Shawnee State’s educator preparation programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP). Accreditation by CAEP ensures excellence and equity in our teacher education programs; CAEP accreditation also verifies the quality of our programs and supports continuous improvement. For more information about CAEP accreditation, please see: caepnet.org.
CAEP Accredited Programs at Shawnee State Include:
Undergraduate Programs
Educator Preparation Performance
The mission of the School of Education at Shawnee State University is to prepare educators to be learner-centered and inquiring professionals who can think critically, act ethically, communicate effectively, and work collaboratively to meet the diverse needs of all students.
The program hopes to develop educational professionals who will be change agents in their schools and communities through the implementation of evidence-based teaching practices and the demonstration of strong, yet collaborative, leadership qualities.
To prepare students for the dynamic responsibilities of contemporary schools, the program requires a strong foundation in an academic content or teaching area.
CAEP Annual Reporting Measures
(CAEP Standard 4.2)
The Council for the Accreditation of Educator Preparation (CAEP) has established four annual reporting measures which are used to provide information to the public on both program impact and program outcomes. The CAEP measures with links to supporting evidence for each measure are provided below:
Measure 1 (Initial): Completer Impact Effectiveness (R4.1)
The provider demonstrates that program completers effectively contribute to P-12 student learning and growth, and apply professional knowledge, skills, and dispositions in the P-12 classroom that the preparation experiences were designed to achieve.
Completer impact in contributing to P-12 student learning-growth and completer effectiveness in applying professional knowledge, skills, and dispositions
Description of Data:
Ohio's system for evaluating teachers (Ohio's Teacher Evaluation System) provides educators with a detailed view of their performance, with a focus on specific strengths and opportunities for improvement. The system is research-based and designed to be transparent, fair, and adaptable to the specific contexts of Ohio's school districts. Teachers receive a summative final rating of one of the following: accomplished, skilled, developing, or ineffective.
The Ohio Teacher Evaluation System (OTES) data addresses: (a) completer impact in contributing to P-12 student learning, and growth, and (b) completer effectiveness in applying professional knowledge, skills, and dispositions. Value-added analysis helps educators measure the impact schools and teachers have on students’ academic progress. The value-added measure is used in the OTES model. Teacher performance and student academic growth are the two key components of Ohio's evaluation system.
Limitations of the Ohio Teacher Evaluation System (OTES) Data:
- The information in the report is for individuals receiving their licenses with effective years of 2018, 2019, 2020 and 2021.
- The teacher evaluation data in this report are provided by the Ohio Department of Education.
- Due to ORC 3333.041(B), annual results must be masked for institutions with fewer than 10 completers with OTES data.
| Initial Licensure Effective Year | # Accomplished | # Skilled | # Developing | # Ineffective |
|---|---|---|---|---|
| 2017 | 13 | 22 | N<10 | N<10 |
| 2018 | 14 | 28 | N<10 | N<10 |
| 2019 | N<10 | 16 | N<10 | N<10 |
| 2020 | N<10 | 22 | N<10 | N<10 |
Measure 2 (Initial and Advanced): Satisfaction of Employers and Stakeholder Involvement (R4.2/R5.3/RA4.1)
The State of Ohio discontinued the employer satisfaction survey in 2018. Therefore, no data is available for 2018-2019 for initial licensure programs. In February 2022, the School of Education surveyed members of its Advisory Committee. The survey was sent to approximately 145 stakeholders with 41 respondents. The response rate was 28%. The survey covered Shawnee State’s initial and advanced programs. In addition, the advanced programs also conducted a survey of stakeholders. The results are reported below.
