Standard 3 and A.3
The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification. The provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program. This process is ultimately determined by a program’s meeting of Standard 4.
SUMMARY
The EPP is committed to meeting the teaching needs of the communities, particularly the urban school divisions, that we serve. In response to local, state, and national market shortage areas and enrollment decreases, the EPP has attempted to expand pathways for teacher education. The School of Education launched the implementation of 5 new Bachelor degree programs leading to state licensure in 2019 (Special Education K-12, Elementary Prek-3, Elementary Prek-6, Secondary Engineering, and Health and Physical Education K-12). These new Bachelor licensure programs will not be included in the CAEP review process until our first cohort potentially completes the program in 2022.
During the period of this self-study report, the EPP provided 3 pathways for initial teacher licensure. First, the EPP offers teacher licensure as a Bachelor’s degree pathway for undergraduates in Art Education and Music Education (Vocal and Instrumental). Second, the EPP offers a "fifth-year" Extended Teacher Preparation program through which candidates obtain a master's degree in teaching that also provides them with teaching licensure. Finally, a teaching candidate can matriculate for a master’s or licensure-only certificate after graduating with a bachelor's degree from another institution.
The EPP recruitment plan and admission requirements provide the basis for selecting a diverse group of highly qualified and motivated candidates who are trained and credentialed as educational leaders with the knowledge, skills, and dispositions to work with diverse groups of children and school divisions in both urban and rural hard-to-staff settings.
Multiple measures indicate that the EPP monitors and supports candidate quality and progression from program admission, program completion, and licensure certification. The major transition points in the initial preparation programs are called Gates. The EPP has adopted five gates from admission to teacher preparation through program exit, although not all gates apply to all programs. Candidates may complete some gates simultaneously.
The gates and program-applicability are listed below:
Gate 1: Admission to Teacher Preparation (Initial Licensure programs)
Gate 2: Admission to Practicum (all programs except SEDP MEd)
Gate 3: Admission to Graduate School (Graduate level Initial Licensure programs)
Gate 4: Admission to Internship/Externship (all programs)
Gate 5: Exit from Clinical Experience and Program Completion (all programs)
The initial licensure assessment plan organizes the EPP-created and proprietary assessments by gates. The key assessments used to monitor candidate performance for each program gate are reflected in the EPP Assessment Plans. Yearly program-area data are monitored and tracked for each of these measures. Measures in the plan are used as evidence to demonstrate candidate proficiencies on the state, InTASC, and CAEP standards; the data quality map details evidence for reliability and validity for each measure.
EXAMPLES OF EXCELLENCE IN PRACTICE
- SOE plans for the recruitment of diverse candidates who meet employment needs.
- Through the development of Graduate and Undergraduate Recruitment Teams, faculty and staff systematically engage in periodic meetings to monitor the recruitment plan and adjust for continuous improvement. Program faculty coordinators partner with the recruitment specialists in recruitment, outreach, and review of data to inform strategies and practices across all programs EPP-wide.
- The EPP has identified three yearly goals in the recruitment plan: 1) increase schoolwide enrollment, 2) high-quality candidates meet academic benchmarks for program completion, and 3) increase the number of historically underrepresented minority (URM) students in the School of Education . The recruitment plan highlights projections that in 5 years the EPP will see a 10% increase in each category within the licensure programs the first year, 8% the second year, and 5% the third year.
- The EPP has several initiatives, many related to grant funding, that support the recruitment and program completion of diverse candidates: SOE Diversity Equity, and Inclusion Committee workshops, SOE Minority Educator Center, Richmond Teacher Residency Program (RTR), Noyce Grant Program, and Certifying Online Virginia Educators (COVE).
- Candidates demonstrate academic achievement
- For the 2016-2019 entering cohorts, the overall GPAs across the EPP exceeded the CAEP minimum of 3.0.
- Discipline-specific accreditation also provides evidence of mastery of content knowledge for specific programs including Visual Arts PK-12 and Music Education Vocal and Instrumental, specifically, professional accreditors, NASAD, and NASM.
- As evidenced by the annual review of Title II data, all program Praxis Subject Assessment scores are consistently high; the 2014-2017 average pass rate is 99%.
- The EPP established criteria for program progression and to monitor candidate’s advancement from admission through completion
- For the admission cycle 2016-2017, 2017-2018, 2018-2019 the EPP required a nationally-normed assessment: the GRE or MAT for admission to the graduate programs. Additionally, successful applicants pass a general math assessment (Praxis Core Math or an SAT or ACT equivalent score set by the state); as well as a reading and writing assessment (Virginia Communication and Literacy Assessment) to demonstrate basic skills for entry to Teacher Preparation (Gate 1). Evidence indicates progress toward the CAEP criteria, but several programs and cohort averages fall short of CAEP’s benchmark of performance in the top 50% in mathematics and reading. The EPP believes in a holistic admission process. Given the demand for teachers in our region, state removal of entry assessments, and lack of strong predictive correlation of national assessment on program success, the EPP has chosen to not reject or delay matriculation of any applicant solely for failing to meet the CAEP benchmark on national assessment.
- Consistent with the professional literature and CAEP, we recognize the important role that non-academic factors (such as dispositions) play in the teaching
IMPROVEMENTS EMERGING FROM THE SELF-STUDY
A review of recruitment baseline data between fall 2017 and 2019 on student cohort applications, those admitted and enrolled, provides some indication of a positive trend for applications as the percentage of URM candidates has consistently increased since fall 2017. The positive trend has exceeded our goal to specifically increase the URM application percentage of total applications for SOE programs by 1% each year, the 5-year goal of 31% by AY 22. This increase suggests the intentional recruitment and scholarship opportunities are yielding a more diverse pool of admitted initial licensure candidates. The data, however, reveals that the percentage of those admitted and enrolled remained the same with no increase. Additionally, the data reflects a decrease in white women applicants. Enrollment and completion trends should be continuously evaluated for gender and ethnic/racial diversity, to increase the recruitment and successful program completion of underrepresented groups.
