Valley City State University (VCSU) has been known for teacher education preparation since the institution began in 1890. VCSU has been a nationally accredited by the National Council for the Accreditation of Teacher Education (NCATE) since 1954. VCSU most recently had its graduate and undergraduate programs approved at the national level by NCATE and by the state of North Dakota through the Education Standards and Practices Board (ESPB) in October of 2015.


VCSU’s next national accreditation visit will be under the Council for Accreditation of Educator Preparation (CAEP) standards. As part of the accreditation process through CAEP, VCSU publishes data from the School of Education & Graduate Studies.


  • Bush Grant initiatives: VCSU has worked collaboratively with 14 institutions in the Network for Excellence in Teaching (NExT), as part of a Teacher Effectiveness Initiative, (http://www.nexteachers.org/common-metrics-1), supported by the Bush Foundation. The goal is to improve teacher education preparation in ways that enhance student learning in K-12 classrooms.
  • Data-informed decisions: Unit data are used to help inform decisions for program improvement. Examples of data-informed decisions are available.


See Attached- 2021 Changes and Data Informed Decisions


Impact Measures


Impact on P-12 learning and development and indicators of teaching effectiveness

 

VCSU secured grant funding to conduct research related to CAEP standards 4.1 and 4.2. The attachment displays the type of work VCSU has completed and will be doing with focus groups of completers to address standards 4.1 and 4.2.


See attached-NExT Final Report Document.


Examples of ratings from teacher candidates at the time of graduation:


  • 75.9% of VCSU respondents said they would “definitely” recommend their teacher education program to other prospective teachers and 21.8% marked “probably yes”. (97.7% of graduating seniors between 2011 and 2020 stated they would definitely or probably recommend the program while only 5 of 1055 marked "definitely no".)
  • 87.7% said they plan to teach for 11 or more years.


Source: Candidate Exit Surveys administered Fall 2012 - Spring 2020 response rates have been 84% or higher.


VCSU participated as a member of the Network for Excellence in Teaching (NExT) group that developed valid and reliable assessment instruments that meet the CAEP Expectations for exit surveys as well as CAEP Standards 4.3 Employers and 4.4 Completers.


Satisfaction of employers and completers


Examples of ratings from first year VCSU completers:

To what extent do you disagree or agree that your teacher preparation program prepared you to …


PLAN: Plan lessons with clear learning objectives/goals in mind.

N=438 responses with a mean score of 3.76 on a four-point scale.

  • N=381 responses with a mean score of 3.76 on a four-point scale


Agree (4) Tend to Agree (3) Tend to Disagree (2) Disagree (1) Mean Score
78.1% 19.9% 2.1% 0.0% 3.76


IMPLEMENT: Select instructional strategies to align with learning goals and standards. 

  • N=435 responses with a mean score of 3.64 on a four-point scale


Agree (4) Tend to Agree (3) Tend to Disagree (2) Disagree (1) Mean Score
68.0% 28.7% 2.8% 0.5% 3.64


EVALUATE: Uses formative and summative assessments to inform instructional practice.

  • N = 378 responses with a mean score of 3.71 on four-point scale


Agree (4) Tend to Agree (3) Tend to Disagree (2) Disagree (1) Mean Score
73.8% 23.8% 1.9% 0.5% 3.71

REFLECT: Seek out learning opportunities that align with professional development goals.

  • N=373 responses with a mean score of 3.49 on a four-point scale


Agree (4) Tend to Agree (3) Tend to Disagree (2) Disagree (1) Mean Score
58.4% 34.0% 5.9% 1.6% 3.49

CONTENT KNOWLEDGE: Effectively teach subject matter in my licensure area.

  • N=437 responses with a mean score of 3.70 on a four-point scale


Agree (4) Tend to Agree (3) Tend to Disagree (2) Disagree (1) Mean Score
72.1% 25.9% 1.8% 0.2% 3.70


Source: Transition to Teaching Survey Data (First Year Teacher/ Alumni Survey) – 2012 - 2020 Data


Examples of ratings from supervisors (employers) of first year VCSU teachers:


To what extent do you disagree or agree that the teacher preparation program prepared the VCSU graduate to …

PLAN: The teacher plans lessons with clear learning objectives/goals in mind.

