Shawnee State University’s educator preparation programs are accredited by the National Council for the Accreditation of Teacher Education (NCATE). This accreditation recognizes that our education programs have met national professional standards for the preparation of teachers and other educators.
In 2014, NCATE与教育准备认证委员会(CAEP)的认证机构合并。, 以证据为基础的认证，确保质量和持续改进，以加强P-12学生的学习. 最可靠的体育投注的CAEP审查发生在2022年12月.
研究生课程
教育者准备表现
The mission of the 教育学院 at Shawnee State University is to prepare educators to be learner-centered and inquiring professionals who can think critically, act ethically, 有效沟通, 并协同工作，以满足所有学生的不同需求.
The program hopes to develop educational professionals who will be change agents in their schools and communities through the implementation of evidence-based teaching practices and the demonstration of strong, 然而,合作, 领导才能.
使学生为当代学校的动态责任做好准备, 该计划要求在学术内容或教学领域有坚实的基础.
CAEP年度报告措施
(CAEP标准4.2)
The Council for the Accreditation of Educator Preparation (CAEP) has established four annual reporting measures which are used to provide information to the public on both program impact and program outcomes. CAEP措施及每项措施的支持性证据链接如下:
测量1(初始):完成者影响有效性(R4).1)
提供者证明课程完成者有效地促进了P-12学生的学习和成长, 运用专业知识, skills, 以及在P-12课堂上的倾向，这些准备经历是为了实现的.
Completer impact in contributing to P-12 student learning-growth and completer effectiveness in applying professional knowledge, skills, 和性格
数据说明:
Ohio's system for evaluating teachers (Ohio's Teacher Evaluation System) provides educators with a detailed view of their performance, 专注于特定的优势和改进的机会. 该系统以研究为基础，设计透明, fair, 并能适应俄亥俄州学区的具体情况. 教师收到一个总结性的最终评级如下之一:完成, skilled, developing, 或无效.
俄亥俄州教师评价系统(OTES)的数据指出:(a)对P-12学生学习的贡献有更大的影响, and growth, (二)更有效地运用专业知识, skills, 和性格. 增值分析帮助教育工作者衡量学校和教师对学生学业进步的影响. 在OTES模型中使用了增值度量. 教师表现和学生学业成长是俄亥俄州评估体系的两个关键组成部分.
俄亥俄州教师评价系统(OTES)数据的局限性:
- 报告中的信息是针对2018年有效年份获得许可证的个人的, 2019, 2020 and 2021.
- 本报告中的教师评价数据由俄亥俄州教育部提供.
- 由于ORC 3333.第041(B)条规定，拥有OTES数据的完成者少于10人的院校必须掩盖其年度业绩.
| 初始许可生效年份 | Accomplished | Proficient | Developing | Ineffective |
|---|---|---|---|---|
| 2021 | N<3 | 15 | N<3 | N<3 |
| 2020 | N<10 | 22 | N<10 | N<10 |
| 2019 | N<10 | 16 | N<10 | N<10 |
| 2018 | 14 | 28 | N<10 | N<10 |
2021-22年度业绩水平
测量2(初始和高级):雇主满意度和利益相关者参与(R4).2/R5.3/RA4.1)
俄亥俄州于2018年停止了雇主满意度调查. 因此，没有2018-2019年初始许可计划的数据. 教育学院对其咨询委员会成员进行调查. 调查在春季学期发送. 预计AY 2021-2022年调查将有更多回复，结果将于2023年夏季更新. 这项调查包括最可靠的体育投注的初级和高级课程. 高级项目还对利益相关者进行了调查. 结果报告如下.
参与项目设计的内部和外部利益相关者, evaluation, 以及持续改进的过程
教育学院咨询委员会的会议因新冠肺炎而中断. 谘询委员会每学年举行一次会议. 咨询委员会还包括以数据为中心的三个焦点小组, Partnerships, 和招聘. 咨询/利益相关者委员会的目的是为项目设计和持续改进提供意见. 这三个焦点小组由更大的咨询/利益相关者委员会的成员组成. 咨询/利益相关者委员会成员包括大学主管和教师, 学校和地区管理人员, and teachers.
