluation System (OPES) data reported here are limited in that the information in the report is for those individuals receiving their licenses with effective years of 2018, 2019, 2020, and 2021.


An apparent dip in evaluations for the most recent "Initial License Effective Year" cohort comes from the perception that any given year's evaluation results are actually a chronological view of evaluations.


Rather, it's a view of the evaluations from that school year, showing four different cohorts of licensed educators. The most recently licensed cohort will eventually have more evaluation results in its second year as more educators find employment as teachers or principals.



​OPES Data for Completers 2021
License Year
​Accomplished
​Proficient
​Developing
​​Ineffective
2018
​<10
​​<10
​<10
​<10
​2019
​​<10
​​<10
​​<10
​​<10
2020
​​<10
​​<10
​​<10
​​<10
​2021
​<10
​<10
​<10
​<10


The N was less than 10 for all years. The EPP conducts focus groups each year, results from this focus group indicate that completers felt prepared for their current position. 



Measure 2: Satisfaction of Employers and Stakeholder Involvement (Components R4.2, R5.3, and RA 4.1)​


The program administers employer surveys of program graduates from one-year and three-year completers. The employer response rate was 78%. 87% of the employers who returned the survey felt alumni were well prepared, 53% were "very satisfied", 34% were "satisfied", 11% marked "improving", and 2% were "not satisfied". 


An employment milestone is passing the Resident Educator Assessment in year three of teaching, the EPP has 100% passage rate:


2021-2022 RESA
(Resident Educator Service Agencies) Data
Total number of Teachers in RESA for 2019-2020 = 108
Years in RESA
​Total Number of Teachers
​Total Number to Pass RESA
​Year 1
​44
​First year
​Year 2
​33
10 (30%) passed
​Year 3

​34

​28 (82%) passed, 6 (18%) passed in their 2nd year

Year 4

​10

​10 (100%) passed in their 3rd year.​


Employer surveys for advanced licensure completers noted 96% satisfaction in 2021-2022. 


The COE promotes stakeholder involvement through the Education Advisory Council (EAC). The COE Education Advisory Council, which includes COE faculty, adjuncts, school partners, and other stakeholders, meets in the spring each year to discuss issues related to EPP operations and to provide feedback and suggestions.  At this meeting, programs break into small groups for program-level discussion, feedback is noted in annual minutes and program leads implement suggestions from the group annually. ​


 


​​


​Measure 3: Candidate Competency at Program Completion (Component R3.3 and RA3.4)

Our candidates are passing the Ohio Assessments for Educators test to obtain a Resident Educator License.


Ohio Assessment for Educators 2021-2022 Passage Rates (UG & PB):

Total for the year: ​Univeristy of Findlay - 84%      State - 83%


​Licensure TestTotal # of Test Takers Passage Rate for Total # of Test Takers Passage Rate for Completer Test Takers for 2020-2021Passage Rate for Total # of Test Takers in Ohio
APK: AYA (7-12)18
100%100%97%
APK: EC (PK-3)21
81%100%89%
APK: Mid Childhood (4-9)5
100%100%89%
APK: Multi-Age (PK-12)15
87%100%
91%
Art2
100%
100%87%
Early Childhood Education19
80%100%
88%
English Language Arts1
0%100%83%
Health2
100%100%84%
Integrated Science16
88%100%84%
Integrated Social Studies3
67%100%75%
Mathematics3
67%100%
65%
Mid Grades English Lang Arts3
100%100%90%
Mid Grades Mathematics3
100%100%80%
Mid Grades Science4
75%100%83%
Mid Grades S. Studies3
33%100%74%
Physical Education5
80%100%75%
Special Education13
69%100%81%
Foundations of Reading
36
75%100%83%
​Biology
​1
​0%
​100%
​60%

 


Ohio Assessments for Educators: Advanced Principal Candidates pass rate 2021-2022:


Test# Takers# Pass# Not Pass
% Pass% Not PassMean Total Scaled Score-Inst.
Mean Total Scaled Score-State
Educational Leadership (09/13-Present)15
14
1
93%
7%238.8
238.3

 


The Title II report confirms the above licensure data.​​



Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared (initial & advanced levels)


​% employed and (N)2018-19
2019-2020
2020-2021
2021-2022
Initial
N= 59
91% Employed
2% MAE Students
7% Unknown

N= 34

76% Employed

3% MAE Students

21% Unknown


N= 56

84% Employed

15% MAE Students

1% Unknown


N= 42
74% Employed
7% MAE Students
19% Unknown

Advanced

N= 30

100% Employed

0 Unknown

63% employed in Administration


N= 40
90% Employed
10% Unknown
73% employed in Administration

N= 43

95% Employed

5% Unknown

67% employed in Administration


N= 31

97% Employed

3% Unknown

48% employed in Administration




​Title II Report​


As required by Title II of the Higher Education Act, the University of Findlay College of Education submits a teacher preparation program annual report on OAE pass rates, and other program characteristics to the State of Ohio. 

 

The State of Ohio then submits to the United States Department of Education its annual report on teacher licensure requirements and teacher preparation programs from all university teacher education institutions. The Secretary reports to Congress and the public on the quality of teacher preparation programs in the nation. 


To view current reports, click here. 



Ohio Departm​ent of Higher Education

​​

To view the current Ohio Department of Higher Education Educator Preparation Performance Report, click here .