Accreditation

NATIONAL ACCREDITATION

Accreditation is a  process  used by higher education to evaluate colleges, universities, and educational programs for quality and to assess their efforts toward continuous quality improvement. The Council for the Accreditation of Educator Preparation (CAEP) has annual reporting measures which are used to provide information to the public on both program outcome and program impact.  Following is the list of CAEP measures with links to data tables that provide supporting evidence for each measure:

CAEP 8 ANNUAL REPORTING MEASURES

Annual Reporting measures EPP Descriptors

1) Impact on

P-12 Learners

 

 Teacher Education Department at Mississippi Valley State University will  host meetings with both faculty and stakeholders to plan  review the propsed adoption of the Teacher Work Sample that is in progress by the state of Mississippi to address Impact on P-12 Learning. After reviewing the previous work sample, the EPP devloped the following questions to assess its ability to impact P-12 learners:

  1. Do our program completers contribute to expected levels of student learning growth, and
  2. Can we document, in the words of CAEP Standard 4, “through structured and validated observation instruments and student surveys, that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve?”

Presently, the TED, uses the Teacher Work Sample that moderately address this item.

Teacher Worksample 2016-19

2) Indicator of Teacher Effectiveness

(CAEP Component 4.2)

The purpose of the Teacher Intern Assessment Instrument (TIAI) is to provide a comprehensive assessment of the teaching practices of teacher interns. Classroom mentor teachers and university supervisors use the TIAI to conduct a formative assessment and a summative assessment of each teacher intern during each teaching internship field placement.

The TIAI indicators are aligned to InTASC Standards, CAEP Standards, and the Mississippi Educator Performance Growth System/Teacher Growth Rubric (TGR).

The TIAI consists of 25 indicators with individualized rubrics for each indicator. The 25 TIAI indicators are incorporated into five domains: Domain I - Planning and Preparation; Domain II -  Assessment; Domain III - Instruction; Domain IV - Learning Environment; and Domain V-  Professional Responsibilities.

Source:

Initial TIAI data 2016-2019

MAT TIAI data 2016-19

3) Satisfaction of Employers' and Employment

The Satisfaction of Employers and Milestones provides the MVSU Teacher Education Department (TED) invaluable information from employers about their satisfaction with the TED’s initial teacher education graduates (completers) as they enter the teaching profession. The survey results provide information from employers about the knowledge, skills, and dispositions (preparedness) of the TED’s completers as they enter the workforce and assume the responsibility of teaching P-12 students.

This survey serves as a component of the TED’s overall plan to assess institutional effectiveness and compliance for the Council for the Accreditation of Educator Preparation (CAEP) Standard 4 (4.3-Satisfaction of Employers).

Source:

Initial Program Level-Satisfaction of Employers:

Employer Survey 2018-19

 

 

4) Satisfaction of Completers

The Satisfaction of Completers provides the Teacher Education Department(TED) at Mississippi Valley State University invaluable information from first and third year teachers about their satisfaction with the TED’s initial teacher education graduates (completers) as they enter the teaching profession. The survey results provide information from the TED’s teachers/completers about the knowledge, skills, and dispositions (preparedness) as they have entered the workforce and assumed the responsibility of teaching P-12 students.

This survey serves as a component of the TED’s overall plan to assess institutional effectiveness and compliance for the Council for the Accreditation of Educator Preparation (CAEP) Standard 4 (4.4-Satisfaction of Completers).

Source:

Completer/Graduate Survey - Initial

Completer/Graduate Survey-MAT

5) Graduation Rates of Completers

Graduation Rates have been provided for students who were admitted into initial programs in the following cohort years 2016-17,2017-18,2018-19.

Source:

Graduation Rates-initial

6) Ability of Completers to meet licensing

TITLE II mandates annual reporting of enrollees officially admitted to the EPP teacher preparation program and completers of the program. The data is reported to the Federal Government in the Institutional Report Card (IPRC).

Source: TITLE II reports (2 years)

Traditional: 2018 (data for 2016-17) | 2017 (data for 2015-16)  

Alternative: 2018 (data for 2016-17) | 2017 (data for 2015-16)

Licenses are issued by theMississippi Department of Education (chart through August 2018) is attached.

Source:

Initial Candidate License Praxis Subject Assessment Data

MAT 5 Year Licenses Praxis Subject Assessment Data

7) Ability of Completers to hired in Education

The annual EPP placement rate is 100% of those licensed and seeking employment.

Source: Job Placement of Graduates Earning Certification in Education

8) Student Loan Default rates & other consumer information

MVSU Office of Financial Aid has provided the student loan default rates for the last 3 years available.

Source: Student Loan Default Rates

Consumer

https://www.mvsu.edu/prospective-students/financial-aid-programs/protection

consumer Information discloses all of the requirements in accordance with the Higher Education Opportunity Act that was reauthorized in 2008 (http://www.ed.gov/HEOA).

