Annual Reporting Measures
The University of Mary Washington College of Education’s Educator Preparation Program (EPP) is currently accredited by the Virginia Department of Education. In Spring of 2019 a report was submitted to the Council for the Accreditation of Educator Preparation (CAEP) for re-accreditation. The CAEP review of that report was completed and UMW has been awarded full accreditation for the accreditation term of October 26, 2020 – December 21, 2027.
CAEP Accredited Licensure Programs and List of Currently Offered Programs
Link to CAEP: Council for the Accreditation of Educator Preparation (caepnet.org)
| Reporting Measure |
| Measure 1. Completer Effectiveness (R4.1) |
| Completer Effectiveness (R4.1): The data table linked below is compiled from the 2023-2024Completer and Employer Satisfaction Surveys by the Virginia Education Assessment Collaborative (VEAC). The EPP provides an in-house generated list of EPP completer emails to VEAC’s survey manager (University of Virginia) to send out and collect responses as evidence for CAEP R4.2, R4.3, RA4.1 and RA4.2. The completers are teachers within their first 3 years of teaching. 2023-2024 VEAC Completer and Employer Survey Results.pdf UMW is an active member of VEAC. VEAC is a growing partnership of Virginia Educator Preparation Providers (EPPs) working together on assessment, data collection, and program improvement to positively impact our P-12 community partners; VEAC Leadership include COE faculty and staff with assessment expertise. In 2023-2024, VEAC represented 30 Virginia EPPs and it currently has 33 Virginia EPP partners (projectveac.org). VEAC’s purpose is to provide a centralized assessment structure for Virginia EPPs that standardizes and reduces the complexity of data collection for both the Virginia Department of Education (VDOE) and the Council for the Accreditation of Educator Preparation (CAEP), our national accreditation agency (projectveac.org). This improves the value of the data for program improvement. The EPP continuously works to increase its rate of response by 1) providing more education and background information on the importance of the survey to EPP students who are about to be program completers, 2) having better non-EPP email addresses for this selected group collected through CAEP Annual Reporting multiple measures including Program Completer Exit Surveys completed at licensure check-out meetings, and 3) sending a “heads up” email to this selected group in advance of the survey as a notice (using a modified VEAC template email). To further understand completer effectiveness, within the EPP-created Program Completer Exit Survey, the EPP program faculty asked for volunteers to participate in focus groups. VEAC has created focus group questions and protocol that was initially piloted by James Madison University, and then by George Mason University. The EPP conducted completer focus groups after the Fall 2024 semester; these were facilitated through Zoom to increase participation accessibility. The information provided by our completers directly correlates to the continuous improvement of our programs. |
| Measure 2 (Initial): Satisfaction of employers and stakeholder involvement (R4.2, R5.3) |
| Stakeholder Involvement (R5.3): The EPP has a well-established Quality Assurance System which provides programs with the opportunity to look at multiple measures to inform their program goals on an annual basis. The data table linked below is compiled from the 2023-2024 Completer and Employer Satisfaction Surveys by the Virginia Education Assessment Collaborative (VEAC). The quantitative results and qualitative results of completers within their first three years of employment and their respective employers serve as a multiple measure for the EPP’s Data Assessment Review and Evaluation (DARE), as evidence for informing the EPP’s mastery of Standard 4, and as evidence of stakeholder participation. 2023-2024 VEAC Completer and Employer Survey Results.pdf UMW is an active VEAC member. VEAC is a growing partnership of Virginia Educator Preparation Providers (EPPs) working together on assessment, data collection, and program improvement to positively impact our P-12 community partners; VEAC Leadership includes COE faculty and staff with assessment expertise. In 2023-2024, VEAC represented 30 Virginia EPPs and it currently has 33 Virginia EPP partners (projectveac.org). VEAC’s purpose is to provide a centralized assessment structure for Virginia EPPs that standardizes and reduces the complexity of data collection for both the Virginia Department of Education (VDOE) and the Council for the Accreditation of Educator Preparation (CAEP), our national accreditation agency (projectveac.org). This improves the value of the data for program improvement. These reports were widely shared with the faculty to review and inform their program goals and program improvement; however, a deep dive will be done to determine why certain UMW results are lower overall than the Virginia average. VEAC surveys provide critical feedback from our completers and their employers that is valid, reliable, and important for continuous improvement. In addition to the VEAC Completer and Employer Satisfaction Survey data, the EPP utilizes data gathered from feedback from the College of Education Advisory Board (CEAB). The CEAB meets once per semester and includes representatives from local school district leadership, UMW faculty and staff, alumni, district teachers, and community members. They bring multiple voices and perspectives to the table when discussing the licensure 2025 CAEP Annual Reporting programs. The Advisory Board’s actionable feedback – formal and informal- informs all aspects of each licensure program and serves as a measure for our QAS, and as evidence of stakeholder involvement. To continue to increase stakeholder feedback, starting in Fall 2024, College of Education students are provided opportunities to respond to question prompts through an anonymous form link in their weekly updates email. Student responses are utilized as qualitative data to faculty and staff when making programmatic improvements. Additionally, in the Spring 2025 semester, the EPP conducted a focus group with School-University-Partnership stakeholders. These were facilitated through Zoom to increase the accessibility to participate. Participants included mentor teachers, administrators, and site facilitators; a Site Facilitator serves as a bridge between a university and a school, helping coordinate intern support, facilitating communication, arranging professional development opportunities, and fostering collaboration among interns, mentor teachers, and school staff. The information provided directly correlates to the continuous improvement of our programs. |
| Measure 3 (Initial): Candidate competency at completion. |
| The EPP had a total of 81 candidates who successfully completed all of the state licensure requirements and were recommended for licensure. One indicator of the candidate’s competency at completion of the initial licensure program is the EPP’s internal assessment tool, the Internship Evaluation Rubric. The tool is based on the 10 InTASC standards, VDOE standards for teachers, and CAEP requirements for EPPs. Each category has a rating from 0-3, with the target being a 2 in each indicator. Items are scored on a scale of “not observed (0), developing (1), competent (2), and accomplished (3)” with the goal by the end of the internship for the candidate to score at least a 2-competent on each item. For the 2023-2024 academic year, the UMW College of Education faculty and staff dove into the Internship Evaluation Rubric data using the adopted Data Dialog protocol. The faculty/staff identified the strengths of the candidates as being: –Performance Indicator 3.1 The candidate collaborates with others to build a positive learning climate marked by respect, rigor, and responsibility. (InTASC 3; VDOE 6) –Performance Indicator 9.1 The candidate engages in continuous professional learning to meet the needs of each learner more effectively. (InTASC 9, VDOE 7) –Performance Indicator 9.3 The candidate practices the profession in an ethical manner. (InTASC 9, VDOE 7) The faculty/staff identified the areas with the most opportunity for growth to be: –Performance Indicator 6.2 The candidate uses assessment to engage learners in their own growth. (InTASC 6, VDOE 4, 8) –Performance Indicator 7.2 The candidate plans instruction based on information from formative and summative assessments as well as other sources and systematically adjusts plans to meet each student’s learning needs. (InTASC 7, VDOE 2) This data is consistent with the data evaluated from the VEAC program completer and employer satisfaction surveys. The EPP had a total of 373 candidates admitted and/or enrolled in the initial teacher certification or licensure. This includes candidates from the 5th year master’s program. The 2023-2024 school year was the last year for the 5th year master’s degree. |
| Measure 4 (Initial and Advanced): Ability of completers to be hired |
| VDOE’s 2024 IPAL report of EPP completer employment showed that 79.12% of EPP’s 2023 completers were employed in Virginia school districts for the 2023-2024 school year. EPP internal tracking via the Program Completer Exit Survey of 2023-2024 program completers, identified 62.3% of the program completers had received Letters of Intent from districts in the semester of program completion but prior to degree conferment. The ongoing shortage of educator professionals in Virginia leads to many opportunities for employment of educators in Virginia (https://www.doe.virginia.gov/teaching-learning-assessment/teaching-in-virginia/education-workforce-data-reports). It is important also to note that although the EPP is provided with limited employment data from VDOE, we make every effort to gather completer information. |
EPP Quality Assurance System Data Workflow Diagram
Program Data for CAEP The College of Education annually reports data to CAEP as part of our commitment to continuous improvement. This data relates to the satisfaction of our graduates, their employment and other factors (Note: “I” refers to initial licensure; “A” refers to advanced endorsements for licensed educators*)CAEP sets forth eight annual reporting measures for institutions that informs the public on program impact and outcomes. The following is a list of the eight annual measures, and links to files that document UMW’s performance on each measure:
- Impact on P-12 learning and development
- Indicators of teaching effectiveness
- Satisfaction of employers and employment milestones
- 2021-2022 VEAC Employer Satisfaction Survey Data
- 2021-2022 VEAC Program Completer Satisfaction Survey Data
- 2020-2021 VEAC Employer Satisfaction Survey Data
- 2020-2021 VEAC Program Completer Satisfaction Survey Data
- CAEP component 4.3 from UMW-COE 2019 submitted Accreditation Review report for Initial Licensure program completers
- Employer Satisfaction Survey and Data 2018
- Satisfaction of completers
- Graduation rates
- Ability of completers to meet licensing (certification) and any additional state requirements
- Ability of completers to be hired in education positions for which they have been prepared
- Student loan default rates and other consumer information