Standard 3 Data Sources
3.1 Plan for Recruitment of Diverse Candidates who Meet Employment Needs
Multiple measures indicate that the EPP monitors and supports candidate quality and progression from program admission to program completion and licensure certification. Despite state-wide decreases in teacher preparation enrollment and the number of licenses granted in Virginia, school divisions have consistently reported the top 5 critical shortage areas since 2011 including Special Education, Middle School, Elementary Education, Career and Technical Education, and Math 6-8 (see http://www.doe.virginia.gov/teaching/workforce_data/index.shtml). The Virginia Advisory Board on Teacher Education and Licensure (ABTEL) Report (2019; 49) on Statewide Shortages provides a snapshot of the data highlighting the state's teacher hiring and retention. While the number of both students and teachers in Virginia schools has doubled in the past three decades, the ratio of minority teachers (21%) to students (49%) remains severely unbalanced.
In response to shortage areas and enrollment decline, the EPP has attempted to expand pathways for teacher education. The School of Education (SOE) launched 5 new Bachelor's degree licensure programs in 2019 (Special Education K12, Elementary Pk3, Elementary Pk6, Secondary Engineering, and Health and Physical Education K12). These new programs will not be included in the CAEP review process until our first cohort completes the program in 2022.
Additionally, SOE has created a recruitment team (recruitment specialist and undergraduate recruitment coordinator) since 2018 who have partnered with initial and advanced program faculty to articulate strategic recruitment plans and support the recruitment of highly qualified and diverse candidates for high-need program areas. The EPP's 2018 recruitment plan (2019-2020 recruitment season) outlines strategies and success metrics to address regional and local needs for urban, hard-to-staff schools and shortages fields; STEM, Elementary, and Special Education (50). The EPP's annual goals reflect the demands of diverse candidate populations while addressing quality and selectivity; 1) increase schoolwide enrollment 2) high-quality candidates meet academic benchmarks for program completion, and 3) increase historically underrepresented minority students (URM). Recruitment plan projections include 10% increase -first year over 5 years, 8% the second year, and 5% the third year. Specifically, Target Outcomes relating to goal 3 include: (1) Increase applications from HBCU institutions, (2) increase acceptance rates of URM students by 5%, and (3) Increase URM application percentage of total applications for SOE programs to 27% (SU18/FA 18/SU19=25.8%). Fall 2019 sample recruitment activities, such as Teachers of Color Conference Co-Sponsorship with the VEA, February 2019 are captured in exhibit 50, as well.
Through the development of a Graduate Recruitment Team in 2018, faculty and staff systematically engage in periodic meetings to monitor the recruitment plan and adjust for continuous improvement. Program faculty coordinators partner with the Recruitment Specialist in outreach and review of data to inform strategies and practices across all programs (meeting minutes; 54). Annually, assessment and recruitment staff partner to analyze admissions data exploring potential biases or variations in the admissions process and decisions by race/ethnicity/gender. Findings are discussed with the recruitment teams to guide continuous improvement and fairness in the process (53:54). The 2019 Strategic Plan, "Diversity Driving Excellence" (94) highlights annual goals and outcomes to institutionalize the recruitment and retention plans across all EPP programs. Specifically, Recruitment Goal 3#- Increase the number of historically underrepresented minority students. Recruitment activities attempt to maximize the general university efforts while expanding the development of a unique SOE recruitment effort.
Baseline Data Analysis: The Recruitment Monitoring Data Report (51) provides an overview and analysis of initial program baseline data and projections for five years including, Applications, Admissions, and Enrollment disaggregated by program, gender, race, and under-represented-minority status (University benchmarks included; 92). A review of recruitment data between fall 2017 and 2019 on student cohort applications, admitted, and enrolled provides some indication of a positive trend for applications as the percentage of URM candidates has consistently increased since fall 2017. The EPP will continue its efforts to recruit racially underrepresented candidates and evaluate recruitment plan strategies and impact over time.
As a follow-up to initial baseline data, the recruitment staff and Assessment Office explored the admissions data for differences by gender or race (Admission Study; 53). Over the last two years, the results of this study indicated when unpacking GRE performance by program and by group, URM students not offered admission had lower scores (typically in the 25th percentile or below) on GREs; whereas, admitted student populations scored on average at 59Th percentile on Verbal and 37th percentile on Quantitative.
In conjunction with the recruitment staff, faculty work directly with local divisions, state agencies, and national organizations to recruit and ensure program completion of highly qualified special education and STEM teachers for hard-to-fill content areas. The EPP has several initiatives, many related to grant funding, that support recruitment and program completion of diverse candidates (69): SOE Diversity Equity, and Inclusion Committee workshops, SOE Minority Educator Center, Richmond Teacher Residency Program (RTR), Noyce Grant Program, and Certifying Online Virginia Special Educators (COVE). Additionally, the School of Education awarded 66 scholarships to 56 of the school's top candidates at the annual Scholarship & Awards Ceremony (over $78,000 for 2019).
The EPP continues to work with campus support units, such as Office of Equity and Access Services, Student Counseling Center, Disability Support Services, Student Career Services, and VCU's Office of Multicultural Student, to connect diverse candidates with university resources to support their program completion when needed (See AIMS Table 5). The institution enjoys a strong reputation regionally; VCU has a 91% freshman retention rate and an 82% 6-year undergraduate graduation rate (9/2019 president's speech).