| Statement | 强烈同意 | Agree | Disagree | 强烈反对 |
|---|---|---|---|---|
| 1. SSU准备教师了解学生的学习和发展. | 2020-21: 61% (25) 2021-22: 63% (12) |
2020-21: 39% (16) 2021-22: 26% (5) |
2020-21: 0% (0) 2021-22: 5% (1) |
2020-21: 0% (0) 2021-22: 5% (1) |
| 2. SSU培养教师尊重学生、同事和家庭的多样性. | 2020-21: 66% (27) 2021-22: 52.63% (10) |
2020-21: 34% (14) 2021-22: 42.11% (8) |
2020-21: 0% (0) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 3. SSU准备教师了解和理解他们有教学责任的课程内容. | 2020-21: 59% (24) 2021-22: 52.63% (10) |
2020-21: 40% (16) 2021-22: 31.58% (6) |
2020-21: 2% (1) 2021-22: 10.53% (2) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 4. SSU准备教师理解 and use evidence-based instructional strategies to effectively teach the concepts and skills for which they have instructional responsibility. | 2020-21: 61% (25) 2021-22: 52.63% (10) |
2020-21: 37% (15) 2021-22: 31.58% (6) |
2020-21: 2% (1) 2021-22: 5.26% (1) |
2020-21: 0% (0) 2021-22: 10.53% (2) |
| 5. SSU准备教师了解评估实践，他们的目的和他们产生的数据. | 2020-21: 59% (24) 2021-22: 57.89% (11) |
2020-21: 37% (15) 2021-22: 31.58% (6) |
2020-21: 4% (2) 2021-22: 5.26% (1) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 6. SSU准备教师分析数据，以监控和支持学生的进步. | 2020-21: 59% (24) 2021-22: 38.89% (7) |
2020-21: 32% (13) 2021-22: 50% (9) |
2020-21: 10% (4) 2021-22: 5.56% (1) |
2020-21: 0% (0) 2021-22: 5.56% (1) |
| 7. SSU培养教师使用数据来计划、区分和修改教学. | 2020-21: 49% (20) 2021-22: 47.37% (9) |
2020-21: 44% (18) 2021-22: 36.84% (7) |
2020-21: 7% (3) 2021-22: 10.53% (2) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 8. SSU准备教师使他们的教学目标和活动与学校和地区的优先事项保持一致. | 2020-21: 61% (25) 2021-22: 63.16% (12) |
2020-21: 40% (16) 2021-22: 26.32% (5) |
2020-21: 0% (0) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 10.53% (2) |
| 9. SSU准备教师区分教学，以支持所有学生的学习需求. | 2020-21: 49% (20) 2021-22: 47.37% (9) |
2020-21: 41% (17) 2021-22: 42.11% (8) |
2020-21: 10% (4) 2021-22: 5.26% (1) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 10. SSU培养精通技术应用的教师，以提高P-12的学习. | 2020-21: 85% (35) 2021-22: 63.16% (12) |
2020-21: 15% (6) 2021-22: 31.58% (6) |
2020-21: 0% (0) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 11. SSU准备教师从事教学实践，促进批判性思维, 解决问题，鼓励学习者探索. | 2020-21: 61% (25) 2021-22: 63.16% (12) |
2020-21: 37% (15) 2021-22: 21.05% (4) |
2020-21: 2% (1) 2021-22: 10.53% (2) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 12. SSU准备教师建立包容的环境，尊重，支持和关怀. | 2020-21: 63% (26) 2021-22: 63.16% (12) |
2020-21: 34% (14) 2021-22: 26.32% (5) |
2020-21: 2% (1) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 10.53% (2) |
| 13. SSU准备教师从事教学实践，促进学生积极的学习成果. | 2020-21: 61% (25) 2021-22: 63.16% (12) |
2020-21: 39% (16) 2021-22: 31.58% (6) |
2020-21: 0% (0) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 14. SSU准备教师与学生，同事和家庭进行清晰有效的沟通. | 2020-21: 56% (23) 2021-22: 52.63% (10) |
2020-21: 41% (17) 2021-22: 42.11% (8) |
2020-21: 2% (1) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 15. SSU培养教师与其他教师有效合作, administrators, 员工及家属. | 2020-21: 59% (24) 2021-22: 57.89% (11) |
2020-21: 39% (16) 2021-22: 31.58% (6) |
2020-21: 2% (1) 2021-22: 5.26% (1) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
| 16. SSU准备教师理解, uphold, 遵守职业道德规范以及地区和国家政策. | 2020-21: 73% (30) 2021-22: 57.89% (11) |
2020-21: 27% (11) 2021-22: 31.58% (6) |
2020-21: 0% (0) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 10.53% (2) |
| 17. SSU准备教师承担专业成长的责任. | 2020-21: 56% (23) 2021-22: 63.16% (12) |
2020-21: 44% (18) 2021-22: 31.58% (6) |
2020-21: 0% (0) 2021-22: 0% (0) |
2020-21: 0% (0) 2021-22: 5.26% (1) |
参与项目设计的内部和外部利益相关者, evaluation, 以及持续改进的过程
Shawnee State University offers two graduate level licensure only programs through the Ohio Deans Compact LISD (Low Incidence Sensory Disabilities Programs) Collaborative.