  • N=316 responses with a mean score of 3.64 on a four-point scale


Agree (4) Tend to Agree (3) Tend to Disagree (2) Disagree (1) Mean Score
69.3% 26.3% 3.5% 0.9% 3.64

IMPLEMENT: The teacher selects instructional strategies to align with learning goals and standards.

  • N =286 responses with a mean score of 3.67 on a four-point scale


Agree (4) Tend to Agree (3) Tend to Disagree (2) Disagree (1) Mean Score
69.6% 28.3% 1.7%
0.3%
3.67

EVALUATE: Uses formative and summative assessments to support student learning.

  • N = 283 responses with a mean score of 3.60 on a four-point scale


Agree (4) Tend to Agree (3) Tend to Disagree (2) Disagree (1) Mean Score
65.0% 30.4% 3.9% 0.7% 3.60

REFLECT: Seeks out learning opportunities that align with professional development goals.

  • N = 279 responses with a mean score of 3.60 on a four-point scale


Agree (4) Tend to Agree (3) Tend to Disagree (2) Disagree (1) Mean Score
64.9% 30.8% 3.6% 0.7% 3.60

CONTENT KNOWLEDGE: The teacher effectively teaches the subject matter in his/her licensure area.

  • N= 317 responses with a mean score of 3.77 on a four-point scale


Agree (4) Tend to Agree (3) Tend to Disagree (2) Disagree (1) Mean Score
79.5% 18.3% 1.6% 0.6% 3.77

Source: Supervisor Survey Data (Employer/Administrator Survey) – 2012 - 2020 Data


Outcome Measures

The graduation rate for VCSU teacher candidates who graduate compared to those who take an introductory education course and apply for program admittance is 68%.


Teacher Education Candidates


Academic Year
Candidates admitted during Academic Year
2019 - 2020
217
2018-2019 180
2017 - 2018
135
2016 - 2017 161
2015 - 2016 105
2014 - 2015 122
2013 - 2014 156
2012 - 2013 177
2011 - 2012 206

Candidates are typically admitted to Teacher Education during their sophomore or junior year. Candidates may take more than one year to complete the program.


Teacher Education Completers


Academic Year Completers
2019 - 2020
149 +17 Master of Arts in Teaching
2018 - 2019 169 + 9 Master of Arts in Teaching
2017 - 2018 144 + 3 Master of Arts in Teaching
2016 - 2017 118
2015 - 2016 130
2014 - 2015 134
2013 - 2014 139
2012 - 2013 132
2011 - 2012 113

Average GPAs by Student Teaching Placements Fall 2017-Spring 2020 DATA


N Minimum Maximum Mean St. Deviation
363 2.50 4.00 3.50 0.36


Results of state licensure exams

VCSU has posted the Praxis II test results for students who have completed the teacher education program. If the test count in an academic area is under 10 ten and the passing percentage is less than 100%, the results will not be displayed to protect the results of a student who may be identifiable.


Completer Praxis II Pass Rates


How do these data inform decision-making? Each academic major has access to updated test results. Each September and February, program level data are shared with updates. Representative faculty members for each major have the data to inform their decisions to work with their students for test preparation as well as to consider content curriculum changes or adjustments in the emphasis placed on specific sections of the curriculum.


Jobs after Program Completion

Approximately 70% of completers are employed as full-time teachers in the field in which they are prepared while an additional 20% are employed in other education-related positions.


Valley City State University is working with the North Dakota State Longitudinal Data System to gain access to growth model data.


Other Measures used for Program Decisions

Changes and Data Driven Decisions

Completer Praxis II Pass Rates

Student Loan Default Rates and Consumer Information

Technology Data

Candidates and Completers have In-Depth Content Knowledge

Diversity Practicum: Pre/Post Trip Data

Conceptual Framework Data

Student Teacher Data