3.2 CANDIDATE ACADEMIC ACHIEVEMENT
Another strategy the EPP utilizes to support the success of candidates is requiring a demonstration of high academic ability upon admission. Program admission criteria are divided into two separate sets of requirements: EPP and University (See AIMS Introduction). Following faculty approval, the EPP formalized admission criteria to include CAEP minimum benchmark requirements for both graduate and undergraduate programs, effective Fall 2020 (57). The following are admissions criteria for Teacher Preparation Admission/Gate 1: (a) completion of pre-professional requirements 60 credits (including various foundational courses) with a minimum GPA of 2.8 (undergrad); 3.0 (graduate) or higher overall (cumulative); (b) official passing score results for the VCLA and Praxis Core/Math or ACT or SAT or GRE; (c) self-reported dispositions ratings; (d) completion of prerequisite licensure content courses; (e) self-report of criminal background history; (f) advisor or department chair recommendation. The EPP determined that CAEP's GPA would be measured and collected at admission to Teacher Preparation before 2019 (Gate 1). Following the launch of the new undergraduate programs in 2019, the CAEP minimum GPA was collected at Gate 4 Student Teaching/Externship Application (culminating clinical experience application {52}) to support consistency in data between undergraduate and graduate programs. All initial program gates will be reviewed in detail in later sections (3.4; 85.1). All data tables for entry assessments and GPA are included in the document VCU EPP: Assessment of Basic Skills at Entry to EPP Program (52).
The Academic Petition Appeal Committee (APAC) reviews application components (academic and non-academic) to document candidate qualifications for the Teacher Preparation licensure track (58;59; Gate 1). The committee reviews academic qualifications (GPA and national assessment) of the incoming cohort of candidates in comparison to the minimum group average performance (52) requirements articulated by CAEP. Additionally, this committee reviews applications each semester and evaluates all petitions for applications with outstanding components. Data inform progress toward goals articulated in program-level recruitment plans and are used to guide recruitment and communication strategies at the program and EPP level. Remediation plans are implemented for pre-candidates (Teacher Preparation Gate 1) or candidates throughout the program matriculation who have not yet fulfilled all criteria for progression. Remediation plans specify goals and deadlines for meeting progression criteria or specific adjustments to criteria if warranted. For pre-candidates who have not met all criteria for admission to Teacher Preparation (Gate 1), a growth plan can be created, with set goals designed to keep students on track for program progression (61). Most often the plans for pre-candidates focus on academic support for the required assessment which may include retaking a specific assessment section, tutoring offered by the Minority Educator Center, or taking additional courses/workshops to improve skills or address test anxiety.
For the 2016-2019 entering cohorts, the overall GPAs across the EPP exceeded the CAEP minimum of 3.0 (52). All programs listed in the disaggregated data had overall GPAs each year that exceeded 3.0 (art, music, secondary, elementary, and special education). Over time, this GPA has been consistent, with a mean of 3.4 (.36) in 2016-2017; of 3.4 (.40) in 2017-2018; and of 3.8 (.29) in 2018-2019. Note that standard deviations appear in parentheses following the reported means. These data indicate that teacher candidates already demonstrate high academic ability as it relates to entrance GPA (52).
Additionally, as part of our review of candidate Teacher Preparation application materials, another component used to determine candidate quality is CAEP's cohort averages for national assessment minimum benchmarks (See exhibit 52 for data and analysis). The scores presented in exhibit 52 represent multiple test admission options across cohorts. However, the results are consistent across the three cycles of data. The CAEP calculator was excluded from analysis.
For the admission cycles of 2016-2017, 2017-2018, 2018-2019, the EPP required the GRE or MAT for admission to the graduate programs (Gate 3; See Standard 3.4). Additionally, successful applicants pass a general math assessment (Praxis Core Math or an SAT or ACT equivalent score set by the state); a reading and writing assessment (Virginia Communication and Literacy Assessment; VCLA) to demonstrate basic skills for entry to Teacher Preparation (Gate 1). As a potential strategy to remove entry barriers into teacher preparation and alleviate the statewide teacher shortages, the state discontinued regulation requirements for demonstration of basic skills assessment for program entry (70). Beginning December 1, 2019, admission assessments changed to CAEP Standard benchmarks to include Math (GRE or SAT Math or ACT Math) and Language/Reading (GRE or SAT Reading or ACT Reading AND VCLA).
For admission to Graduate School (2016-2017, 2017-2018, 2018-2019) the EPP required: GRE or Miller Analogies Test (MAT), statement of intent addressing reasons for seeking graduate education; and three references. While the EPP did not meet CAEP's benchmark scores, several individual program cohorts did meet CAEP's standards for GRE across all three cycles (52). The EPP believes in a holistic admission process. Given the demand for teachers, state removal of entry assessments, and lack of strong predictive correlation of national assessment on program success (64), the EPP has chosen not to reject any applicant solely for the lack of success to meet the CAEP benchmark on national assessment.
Following data analysis, generally cohort averages for ACT & SAT meet or exceed CAEP's minimum criteria for academic achievement (52;55). The narratives for component 3.2 and 3.4 outline those results that did not meet benchmarks. Specifically, the average Praxis Core Math score for the past three cycles is 166, above the CAEP benchmark score of 162 and above the state minimum of 150 & national average of 156. All programs, except for the 2018 ECSE Cohort (Praxis Core Writing & Reading scores), meet CAEP minimum criteria for academic achievement. Given regional needs for special educators and consideration that many of the ECSE candidates are employed full time provisionally licensed, the EPP faculty decided not to retain or delay candidate matriculation based on a single national assessment below the CAEP benchmark.