以下数据反映了聋人补全者雇主的反馈 & 听力障碍(TOD)和视障教师(TVI)项目. Employers are contacted to complete the evaluation one year after the teacher employed in their district has completed the advanced program in either 干预专家 视力受损的 or 干预专家 Hearing Impaired. It should be noted that only one cohort in the 干预专家 Hearing Impaired program has data as the 2nd cohort finished in Summer 2022 and their data will not be collected until Summer 2023. 至于视障干预专员，则提供三组雇主资料.
| Statement | N | 强烈同意 | Agree | Disagree | 强烈反对 |
|---|---|---|---|---|---|
| 1. 最可靠的体育投注的低发病率感官残疾项目使教师们准备使用辅助的, 替代和辅助技术及其应用，以支持学生. | 17 | 58.8% (10) | 35.3% (6) | 5.9% (1) | 0.00% (0) |
| 2. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to understand sensory impairment and its impact on families. | 17 | 58.8% (10) | 41.2% (7) | 0.00% (0) | 0.00% (0) |
| 3. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to understand sensory impairment and its impact on instructional planning. | 17 | 70.6% (12) | 29.4% (5) | 0.00% (0) | 0.00% (0) |
| 4. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in professional practices that promote successful transitions for students who have sensory impairment. | 17 | 47.1% (8) | 47.1% (8) | 0.00% (0) | 5.9% (1) |
| 5. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that promote positive learning results in the general or special curricula. | 17 | 52.9% (9) | 41.2% (7) | 0.00% (0) | 5.9% (1) |
| 6. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that demonstrate the ability to modify learning environments for students with sensory impairment. | 17 | 64.7% (11) | 35.3% (6) | 0.00% (0) | 5.9% (1) |
| 7. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that foster educational environments in which diversity is valued. | 17 | 58.8% (10) | 35.3% (6) | 0.00% (0) | 5.9% (1) |
| 8. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that reflect and address IEP goals for students with sensory impairment. | 17 | 70.6% (12) | 29.4% (5) | 0.00% (0) | 0.00% (0) |
| 9. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that use assessment data to plan instruction for students with sensory impairment. | 17 | 47.1% (8) | 52.9% (9) | 0.00% (0) | 0.00% (0) |
| 10. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in professional practices that promote integration of students with sensory impairment into the general education learning environment. | 17 | 52.9% (9) | 47.1% (8) | 0.00% (0) | 0.00% (0) |
测试3(初级和/或高级):候选人在项目完成时的能力(R3).3/RA3.4)
候选人完成能力的衡量标准是俄亥俄州教育工作者评估的通过率. The 俄亥俄州教育工作者评估 (OAE) program assesses the content-area and professional (pedagogical) knowledge of candidates who are seeking initial Ohio educator licensure or adding a new licensure area. 评估与俄亥俄州的学习标准一致. 通过率显示的是2021-2022学年计划毕业生的通过率.
| Program | OAE Test Name & Number | Passed | Failed | Pass Rate | 州合格率 |
|---|---|---|---|---|---|
| 高级执照课程(完成者) | |||||
| Deaf & 听力障碍 | 特殊教育专家:聋人/听障人士 | 7 | 0 | 100% | 80% |
| 视力受损的 | 特殊教育专家:视障人士 | 7 | 1 | 88% | 77% |
| 初始执照计划(完成者) | |||||
| Art | 006 Art | 4 | 0 | 100% | 84% |
| 儿童早期 | 012幼儿期 | 25 | 0 | 100% | 89% |
| 幼儿特殊教育 | 013幼儿特殊教育 | 14 | 4 | 78% | 82% |
| Adolescent & 青少年(7-12岁)综合语言艺术、综合科学和数学 | 020英语语言艺术 024综合科学 综合社会研究 027年数学 |
7 | 0 | 100% | 综合结果NA |
| 中期儿童英语语言艺术、科学、数学、社会研究 | 028初中英语语言艺术 029初中科学 030初中数学 031初中社会学科 |
7 | 0 | 100% | 综合结果NA |
| 干预专家 | 043特殊教育 | 5 | 1 | 83% | 80% |
| Reading | 090 Reading | 23 | 4 | 85% | 82% |
| 专业知识评估 | |||||
| 儿童早期 | 幼儿专业知识评估 | 21 | 1 | 95% | 89% |
| 童年中期 | 002儿童中期专业知识评估(4-9) | 3 | 0 | 100% | 89% |
| Adolescent & Young Adult | 03青少年专业知识评估 & 青少年(7-12岁) | 6 | 0 | 100% | 98% |
| Multi-Age | 004多年龄段专业知识评估(PK-12) | 10 | 0 | 100% | 91% |
另一个衡量候选人能力的方法是候选人职前学生教学评估(CPAST)。. 数据显示的是2021-2022学年的本科和研究生课程. CPAST工具用于评估实习教师的以下方面:
- 指导和评估计划;
- 教学交付,
- assessment,
- 教学分析;
- 职业承诺和行为;
- 专业的关系,
- 批判性思维和反思性练习.