| Statement | Strongly Agree | Agree | Disagree | Strongly Disagree |
|---|---|---|---|---|
| 1. SSU prepares teachers to understand student learning and development. | 61% (25) | 39% (16) | 0% (0) | 0% (0) |
| 2. SSU prepares teachers to respect the diversity of the students, colleagues and families. | 66% (27) | 34% (14) | 0% (0) | 0% (0) |
| 3. SSU prepares teachers to know and understand the curriculum content for which they have instructional responsibility. | 59% (24) | 40% (16) | 2% (1) | 0% (0) |
| 4. SSU prepares teachers to understand and use evidence-based instructional strategies to effectively teach the concepts and skills for which they have instructional responsibility. | 61% (25) | 37% (15) | 2% (1) | 0% (0) |
| 5. SSU prepares teachers to understand assessment practices, their purpose and the data they generate. | 59% (24) | 37% (15) | 4% (2) | 0% (0) |
| 6. SSU prepares teachers to analyze data to monitor and support student progress. | 59% (24) | 32% (13) | 10% (4) | 0% (0) |
| 7. SSU prepares teachers to use data to plan, differentiate and modify instruction. | 49% (20) | 44% (18) | 7% (3) | 0% (0) |
| 8. SSU prepares teachers to align their instructional goals and activities with school and district priorities. | 61% (25) | 40% (16) | 0% (0) | 0% (0) |
| 9. SSU prepares teachers to differentiate instruction to support the learning needs of all students. | 49% (20) | 41% (17) | 10% (4) | 0% (0) |
| 10. SSU Prepares teachers who are proficient in application of technology for the enhancement of P-12 Learning. | *44% (18 rated a score of 5) 41% (17) |
15% (6) | 0% (0) | 0% (0) |
| 11. SSU prepares teachers to engage in instructional practices that promote critical thinking, problem solving and encourage learner exploration. | 61% (25) | 37% (15) | 2% (1) | 0% (0) |
| 12. SSU prepares teachers to establish inclusive environments that are respectful, supportive and caring. | 63% (26) | 34% (14) | 2% (1) | 0% (0) |
| 13. SSU prepares teachers to engage in instructional practices that promote positive learning results for students. | 61% (25) | 39% (16) | 0% (0) | 0% (0) |
| 14. SSU prepares teachers to communicate clearly and effectively with students, colleagues and families. | 56% (23) | 41% (17) | 2% (1) | 0% (0) |
| 15. SSU prepares teachers to collaborate effectively with other teachers, administrators, staff and families. | 59% (24) | 39% (16) | 2% (1) | 0% (0) |
| 16. SSU prepares teachers to understand, uphold, and follow professional codes of ethics and district and state policies. | 73% (30) | 27% (11) | 0% (0) | 0% (0) |
| 17. SSU prepares teachers to assume responsibility for professional growth. | 56% (23) | 44% (18) | 0% (0) | 0% (0) |
Involvement of Internal and External Stakeholders in program design, evaluation, and continuous improvement processes
Meetings of the School of Education Advisory Committee were disrupted by COVID. A meeting was held in February 2022 with attendees in person and via zoom. Stakeholders meet each semester and include three newly formed focus groups centering on Data, Partnerships, and Recruitment. The purpose of the Advisory/Stakeholder Committee is to provide input on program design and continuous improvement. The three focus groups are comprised of members of the larger Advisory/Stakeholder Committee. The Advisory/Stakeholder Committee is comprised of university supervisors, faculty, teachers and administrators.
| Statement | N | Strongly Agree | Agree | Disagree | Strongly Disagree |
|---|---|---|---|---|---|
| 1. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to use augmentative, alternative and assistive technologies and their applications to support students. | 11 | 36% (4) | 54.55% (6) | 9.09% (1) | 0.00% (0) |
| 2. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to understand sensory impairment and its impact on families. | 11 | 36.36% (4) | 63.64% (7) | 0.00% (0) | 0.00% (0) |
| 3. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to understand sensory impairment and its impact on instructional planning. | 11 | 36.36% (7) | 63.64% (4) | 0.00% (0) | 0.00% (0) |
| 4. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in professional practices that promote successful transitions for students who have sensory impairment. | 11 | 36.36% (4) | 54.55% (6) | 0.00% (0) | 9.09% (1) |
| 5. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that promote positive learning results in the general or special curricula. | 11 | 45.05% (5) | 45.05% (5) | 0.00% (0) | 9.09% (1) |
| 6. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that demonstrate the ability to modify learning environments for students with sensory impairment. | 11 | 54.55% (6) | 45.55% (5) | 0.00% (0) | 0.00% (0) |
| 7. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that foster educational environments in which diversity is valued. | 11 | 54.55% (6) | 36.36% (4) | 0.00% (0) | 12.50% (1) |
| 8. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that reflect and address IEP goals for students with sensory impairment. | 11 | 72.73% (8) | 27.27% (3) | 0.00% (0) | 0.00% (0) |
| 9. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in instructional practices that use assessment data to plan instruction for students with sensory impairment. | 11 | 36.36% (4) | 63.64% (7) | 0.00% (0) | 0.00% (0) |
| 10. The low incidence sensory disabilities programs at Shawnee State University prepare teachers to engage in professional practices that promote integration of students with sensory impairment into the general education learning environment. | 11 | 45.45% (5) | 54.55% (6) | 0.00% (0) | 0.00% (0) |
Measure 3 (Initial and/or Advanced): Candidate competency at program completion (R3.3/RA3.4)
A measure of candidate competency at completion is the pass rate on the Ohio Assessments for Educators. The Ohio Assessments for Educators (OAE) program assesses the content-area and professional (pedagogical) knowledge of candidates who are seeking initial Ohio educator licensure or adding a new licensure area. The assessments are aligned with Ohio's Learning Standards. The pass rates are shown for the 2020-2021 academic year program completers.