EPP Admission Predictive Study: In 2019 the Assessment Office began a study of the predictive validity of admissions requirements for initial licensure programs for the EPP in differentiating teacher candidate performance on program exit outcomes and post-program beginning teacher outcomes (64). Results of the study do not provide a rationale to support a correlation between the national assessment and success with the CEC (64). At the Graduate level, the Admission GPA provides the most information on expected performance related to clinical skill standards taken from the CEC used to evaluate candidates during the culminating clinical experience.
3.3 ADDITIONAL SELECTIVITY FACTORS
The assessment of dispositions has been the focus of national dialogue and debate for several years. Consistent with the professional literature and CAEP, we recognize the important role that non-academic factors play in the teaching profession and assess for some of these factors at admission and throughout field experiences of the professional program. Checkpoints provide criteria for progression through the program and include academic progress and evaluations of candidates' dispositions (85.1).
The EPP introduces professional dispositions (InTASC 9, 10) to initial licensure candidates at admission to teacher preparation (Gate 1), inviting them to self-assess their dispositions prior to the program (63). A detailed alignment can be found in the Standard 1 InTASC alignment table (disposition column;1). In addition to a negative criminal background self-report, applicants are required to submit letters of reference for admission to the graduate program (Gate 3). References use a checklist to rate applicants along with several dispositional attributes (62).
All initial programs require a mid-program assessment by faculty (1) prior to clinical placement, and all programs assess dispositions during clinical placement (85.1). Statutory state requirements ensure all initial licensure candidates complete the Child Abuse and Neglect Training and Dyslexia Awareness Requirement. Candidates reflect dispositions in working with others, exhibit commitment to the professional standards and chosen professional role, demonstrate behaviors consistent with the ideal of fairness, and the belief that all students can learn, and create positive learning environments. Mid-program disposition assessment mirror discipline professional CEC Standard 5 assessed summatively in the final clinical experience. Similarly, mid-program assessment of dispositions related to InTASC Learner and Learning suggest candidates' scores across three cycles demonstrate Acceptable approaching Target (2.1-2.3).
On average, EPP data for 2017-18, 2018-19, 2019-20 indicate candidates rate "Acceptable" at mid-point to "Target" ratings on all CEC items at program completion (1, 2.1-2.3). Further, Collaborative Reflection Log and Plan for Reflective Growth assist candidates with developing plans to adjust behavior during the culminating clinical experience(37.2). Additional items assessed in student teaching/externship/internship provide evidence of candidates' ethics of caring and rapport with students with EPP mean scores at Target for the last three cycles (1). Proficiency in leadership and collaboration (InTASC 10) is evidenced by candidates during student teaching where they demonstrate communication, coordination, and collaboration with students, colleagues, and families; with trend data indicating mean EPP scores at "Acceptable" or "Target" levels for all items for 2017-18, 2018-19, 2019-20 (2.1-2.3).
Prior to approval into the culminating clinical experience (Gate 4), candidates are required to pass a Child Protective Services (CPS) & criminal background checks. If a candidate is flagged or does not clear the background check, the Executive Director of Licensure and Accreditation will meet with the candidate to discuss the impact of the results on the candidate's ability to complete required field experiences and potential implications of the results for state licensure, future employment, and viable alternatives to the licensure track degrees (60).
3.4 SELECTION DURING PREPARATION
The EPP provides three pathways for initial teacher licensure. First, the EPP offers teacher licensure as a Bachelor's degree pathway for undergraduates in Art Education and Music Education (Vocal and Instrumental). Second, EPP offers a "fifth-year" Extended Teacher Preparation program through which candidates obtain a master's degree in teaching and licensure. Finally, a candidate can matriculate for a master's or licensure-only certificate after graduating with a bachelor's degree from another institution. Self-study data are organized by VDOE approved licensure program with no distinction made between "fifth-year", certificate only, and master's level candidates.
Across the respective pathways, the EPP has identified criteria for program progression and monitors candidates' advancement from admissions through completion. Candidate progression and advancement are specifically monitored by program faculty advisors, Academic Petition Committee, Coordinator of Field and Clinical Experiences, Associate Dean of Academic Affairs, and Executive Director of Licensure and Accreditation. Degree evaluations are completed for each candidate by faculty/staff advisors and Associate Dean of Academic Affairs using the university Academic Degree Works web-based system reviews mid-term progress (C) reports for graduate programs as well as confirm that all degree requirements are met for graduation degree clearance (66). Licensure and accreditation review and evaluation are completed by the Executive Director of Licensure and Accreditation at the graduation clearance phase as part of the formal recommendation for licensure (67). Additionally, the EPP's advisement structure supports and tracks candidate success. A primary faculty advisor is assigned to guide the candidate from admission through completion, creating a pathway, and implementing a plan of study through graduation (65). Extended Teacher Preparation candidates are advised by their undergraduate major advisor until completion of admission to Teacher Preparation (Gate 1). Upon admission to the Graduate Program and Teacher Preparation, an SOE faculty advisor is assigned to ensure candidate mentorship and all program requirements are satisfied.