| Criterion Name | N | Mean | 尚未开发 (n/%) |
Novice (n/%) |
Competent (n/%) |
精通(目标) (n/%) |
Low | High |
|---|---|---|---|---|---|---|---|---|
| Pedagogy | ||||||||
| 教学与评估计划 | 40 | 2.73 | 0 | 0% | 0 | 0% | 11 | 27% | 29 | 73% | 2 | 3 |
| 教学交付 | 40 | 2.75 | 0 | 0% | 0 | 0% | 10 | 25% | 30 | 75% | 2 | 3 |
| Assessment | 40 | 2.59 | 0 | 0% | 1 | 2% | 14 | 35% | 25 | 63% | 1 | 3 |
| 教学分析 | 40 | 2.45 | 0 | 0% | 2 | 5% | 18 | 45% | 20 | 50% | 1 | 3 |
| Dispositions | ||||||||
| 职业承诺与行为 | 40 | 2.78 | 0 | 0% | 0 | 0% | 8 | 20% | 32 | 80% | 2 | 3 |
| 专业的关系 | 40 | 2.57 | 0 | 0% | 1 | 2% | 11 | 28% | 28 | 70% | 1 | 3 |
| 批判性思维和反思性实践 | 40 | 2.88 | 0 | 0% | 0 | 0% | 5 | 13% | 35 | 88% | 2 | 3 |
| Criterion Name | N | Mean | 尚未开发 (n/%) |
Novice (n/%) |
Competent (n/%) |
精通(目标) (n/%) |
Low | High |
|---|---|---|---|---|---|---|---|---|
| Pedagogy | ||||||||
| 教学与评估计划 | 21 | 3.75 | 0 | 0% | 0 | 0% | 5 | 24% | 16 | 76% | 3 | 4 |
| 教学交付 | 21 | 3.78 | 0 | 0% | 0 | 0% | 4 | 19% | 17 | 81% | 3 | 4 |
| Assessment | 21 | 3.72 | 0 | 0% | 1 | 5% | 5 | 24% | 15 | 71% | 1 | 4 |
| 教学分析 | 21 | 3.33 | 0 | 0% | 5 | 24% | 4 | 19% | 12 | 57% | 2 | 4 |
| Dispositions | ||||||||
| 职业承诺与行为 | 21 | 3.85 | 0 | 0% | 1 | 5% | 2 | 10% | 18 | 90% | 2 | 4 |
| 专业的关系 | 21 | 3.88 | 0 | 0% | 0 | 0% | 2 | 10% | 19 | 90% | 3 | 4 |
| 批判性思维和反思性实践 | 21 | 3.95 | 0 | 0% | 0 | 0% | 1 | 5% | 20 | 95% | 3 | 4 |
测试四(初级和/或高级):完成学业者被他们所准备的教育职位雇用的能力
The following employment data is from the 俄亥俄州高等教育局 Metric Reporting system (EVAAS) for academic year 2020-2021. Employment shown is any position held by a Shawnee State University graduate in Ohio's public schools in the 2020-2021 academic year.
| Position | N |
|---|---|
| 顾问的任务 | 4 |
| 助理校长指派 | 1 |
| 指导作业 | 4 |
| 其他课外/课内活动任务 | 2 |
| 心理学家的任务 | 1 |
| 补救专家分配 | 2 |
| 辅助服务教学任务(只适用于有残疾的学生) | 19 |
| 老师的任务 | 102 |
| Total | 138 |