CAEP Accountability Measures (for CHEA Requirements)
[2022-2023 Academic Year]
CAEP (Council for the Accreditation of Educator Preparation) requires all Educator Preparation Programs (EPPs) to annually report measures of program outcomes and program impact to the public. The four accountability measures listed below contain summaries of our outcomes for 2022-23 and links to data from which these summaries originate.
Employer Ratings
The Hollins University Education program recognizes the importance of preparing teachers who monitor their impact on student learning and development to ensure their effectiveness in the classroom. Given that the state of Virginia does not provide data to EPPs about completers’ impact in the classroom and individual school systems do not release data about their teachers’ performance to EPPs, we measure our graduates’ impact by analyzing data from an Employer Satisfaction survey that is distributed to employers of our graduates for their first three years of teaching. The survey is distributed by the Virginia Education Assessment Collaborative (VEAC), and our response rate for the 2022-2023 data cycle was 18% (N=4). Survey questions are aligned with both the InTASC standards and the Virginia Uniform Performance Standards, and respondents rate the teachers as “Exemplary (4),” “Proficient (3),” “Developing/Needs Improvement, (2)” or “Unacceptable (1).” Listed below are the select survey questions used to analyze our graduates’ impact and effectiveness (average score is listed in parenthesis):
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- Engages in practices that result in acceptable, measurable, and appropriate student academic progress. (3.00)
- Demonstrates a commitment to equity by providing instructional practices and classroom strategies that results in culturally inclusive and responsive learning environments and academic achievement for all students. (3.25)
- Uses assessment results to inform and adjust practice. (3.00)
- Engages in reflection on the impact of their teaching practice and adapts to meet the needs of each learner. (3.002)
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These questions all measure teachers’ ability to positively impact their students and demonstrate growth and academic achievement for all learners, and the average score for each question indicates that employers view our graduates, on average, as proficient or better in their ability to have a positive impact on their students.
A final question asks employers to rate the extent to which the teacher was ready to meet the needs of students using one of the following ratings:
5=Fully ready (able to have an immediate impact on student learning)
4=Mostly ready (able to successfully meet the needs of most students)
3=Moderately ready (in order to be successful, needed additional training, support, and coaching beyond what is typically provided to beginning teachers)
2=Minimally ready (limited success meeting the needs of students and improving outcomes even with additional supports)
1=Not ready (unable to meet the needs of students even with additional supports)
The average score for this question was 4.50, indicating that employers rate our graduates, on average, as mostly or fully ready to meet the needs of students.
Completer Self-Ratings
In addition to analyzing employers’ survey responses about the effectiveness of our graduates, we also examine our graduates’ responses to a Completer Satisfaction survey, which is also distributed through the VEAC. Our response rate for the 2022-23 data cycle was 91% (N=20). Survey questions are aligned with both the InTASC standards and the Virginia Uniform Performance Standards, and respondents rate themselves as “Exemplary (4),” “Proficient (3),” “Developing/Needs Improvement, (2)” or “Unacceptable (1).” Listed below are the select survey questions used to analyze our graduates’ impact and effectiveness (average score is listed in parenthesis):
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- Engaging in practices that results in acceptable, measurable, and appropriate student academic progress. (3.45)
- Demonstrating a commitment to equity by providing instructional practices and classroom strategies that result in culturally inclusive and responsive learning environments and academic achievement for all students. (3.40)
- Using assessment results to inform and adjust practice. (3.30)
- Systematically gathering, analyzing, and using all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to students, parents, caregivers, and other educators. (3.25)
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These questions all measure teachers’ self-ratings of their ability to positively impact their students and demonstrate growth and academic achievement for all learners. The average score for each question indicates that our graduates rate themselves, on average, as proficient or better in their ability to have a positive impact on their students.
Employer and Completer Surveys
The Hollins University education department is a member of the Virginia Education Assessment Collaborative (VEAC), a collaborative of 31 Educator Preparation Programs (EPPs) in Virginia designed to (1) provide a centralized assessment structure for all EPPs by distributing surveys to employers and program completers to gather satisfaction data about initial licensure programs; (2) provide EPPs benchmark data that allows they to determine how they compare to other EPPs who are members of the collaborative; and (3) make sharing data about graduates more efficient for K-12 partners.
The VEAC distributes a common survey to all graduates of a VEAC partner institution every year for three years after completion of a teacher preparation program. The 2022-23 survey was distributed on behalf of 31 partner institutions. A total of 1,315 responses were collected. The VEAC Completer Survey Results Dashboard 2022-23 provides an overview of the data as well as the ability to filter the data in a variety of ways. Additionally, the Hollins University VEAC Completer Survey 2022-23 summarizes the data for those completers who responded to the survey and compares that data to the VEAC overall data.