The major transition points in the initial preparation programs are called Gates. The EPP has adopted five gates from admission to teacher preparation through program exit. Not all gates apply to all programs. Candidates may complete some gates simultaneously. All programs do include follow-up data collection from completers and employers after program completion; however, this follow-up is not a gate. A detail explanation of each gate is found in exhibit 103. The gates and programs-applicability are listed below:
- Gate 1: Admission to Teacher Preparation
- Gate 2: Admission to Practicum (all programs except SEDP MEd)
- Gate 3: Admission to Graduate School (Graduate level Initial Licensure programs)
- Gate 4: Admission to Internship/Externship
- Gate 5: Exit from Clinical Experience and Program Completion
The initial licensure assessment plan organizes the EPP-created and proprietary assessments by gates. The key assessments used to monitor candidate performance for each program gate are reflected in the EPP Assessment Plans (85.2). Yearly program data are monitored and tracked for each measure (85.1). Measures in the plan are used to demonstrate candidate proficiencies on state, InTASC, and CAEP Standards; the data quality map (85.2) details evidence for reliability and validity for each measure. The Quality Assurance System (QAS;85.1) maintains procedures to ensure stakeholder access to aggregate data on common EPP assessments, as well as disaggregated program data. Additionally, the university assessment management system, Taskstream, is used by each program to document summaries of learning and opportunities for continuous improvement (91.1-91.4).
University matriculation policies require graduate students remain in good academic standing by making satisfactory progress toward completing their degrees. Unsatisfactory grades and/or a GPA below 3.0 (graduate) may warrant possible dismissal from programs. Specifically, graduate students may not present courses receiving less than a C for fulfilling degree requirements. Given the 3.0 approval criteria for the clinical culminating experience, undergraduate students finish with a GPA of 3.0 or higher. Further grounds for lack of satisfactory academic standing may include failure of comprehensive exams, discontinuous enrollment, exceeding time limit, honor policy violation, academic misconduct, and professional misconduct.
College & Career-Ready Standards: Initial licensure programs provide candidates with exposure to college- and career-ready standards (Standard 1.4, 1) and opportunities to develop proficiencies associated with the design and implementation of college- and career-ready teaching. Many initial programs require candidates to develop lessons and unit plans aligned to relevant state standards (e.g., Virginia Foundation Blocks of Learning for Early Childhood, Virginia Standards of Learning) in both coursework and clinical experiences. Candidates are exposed to resources provided by the VDOE on the alignment of state Standards of Learning (SOLs) to college- and career- readiness. Additional coursework exposure in the specific licensure areas is highlighted in Standard 1.4. In various method courses, candidates are also exposed to the state's Profile of a Graduate that highlights the knowledge, skills, experiences, and attributes that K-12 students must attain to be successful in college and/or the workforce and to be "life ready."
3.5 SELECTION AT COMPLETION
The EPP has identified graduation and licensure criteria that further demonstrate candidates' ability and content knowledge at completion. These are monitored and tracked by faculty advisors, Academic Petition Committee, Coordinator of Clinical Placements, Teacher Preparation Admission Specialist, Associate Dean of Academic Affairs, and Executive Director of Licensure and Accreditation (VDOE Certification Officer).
EPP courses are aligned to state content standards as well as InTASC Standards (1). Among other requirements for recommendation of licensure in Virginia, the appropriate Praxis II content exam (56) required for admission to internship, the Virginia Communications Language Assessment (VCLA), minimum of ten weeks of internship/externship or student teaching, and have a clear background check (required for approval for culminating clinical experience).
Candidates must complete the following for graduation eligibility: 1) Successful completion of all coursework listed for the appropriate degree (as evidenced by official transcript), 2) Earned the minimum number of semester credits for the degree, 3) Earned the minimum required cumulative GPA, as well as C or above for teaching field and professional education for graduating candidates, and 4) Successful completion of the culminating clinical experience at the appropriate grade level and content area. Data for each of these measures are reviewed and confirmed every semester. Degree evaluations are completed for each candidate by faculty advisors, the Associate Dean of Academic Affairs using the university Degreeworks each semester and for degree clearance at graduation.
As mentioned in 3.2, Virginia has instituted statutory requirements for all candidate training: Child Abuse and Neglect; Dyslexia Awareness; Emergency First Aid; Cardiopulmonary Resuscitation; and External Automated Defibrillator use. The EPP ensures that candidates complete training before they apply for licensure (67). Additional requirements associated with specific licensure areas are also monitored and enforced (e.g., VDOE Civic model and RVE requirements for Early Childhood and Elementary Education). The college verification form (67) documents the candidate has completed a state-approved preparation program. All state licensure requirements are evaluated for completion by the Executive Director at the graduation clearance phase as part of the formal recommendation for licensure to the VDOE (67).
Clinical faculty and clinical supervisors evaluate candidates' content knowledge during their student teaching/culminating clinical experience. The EPP created CEC includes a content-specific evaluation rubric directly aligned with InTASC and content standards. Initial candidate pre-service impact on student learning is assessed by the University Supervisor during the culminating clinical experience (2.1-2.3;InTASC 6-8). Data indicates candidates provide evidence of a positive impact on student growth and learning ("Target" ratings 5.22 for 2017-18; 5.09 for 2018-19; 4.95 for 2019-20). These findings are corroborated by candidate evaluation from the school principal with recent data indicating candidates demonstrate "Acceptable, approaching Target", performance ratings (6).
As evidenced by the annual review of Title II data (55), all program Praxis Subject Assessment scores are consistently high; the 2014-2017 average pass rate is 99%. All state assessment benchmarks are available for comparison on exhibits 4, 56.
3.6 Codes of Ethics, Professional Standards of Practice, and Relevant Laws and Policies
An important aspect of the professional knowledge and performance of candidates is understanding of ethical, legal, and professional standards of teaching practice. Before recommending candidates for licensure, we ensure that they understand the code of ethics, professional standards of practice, and possess knowledge of relevant laws and policies in the teaching profession. Candidate understanding of expectations is measured in multiple ways: 1) completion of professional education courses (71,1), 2) successful matriculation at various program gates, 3) key assessments and 4) dispositional assessment.
