CAEP Accountability Measures
Measure 1: COMPLETER IMPACT AND EFFECTIVENESS (Initial)
Value Added Scores
Value-added is a statistical analysis that measures the academic growth of groups of students over time. Ohio uses value-added as a measurement of teacher and principal effectiveness on student progress. Malone analyzes value-added data as a measure of educator preparation on completer impact on continuous PK-12 student learning and progress.
OTES and OPES
Teachers and Principals in Ohio receive a rating of their effectiveness as part of their job performance evaluation. The ratings on the continuum range from ineffective, developing, skilled and accomplished. The ratings of our teacher completers are measured by the Ohio Teacher Evaluation System (OTES) and the Ohio Principal Evaluation System (OPES) measures principal completers. The data provided demonstrates the effectiveness of Malone teacher and principal completers based upon their performance evaluation ratings.
Measure 2: SATISFACTION OF EMPLOYERS AND STAKEHOLDER INVOLVEMENT (Initial and Advanced)
Employer Survey
Ohio principals and superintendents complete the employer survey. The survey collects perception data on the quality of Malone completers as measured by their supervisors. Survey questions are aligned to Ohio Standards for the Teacher Profession and other accreditation measures for educator preparation.
Resident Educator Persistence
The Ohio initial teaching license is a 4-year resident educator license. The goal of the Ohio Resident Educator Program is to increase teacher retention rates. The data provided here demonstrates the persistence of Malone Teacher Program completers over the course of the 4-year residency program.
SATISFACTION OF COMPLETERS
Pre-Service Survey
The Pre-Service Survey is sent by the Ohio Department of Higher Education to program completion candidates during their clinical student teaching experience. It measures teacher candidate satisfaction regarding their perceptions of the quality of educator preparation provided by Malone University. State mean scores are available for contrast and comparison of candidate perceptions of satisfaction for their preparation.
Principal Intern Survey
The Principal Intern Survey is sent by the Ohio Department of Higher Education to teachers in the principal licensure program during the final semester of their internship program. It measures the principal license candidate’s satisfaction with the quality of their preparation provided by Malone University in preparing them for the job of a principal.
Principal Intern Survey Data 2022
Principal Mentor Survey Data 2022
*EPP's Principal program is currently in teachout; available data is limited due to small n size.
Alumni Survey
Teacher completers in the fall semester of year two of the Ohio Resident Educator Program are sent by the Ohio Department of Higher Education a survey aligned to the Standards for the Teaching Profession and National Accreditation. This survey measures the degree of satisfaction with the quality of preparation provided by Malone University.
Advisory Council Statement
The Malone University Department of Education Advisory Council consists of educators in multiple positions from surrounding partner schools. Some of the council members are alumni, both bachelor’s and master’s level, and others are partners of faith-based K-12 schools as well as public schools. All members are committed to sharing experiences, needs, and advice for our preparation program.
For the academic year 2020-2021, the advisory council met on campus in the spring. Topics discussed included career exploration opportunities for high school students, sending Malone faculty to high schools to share career paths and ideas, classroom technology needs in schools, and encouraging Malone teacher candidates to interface with area high schoolers.
For the academic year 2021-2022, an email was sent with a link to a survey. The intent of the survey was to collect information on thoughts and struggles that schools are currently experiencing. Responses from the survey will be evaluated and shared with the council at an on campus meeting in the fall of 2022.
Measure 3: CANDIDATE COMPETENCY AT PROGRAM COMPLETION (Initial and Advanced)
Graduation Rates (Initial & advanced)
Initial Licensure Graduation Rates 2022
Graduate Level Graduation Rates
Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced)
Ohio Assessment for Educators Licensure Scores
Ohio requirements for obtaining educator licenses for teachers and administrators include the passage of tests of subject area content and professional knowledge. All program completers have at least one test to pass to demonstrate their mastery of content and professional knowledge and some licensure areas require the passage of three to four licensure exams.
edTPA DATA BY TERM
Each student teacher completes the edTPA, a performance assessment designed to answer the question, "Is a new teacher ready for the job?" It is the first national performance assessment for candidates entering the teaching profession and each edTPA is evaluated by trained, certified scorers. Ohio now accepts a score of minimum 37 (for edTPA handbooks with 15 rubrics) as an alternative to the Assessment of Professional Knowledge OAE licensure exam.
| ACADEMIC YEAR | TERM | N | AVERAGE SCORE |
| 2021-2022 | Fall 2021 | <10 | NA |
| 2021-2022 | Spring 2022 | 21 | 42.67 |
| Total: | 23 | 42.00 |
CPAST
Student teachers are also evaluated by the CPAST, Candidate Preservice Assessment of Student Teaching, which is organized around the seven Ohio Standards for the Teaching Profession and InTASC Standards. The CPAST examines the teacher candidate’s abilities in the areas of Planning for Instruction and Assessment, Instructional Delivery, Assessment, Analysis of Teaching and allows for comparison of Malone University Candidates with a sample of candidates across the state of Ohio. By the end of student teaching, candidates are expected to be at the "meets expectations" level. The rubric also includes descriptions of the expectations for teachers that might exceed the expectation of a candidate within a student teaching experience.
2021 - 2022 CPAST Clinical Data
2021- 2022 CPAST Disposition Data
Measure 4: ABILITY OF COMPLETERS TO BE HIRED IN EDUCATION POSITIONS FOR WHICH THEY HAVE BEEN PREPARED (Initial and Advanced)
Initial Licensure Employment Data
Undergraduate Persistence Data