 

1.3 Programmatic changes related to SPA review

This document outlines the latest programmatic changes to licensure areas that resubmitted accreditation reports to their SPAs.

ACEI

The Elementary Education initial program is recognized by ACEI. The reviewers of the SPA report provided the following area for consideration under part iv of the SPA for the EPP: “Some rubrics contain subjective terminology to describe differences between levels of performance, instead of descriptions of what an evaluator would expect to see at each performance level.” The EPP was aware of the need to revise it EPP created assessments which included. The Teacher Work Sample (TWS), Disposition Survey and Lesson Plan (LP). Since the submission of the Fall 2018 submission of the SPA report, the EPP has revised its Teacher Work Sample. Additionally, the EPP will revise the TWS during the 2019-2020 academic year to align the rubric with CAEP standard for CAEP sufficiency level. The Lesson Plan is being revised the State of Mississippi and will become a proprietary assessment. The disposition survey has been revised by the state of Mississippi to become a proprietary assessment. Summary and date for each assessment is provided as evidence for standards 1, 2, 3 and 5 in the self-study. Elementary Eductaion SPA Report

NASPE

The Health and Physical Education program at Mississippi Valley State University is one of the EPP’s secondary education programs. At present, the HPER SPA is under “further development” CAEP has discontinued SPA recognition for SHAPE as of August 1, 2019; nonetheless, the EPP has met with HPER faculty to address concerns by SPA to improve its key assessments for use with future graduates. One of the key concerns from Spa reviewers was with data analysis. The HPER faculty will devise a plan of action to make sure those completers of the program data is used to make program decisions. Another concern was with standard alignment to program standards. The HPER department is aware of the need for alignment of its key assessments. One of the first assessment that the HPER faculty will revise is it comprehensive exam for program completers. SPA stated that only item 3 showed alignment to standard 1, which was unclear of this being the alignment for the complete assessment. Committees will be developed to assess the assessment to make sure each item is aligned with SHAPE standards. New faculty has been hired in the program and plans to realign rubric items with SHAPE standards are in progress. HPER SPA

NCTE

The English Education degree is a secondary program in the Teacher Education program. English faculty works closely with the EPP faculty to insure alignment of key assessments with NCTE, CAEP and INTASC standards. Currently, the English Education is recognized by NCTE SPA through the next accreditation cycle (Fall 2020). SPA feedback from the last review provided the following concerns: The data table for Assessment 3 (Instructional Planning, Lesson Plans) does not indicate the number of candidates completing the assessment. The rubrics for Assessment 4 (Student Teaching Portfolio) and Assessment 6 (Student Intern Assessment) are generic, using INTASC principles relative to NCTE standards. This makes the alignments less specific and provides mostly general evidence for those NCTE Standards that need measurement in an English classroom. The rubric for Assessment 5 (Teacher Work Sample) does not include NCTE standards, although they are noted in the data table. The EPP and English department has met to discuss the areas of concerns. Since the last SPA review, Assessment 6 has been revised by the State of Mississippi to align with CAEP and INTASC standards.  The English faculty has aligned standard 5 with NCTE standards. Additionally, The EPP is in the process of revising Assessments 3and 4 to meet CAEP sufficiency level. English SPA Report

NCTM

One of the strengths of the Mississippi Valley State Mathematics Education

Program is the timely and continual program assessment and evaluation. The mathematics faculty works closely with the Education faculty to revise and implement changes in assessments to enhance the knowledge, skills, and dispositions in content, pedagogical, and professional knowledge. Courses are revised, assignments modified, and field experiences broadened to provide candidates opportunities to grow, learn, and practice as reflective mathematics educators.Within the program report, several areas of consideration for program improvement have been identified and are linked to candidate data. Suggestions for program improvement include revising particular courses, such as Pre-Calculus, to address areas identified as deficits based on Praxis II data. In general, the small sample size of completers renders decisions based on generalizations on data impossible. However, the program used the available data from Assessments to consider improvements such as offering a specialized secondary teaching course and/or strengthening assignments in current courses to improve candidate knowledge and practice. The program also recognized that more content-specific rubrics and assessments are needed for the Mathematics Education Program. The Teacher Education and secondary mathematics faculty has met several times to discuss ways to address the suggested revisions listed by SPA reviewers. A review of Key assessment 5 has been provided and math faculty has plans of revising this key assessment using suggestions from the Department Chair and Assessment Coordinator. The Academic advisement Office Coordinator will assist the math faculty with aligning math methods course rubric with INTASC standards. MATHEMATICS SPA Report

NSTE

The EPP has a secondary Science education degree. However, the program has not had completers in several years and the EPP has not submitted a SPA report due to less than 10 completers in over five years. Currently, CAEP has discontinued the NSTE Spa recognition as of August 1, 2019; however, the EPP and Science faculty has met to discuss ways of improving its key assessments for future science majors.