Within the various handbooks (37), the EPP has clearly outlined expectations for candidates as they work within school settings and with clinical stakeholders. Additionally, throughout the clinical experiences, the CT and CF members observe and evaluate candidates for professional expectations (1; 2.1-2.3).
To meet the legal and ethical aspects of teaching, many programs require Democracy, Equity, and Ethics in Education (EDUS 673) or Legal Issues and Trends in Special Education (SEDP 630) School and Society. These courses (71) explore social, legal, and other issues connected with teaching, learning, diversity, racism, sexism, and the effects of social class on educational success. (EDUS 673) and (SEDP 505) Theory & Practice of Educating Individuals with Special Needs introduces candidates to special education legislation including Individualized Education Programs (IEPs) and Section 504 plans. Candidates in other programs take a comparable program-specific course that meets the competency such as (MUED 381) for Music Education (71). Alignment can be found highlighted in exhibit 1 specifically, InTASC Standard 9.
Candidates are encouraged to participate in various professional educational organizations and regional State chapter activities, such as Student Virginia Education Association (SVEA), Association of Aspiring Leaders in Education (AALE), and National Science Teachers Association Student Chapter (NSTA@VCU).
Closing Statement
The EPP's recruitment plan and admission requirements provide the basis for selecting a diverse group of highly qualified and motivated candidates. The EPP maintains a feasible and consistent process for admission to teacher education and monitoring candidates' academic performance and professional dispositions from admission through completion. Exhibits 92 & 52 provide a clear delineation of data collected at specific points in the program used to analyze the depth of candidates' content knowledge, pedagogical content knowledge, pedagogical skills, as well as the integration of technology. Data points indicate gates provide the program with consistent monitoring of candidates from admission to completion.
Future Implications: The self-study process has revealed opportunities for further development to be reviewed with stakeholders to guide plans for continuous improvement:
1. Enrollment and completion trends will be continuously evaluated for gender and ethnic/racial diversity, to ensure increase recruitment and successful completion of underrepresented groups. 2. The EPP will consider additional performance-based assessments to evaluate candidate performance in early field experiences. 3. Explore evidence to address the CAEP writing proficiency requirement for 2021.
Summary of Evidence and Supporting Documentation:
The provider demonstrates that the quality of advanced program candidates is a continuing and purposeful part of its responsibility so that completers are prepared to perform effectively and can be recommended for certification where applicable.
SUMMARY
The EPP is committed to the ongoing work of developing and refining systems and supports to broaden our candidate base to better reflect the diversity in our P-12 schools. The EPP demonstrates its commitment to preparing high-quality educators to meet the needs of schools and communities through an ongoing process of monitoring both academic and non-academic competencies from program entry through completion.
The EPP has developed criteria for candidates’ progression from program admission through program completion at three distinct benchmarks. The major program transition points are called Gates. The EPP has adopted three advanced gates from program admission through program exit, although not all gates are applicable to all programs. All programs include follow up data collection from completers and employers after program completion; this follow up, however, is not a gate. The gates applicable to advanced programs are listed below:
Gate 1: Admission to Graduate School
Gate 2: Admission to Internship/Externship
Gate 3: Exit from Clinical Experience, and Program Completion
The EPP ensures that candidates have met the high standard for content knowledge in their field of specialization prior to recommending them for completion.
EXAMPLES OF EXCELLENCE IN PRACTICE IMPROVEMENTS EMERGING FROM THE SELF-STUDY
- Admission of diverse candidates who meet employment needs
- The Phase-in Admission Plan (72) for this advanced standard reflects the EPP's ongoing efforts to monitor prospective and current candidates in relation to local and national employment trends and priorities. The EPP has collected enrollment data (Baseline year and one cycle) Gender, Race disaggregated.
- Advanced programs partner both formally and informally with divisions across the state to prepare candidates to meet teacher shortages. Educational Leadership, for division leaders. In 2019, Richmond Public Schools (RPS) signed an MOU with the Reading Specialist program to meet the needs of an increasing English Learners (EL) population at RPS.
- Candidates demonstrate academic achievement and ability to complete preparation successfully
- For the 2016-2019 entering cohorts, the overall GPAs across the EPP exceeded the CAEP minimum of 3.0. All advanced program candidates listed in the disaggregated data had overall GPAs each year that exceeded 3.0 collected at admission to the program, for each endorsement area. Over time, this GPA has been consistent, with a mean of 3.4 (.41) in 2016-2017; of 3.4 (.40) in 2017-2018; and of 3.6 (.42) in 2018-2019.
- Discipline-specific accreditation or SPA recognition also provides evidence of mastery of content knowledge for specific programs; School Counseling is CACREP-accredited and the Reading Specialist Program recently received recognition by the International Literacy Association (ILA) in 2018.
- The EPP monitors the progress of all candidates and documents that completing candidates have knowledge and skills appropriate for their field of specialization
- A Phase-in Plan details steps to ensure that candidates have met the high standard for content knowledge in their field of specialization prior to recommending them for completion, including successfully meeting all VDOE content assessment benchmarks.
- During the clinical experience, candidate progression and quality (including content knowledge; data literacy and research-driven decision-making; effective use of collaboration skills; applications of technology; and applications of dispositions, laws, codes of ethics, and professional standards) are measured through a combination of the observations, impact on student learning, a disposition assessment, and a culminating research study.
The EPP has four advanced programs for other school personnel: School Counseling, Reading Specialist, Educational Leadership (Adm. Supervision), and Mathematics Specialist (add-on endorsement). These programs have different populations, stakeholders, and timelines for completion. They also reside in different colleges and departments within the university. Three of the four programs are housed within the School of Education; however, the Mathematics Specialist degree is based in the College of Humanities, offered in collaboration with the School of Education.