Similary, The VEAC distributes a common survey to all K-12 employers for each graduate of a VEAC partner institution every year for three years after completion of a teacher preparation program. The 2021-22 survey was distributed from late April 2022 through August 2022 on behalf of 29 partner institutions. Over 1,100 responses were collected. The VEAC Employer Survey Results Dashboard 2022-23 provides an overview of the data as well as the ability to filter the data in a variety of ways. Additionally the Hollins University VEAC Employer Survey 2022-23 summarizes the data for those employers who responded to the survey and compares that data to the VEAC overall data.
Hollins University uses multiple measures to assess our candidate competency upon completion of the program. Our Final Student Teacher Evaluation measures candidates’ performance on each of the ten InTASC Standards and is a primary instrument for assessing candidate competency. The instrument includes a 4-point rating scale (1 = Needs Improvement; 2 = Developing; 3 = Proficient; 4 = Exemplary), and a score of 3 or better on each standard is our benchmark for satisfactory performance. Both the University Supervisor and the Cooperating Teacher complete the evaluation for candidates. In 2021-22, we began analyzing not only candidates’ rating on each standard but also their rating of each of the subskills within the standards. The table below shows the mean scores for each standard as well as each subskill within each standard:
| Mean | ||
| InTASC Standard 1 |
Uses individual and group performance data to make instructional decisions and help students set appropriate learning goals. | 2.9 |
| Creates developmentally appropriate instruction based on progress data. | 2.9 | |
| Obtains multiple measures of student growth to determine when to use appropriate differentiated instructional strategies. | 3.1 | |
| Demonstrates an understanding of how learners build knowledge and skills and applies that knowledge in developing relevant and challenging instructional strategies. | 3.4 | |
| AVERAGE rating in this category | 3.1 | |
| InTASC Standard 2 |
Uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. | 3.1 |
| Recognizes students with exceptional needs (disabilities as well as giftedness) and knows how to address these needs. | 3.1 | |
| Modifies instruction to make language comprehensible and instruction relevant, accessible, and challenging. | 3.5 | |
| Incorporate learners’ experiences, cultures, and community resources into instruction. | 3.3 | |
| Creates opportunities for students to demonstrate their learning in different ways. | 3.2 | |
| AVERAGE rating in this category | 3.2 | |
| InTASC Standard 3 |
Establishes clear expectations, with student input, for classroom rules and procedures early in the school year and enforces them consistently and fairly. | 3.0 |
| Maintains learners’ attention through motivational techniques such as connecting to student interests, varying instructional methods, setting high expectations, and personalizing instruction. | 3.3 | |
| Communicates verbally and nonverbally a climate of trust and teamwork by being fair, caring, respectful, enthusiastic, and an active listener. | 3.8 | |
| Models respect for diversity through effective communication and integration of diverse cultures and perspectives into the curriculum. | 3.3 | |
| Maximizes instructional learning time by circulating and checking for understanding with students individually as well as in small groups and whole groups. | 3.2 | |
| Develops experiences that involve learners in collaborative, project-based, and self-directed learning. | 3.1 | |
| AVERAGE rating in this category | 3.3 | |
| InTASC Standard 4 |
Has a deep knowledge of student content standards and learning progressions in the discipline(s) s/he teaches and identifies common misconceptions particular to the unit of study. | 3.2 |
| Links content with past and future learning experiences, other subject areas, and real-world experiences and applications. | 3.0 | |
| Uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners. | 3.2 | |
| Effectively uses multiple representations and explanations that capture key ideas in the discipline. | 3.1 | |
| Creates opportunities for students to learn, practice, and master academic language in their content. | 3.3 | |
| Engages learners to question and to analyze ideas from diverse perspectives to reach higher levels of learning. | 3.3 | |
| AVERAGE rating in this category | 3.2 | |
| InTASC Standard 5 |
Integrates key content and facilitates students’ use of higher level thinking skills in instruction. | 3.1 |
| Implements projects that guide learners in analyzing the complexities of an issue or question using perspectives from varied disciplines and cross-disciplinary skills. | 3.1 | |
| Develops learners’ perspective and communication skills by targeting information to different audiences and purposes. | 3.2 | |
| Engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work. | 3.3 | |
| Uses digital and interactive technologies efficiently and effectively to achieve specific learning goals. | 3.5 | |
| AVERAGE rating in this category | 3.2 | |
| InTASC Standard 6 |
Understands the differences between formative and summative assessments and uses both forms to support, verify, and document learning. | 3.4 |
| Provides students with effective descriptive feedback to guide their progress. | 3.6 | |