Standard A.3 data sources
A.3.1 Admission of Diverse Candidates Who Meet Employment Needs
The provider sets goals and monitors progress for admission and support of high-quality advanced program candidates from a broad range of backgrounds and diverse populations to accomplish their mission. The admitted pool of candidates reflects the diversity of America’s teacher pool and, over time, should reflect the diversity of P-12 students. The provider demonstrates efforts to know and addresses community, state, national, regional, or local needs for school and district staff prepared in advanced fields.
In spring 2020, based on evidence gap analysis related to the new CAEP Advanced Standards, the faculty, in collaboration with the Director of Assessment and Executive Director of Licensure and Accreditation, developed a single Phase-in Plan for all advanced programs to address Standard A.3. The EPP organized plans to highlight goals supporting high-quality advanced program candidates from diverse and varied backgrounds to meet the needs of the communities and urban school divisions we serve (A.3.1 & A.3.2). Multiple measures indicate that the EPP monitors and supports candidate quality and progression from program admission, program completion, and licensure certification (A.3.3 & A.3.4). The Phase-in Plan provides detailed information to outline progress for the EPP, such as a timeline for implementation, specific steps and strategies, methods for ensuring data quality, and procedures for data review and use for continuous improvement (72).
The admitted pool of candidates reflects the diversity of America's teacher pool and, over time, should reflect the diversity of P-12 students. The provider demonstrates efforts to know and address community, state, national, regional, or local needs for school and division staff prepared in advanced fields (49). All four of the advanced programs fill a direct need for K-12 divisions by providing a pathway to endorsement for current employees. Various division cohort and grant-funded models are evidence of the history of division collaboration around high need programs (see sample MOUs; 43). This collaboration allows us to investigate and implement program adjustments based on practitioner knowledge as well as indirect alignment with division needs. The Educational Leadership and School Counseling programs consult administrators and regional advisory groups for feedback on the performance of our graduates, issues, and trends in K-12, and requests for programs and services.
The Phase-in Plan (72) outlines the following advanced program goals that will drive the EPP's implementation for the next three years: 1) achieve diversity as a core program value and as a foundation for the future, utilizing strategic goals and measurable implementation strategies and metrics and 2) expand and systematize appropriate procedures and processes to monitor all candidates from beginning to end of their programs, ensuring they acquire and possess the content knowledge, skills, and dispositions necessary to meet the needs of all P-12 students.
The Phase-in Plan for this advanced standard reflects the EPP's ongoing efforts to monitor prospective and current candidates in relation to local and national employment trends and priorities. The EPP has collected enrollment data (Baseline year and one cycle) which is Gender, Race disaggregated (51).
The Graduate Recruitment Team, Program faculty advisor, and Graduate Admission Coordinator monitor candidates' progress toward admission as well as their progress through the program to completion. As outlined in the VCU Bulletin and respective handbooks (46), the EPP has established clear checkpoints or transition gates for program matriculation.
A.3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully
The provider sets admissions requirements for academic achievement, including CAEP minimum criteria, the state’s minimum criteria, or graduate school minimum criteria, whichever is highest and gathers data to monitor candidates from admission to completion. The provider determines additional criteria intended to ensure that candidates have, or develop, abilities to complete the program successfully and arranges appropriate support and counseling for candidates whose progress falls behind.
Although there are variations across advanced licensure programs, minimum admission requirements for graduate study at VCU are outlined below. All EPP graduate students are concurrently admitted to the university and to the specific graduate program in which they are interested. Each department/program determines how to evaluate the individual requirements in a holistic assessment of the applicant's potential for success for graduate study in a specialized field.
- Graduation from a regionally accredited college or university or its equivalent.
- Required grade point average. The Graduate School requires a minimum undergraduate GPA of 3.0.
- Entrance examinations. Submission of standardized graduate-level test scores; MAT or GRE were collected until 2018, but not evaluated for cohort averages to support program admission. As of spring 2020, the School of Education no longer requires the GRE or MAT for admission.
- Three Letters of recommendation. Three letters of recommendation from instructors or professional references in the applicant's intended field of study are required.
- Statement of intent. Applicants must state their reasons for pursuing graduate education in their planned course of study at VCU.
- Additional requirements established by programs and the School of Education include 3 years of teaching experience/initial credentials (Reading and Educational Leadership) and previous degree transcripts.
VCU advanced programs are monitored to confirm the cohort average GPA meets or exceeds the CAEP minimum at admission to the University and program (Gate 1). For the 2016-2019 entering cohorts, the overall GPAs across the EPP exceeded the CAEP minimum of 3.0 (Advance GPA Cohort Data Report (73)). All program candidates listed in the disaggregated data had overall GPAs each year that exceed 3.0 collected at admission to the program, for each endorsement area. Over time, this GPA has been consistent, with a mean of 3.4 (.41) in 2016-2017; of 3.4 (.40) in 2017-2018; and of 3.6 (.42) in 2018-2019. Note that standard deviations appear in parentheses following the reported means. These data indicate that our candidates already demonstrate high academic ability as it relates to entrance GPA (73).
Other admission criteria and candidate progression monitoring are discussed below.
A.3.3 Selectivity During Preparation
The provider creates criteria for program progression and used disaggregated data to monitor candidates’ achievement from admissions through completion.
Once admitted to the university and the advanced program, candidates are assigned a faculty advisor who guides them through the remainder of the program. The EPP has developed criteria for candidates' progression from program admission through program completion at three distinct benchmarks. The major program transition points are called Gates. The EPP has adopted three advanced gates from program admission through program exit, although not all gates apply to all programs. All programs include follow-up data collection from completers and employers after program completion; this follow up, however, is not a gate. The gates applicable to advanced programs are listed below:
- Gate 1: Admission to Graduate School
- Gate 2: Admission to Internship/Externship
- Gate 3: Exit from Clinical Experience, and Program Completion
Advanced program faculty monitor their candidate progression through GPA, course grades, and formal assessments embedded in courses and clinical experiences as described in Standard A.1, exhibits 12 and 13.
The Phase-in Plan (72) presents specific strategies and a timeline to formalize program transition points and systems which monitor candidate progress around key assessments for all advanced programs. Furthermore, the EPP will evaluate evidence (key assessments) used to monitor candidate progress involving stakeholders and undertaking or planning modifications in preparation courses and experiences.
Specifically, during the clinical experience, candidate progression and quality (including content knowledge; data literacy and research-driven decision-making; effective use of collaboration skills; applications of technology; and applications of dispositions, laws, codes of ethics, and professional standards) are measured through a combination of the observations, impact on student learning, a disposition assessment, and a culminating research study.
A.3.4 Selection at Completion
Before the provider recommends any advanced program candidate for completion, it documents that the candidate has reached a high standard for content knowledge in the field of specialization, data literacy and research-driven decision making, effective use of collaborative skills, applications of technology, and applications of dispositions, laws, codes of ethics and professional standards appropriate for the field of specialization.
To ensure that all candidates complete advanced programs with expected skills and dispositions and are ready to transition into the field, each program has a capstone project in addition to the field experience components. Candidates must have completed all required hours as defined by the Virginia Department of Education (VDOE) or other board agency by specialty field. Candidates must complete all requirements for licensure as defined by the VDOE, such as a passing score on licensure exams: The School Leaders Licensure Assessment (SLLA) for Educational Leadership candidates; the Reading for Virginia Educators: Reading Specialists Examination (RVE) for Reading Specialists; and the Counselor Preparation Comprehensive Examination (CPCE) for School Counseling. School Counseling program completers must have three years of successful employment after completing the program to earn a license in School Counseling. Once this requirement is completed, the candidate contacts the EPP to submit transcripts and a recommendation for licensure.
Advanced candidate progression and advancement are specifically monitored by program faculty, Associate Dean of Academic Affairs, and the Executive Director of Licensure and Accreditation. Licensure evaluations and degree evaluations are completed for each candidate by faculty advisors and the Associate Dean of Academic Affairs, using the university DegreeWorks. Licensure and accreditation review and evaluation are completed by the Executive Director at the graduation clearance phase as part of the formal recommendation for licensure to the VDOE. The college verification form (67) documents the candidate has completed a state-approved preparation program.
Discipline-specific accreditation or SPA recognition also provides evidence of mastery of content knowledge for specific programs. School Counseling is CACREP-accredited and the Reading Specialist Program recently received recognition by the International Literacy Association (ILA) in 2018.
To remain in good University academic standing, candidates must continue to make satisfactory progress toward their degrees. Unsatisfactory grades and/or a GPA below 3.0 (graduate) may warrant a review for possible dismissal from their programs. Specifically, students may not present courses receiving less than a C for fulfilling degree requirements.
Further grounds for lack of satisfactory academic standing may include:
- Failure to secure a major adviser, failure of comprehensive exams, lack of progress on/unsuccessful defense of thesis/dissertation
- Discontinuous enrollment
- Exceeding time limit
- Honor policy violation
- Academic misconduct
- Professional misconduct
At the end of each semester, graduate faculty advisers and program directors will review the academic progress of all graduate students in their programs. The academic standing of any graduate students who receive multiple grades of C or grades of D or F will be reviewed for possible dismissal from their programs. Students who have completed all minimum degree requirements but who are out of compliance with minimum graduation requirements (i.e., graduate grade-point average, 50 percent 500-/600-level course work, etc.), may be allowed, with the permission of their graduate faculty advisers, program directors, academic deans/dean designees and the Graduate School to take additional course work to meet minimum University Graduate Council graduation requirements.
Closing Statement
Phase- In Plans Implementation
The Standard A.3 Phase-In Plans outline and highlight the following key areas for continuous improvement as we address the CAEP advanced standards:
- Formalize program transition points and systems to monitor candidate progress around key assessments. To better understand EPP performance in advanced licensure programs across the transition gates from entry through completion and employment, in collaboration with stakeholders, we are currently evaluating candidate data at each of these points. In accordance with the CAEP Phase-in schedule for advanced programs, this monitoring and evaluation system will be fully in place prior to Fall 2021.
The SOE 2019 Strategic Plan highlights annual goals and outcomes to institutionalize the recruitment and retention plans across all EPP programs. Specifically, the theme: Diversity Driving Excellence. Recruitment Goal #3- Increase the number of historically underrepresented minority students, which will support the expansion of diverse candidate pools and those admitted to advanced programs. To ensure achievement of diversity as a core program value and as a foundation for the future, strategic goals and plans have been created coupled with measurable implementation strategies and metrics.
Summary of Evidence and Supporting Documentation:
- 50: 2018-2019 School of Education Recruitment Plan
- 51: CAEP Recruitment Enrollment Baseline Data
- 54: Graduate Team Minutes
- 72: VCU Advanced Standard A3 Phase-In Plan
- 73: Advanced GPA Cohort Data
- 13: A.1.2 Advanced Professional Area Standards Alignment
- 15: Advanced A.1.2 Data, including VDOE Biennial Measures