| Provides learners with multiple ways of demonstrating knowledge and skill as part of the assessment process. | 3.5 | |
| Prepares all learners for the demands of particular assessment formats and makes appropriate accommodations in assessments or testing conditions. | 3.1 | |
| Knows how to analyze assessment data to understand patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to all learners. | 2.9 | |
| Engages learners in analyzing their own achievement and helps them set goals for their own learning. | 3.3 | |
| AVERAGE rating in this category | 3.3 | |
| InTASC Standard 7 |
Works individually and collaboratively to align lesson objectives to the school’s curriculum and student learning needs. | 3.0 |
| Plans and paces curricula effectively to achieve diverse students’ learning goals. | 2.9 | |
| Applies technological, pedagogical, and content knowledge to plan engaging and authentic differentiated instruction. | 3.3 | |
| Uses formative and summative assessment data to guide and adjust instruction and planning. | 3.3 | |
| Develops appropriate long- and short-range plans and adapts plans to meet individual students’ needs and to enhance learning. | 3.0 | |
| Scaffolds learners’ development of new knowledge by connecting it to prior learner knowledge and learner interests. | 3.1 | |
| AVERAGE rating in this category | 3.1 | |
| InTASC Standard 8 |
Varies his/her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to content and the needs of the learners. | 3.4 |
| Asks questions to stimulate discussion that serves different purposes (e.g. probing for understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners question). | 3.3 | |
| Builds upon students’ existing knowledge and skills to differentiate instruction for diverse learners. | 3.3 | |
| Engages students in active learning and in the development of critical, creative, and collaborative thinking in solving real-world problems using interdisciplinary themes. | 3.1 | |
| Reinforces learning goals consistently throughout lessons through assessments, activities, and teaching methods. | 3.4 | |
| Uses a variety of instructional strategies and resources to assess and to reach all learners. | 3.2 | |
| Evaluates the effectiveness, quality, and accuracy of instructional technology resources to enhance student content knowledge and skill development in digital literacy. | 3.2 | |
| AVERAGE rating in this category | 3.3 | |
| InTASC Standard 9 |
Participates in professional growth opportunities aimed at personal, student, and school enhancement. | 3.0 |
| Uses data from a variety of sources within and outside the school to analyze and reflect on instructional practice and its impact on student outcomes. | 3.0 | |
| Creates relevant learning experiences for a diverse range of students using knowledge of cultural, ethnic, gender, and learning differences. | 3.2 | |
| Advocates, models, and teaches safe, legal, and ethical use of information and technology, including appropriate documentation of sources and respect for others in the use of social media. | 3.3 | |
| AVERAGE rating in this category | 3.1 | |
| InTASC Standard 10 |
Collaborates and communicates effectively within the school community to promote students’ well-being and success. | 3.3 |
| Builds positive and professional relationships with parents/guardians through frequent and effective communication to set expectations and support learner development and achievement. | 2.8 | |
| Demonstrates leadership by taking initiative to actively participate in and contribute to the broader school community. | 3.1 | |
| Works skillfully in a collegial and collaborative manner with administrators, other school personnel, and the community to enhance student learning and well-being. | 3.5 | |
| AVERAGE rating in this category | 3.2 |
Hollins also produces a Biennial Report every other year for the Virginia Department of Education (VDOE). This report includes, among other information, the number of completers and non-completers in each program area and the pass rates of those individuals on the Virginia Communication and Literacy Assessment (VCLA), Reading for Virginia Educators (RVE), and Praxis II Subject Assessment. For the 2021-2023 Biennial Report, 100% of Elementary Education licensure candidates passed the VCLA and 92.9% of all other students, who were incidentally all History/Social Sciences licensure candidates, passed the VCLA. 81.8% of Elementary Education licensure candidates passed the Praxis II and 100% of other (History/Social Sciences) candidates passed the Praxis II. Finally, 100% of Elementary Education licensure candidates passed the RVE.
The Hollins University education department tracks each of our program completers and their employment status, and we are pleased to report that graduates of the Hollins University Education program have tremendous success in securing employment, as evidenced by the following information:
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- Hollins University graduated 49 teacher candidates from 2017-2018 through 2022-2023. Of the graduates seeking employment, 46 teacher candidates out of 48 secured employment in their licensure area, a success rate of 96% employment.
- Hollins University graduated 5 teacher candidates in 2022-23, and all 5 secured employment in their licensure area, a success rate of 100% employment.
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