| Program | OAE Test Name & Number | Passed | Failed | Pass Rate | State Pass Rate |
|---|---|---|---|---|---|
| Advanced Licensure Program (Completers) | |||||
| Deaf & Hard of Hearing | 044 Special Education Specialist: Deaf/Hard of Hearing | 14 | 0 | 100% | 96% |
| Visually Impaired | 045 Special Education Specialist: Visually Impaired | 12 | 1 | 92% | 80% |
| Initial Licensure Program (Completers) | |||||
| Early Childhood | 012 Early Childhood | 25 | 2 | 93% | 92% |
| Early Childhood Special Education | 013 Early Childhood Special Education | 17 | 2 | 89% | 86% |
| Adolescent & Young Adult (7-12) Integrated Language Arts, Integrated Science, and Mathematics | 020 English Language Arts 025 Integrated Social Studies 027 Mathematics |
10 | 0 | 100% | NA for combined results |
| Middle Childhood English Language Arts, Science, Mathematics, Social Studies | 028 Middle Grade English Language Arts 029 Middle Grade Science 030 Middle Grade Math 031 Middle Grade Social Studies |
11 | 1 | 92% | NA for combined results |
| Intervention Specialist | 043 Special Education | 5 | 1 | 83% | 86% |
| Reading | 090 Reading | 28 | 3 | 90% | 85% |
| Assessment of Professional Knowledge | |||||
| Early Childhood | 001 Assessment of Professional Knowledge Early Childhood | 25 | 0 | 100% | |
| Middle Childhood | 002 Assessment of Professional Knowledge Middle Childhood (4-9) | 5 | 0 | 100% | |
| Adolescent & Young Adult | 003 Assessment of Professional Knowledge Adolescent & Young Adult (7-12) | 9 | 0 | 100% | |
| Multi-Age | 004 Assessment of Professional Knowledge Multi-Age (PK-12) | 3 | 0 | 100% | |
Another measure of candidate competency is the Candidate Preservice Assessment of Student Teaching (CPAST). Data is shown for academic year 2020-2021 for undergraduate and graduate programs. The CPAST instrument is used to assess student teachers in the following areas:
- planning for instruction and assessment
- planning for instruction and assessment,
- instructional delivery,
- assessment,
- analysis of teaching,
- professional commitment and behaviors,
- professional relationships,
- and critical thinking and reflective practice.
| Criterion Name | N | Mean | Not Yet Developed (n/%) |
Novice (n/%) |
Competent (n/%) |
Proficient (Target) (n/%) |
Low | High |
|---|---|---|---|---|---|---|---|---|
| Pedagogy | ||||||||
| Planning for Instruction and Assessment | 53 | 2.35 | 2 | 4% | 25 | 47% | 27 | 51% | 0 | 0% | 2 | 3 |
| Instructional Delivery | 53 | 2.39 | 2 | 4% | 21 | 40% | 31 | 58% | 0 | 0% | 1 | 3 |
| Assessment | ||||||||
| Analysis of Teaching | 53 | 2.15 | 6 | 11% | 29 | 55% | 18 | 34% | 0 | 0% | 1 | 3 |
| Dispositions | ||||||||
| Professional Commitment and Behaviors | 53 | 2.57 | 2 | 4% | 15 | 28% | 36 | 68% | 0 | 0% | 1 | 3 |
| Professional Relationships | 53 | 2.57 | 1 | 2% | 15 | 28% | 38 | 72% | 0 | 0% | 1 | 3 |
| Critical Thinking and Reflective Practice | 53 | 2.74 | 0 | 0% | 10 | 19% | 43 | 81% | 0 | 0% | 2 | 3 |
| Criterion Name | N | Mean | Not Yet Developed (n/%) |
Novice (n/%) |
Competent (n/%) |
Proficient (Target) (n/%) |
Low | High |
|---|---|---|---|---|---|---|---|---|
| Pedagogy | ||||||||
| Planning for Instruction and Assessment | 27 | 2.99 | 0.25 | .9% | 2 | 7% | 10 | 37% | 15 | 56% | 1 | 4 |
| Instructional Delivery | 27 | 3.28 | 0 | 0% | 2 | 7% | 5 | 19% | 20 | 74% | 2 | 4 |
| Assessment | 27 | 2.98 | 0.33 | 1% | 2 | 7% | 10 | 38% | 14 | 52% | 1 | 4 |
| Analysis of Teaching | 27 | 2.64 | 1 | 4% | 1 | 4% | 12 | 44% | 13 | 48% | 1 | 4 |
| Dispositions | ||||||||
| Professional Commitment and Behaviors | 27 | 3.00 | 0.6 | 2% | 1 | 4% | 4 | 15% | 21 | 78% | 1 | 4 |
| Professional Relationships | 27 | 3.40 | 0 | 0% | 0.5 | 2% | 5 | 19% | 22 | 81% | 2 | 4 |
| Critical Thinking and Reflective Practice | 27 | 3.64 | 0 | 0% | 0 | 0% | 2 | 7% | 25 | 93% | 3 | 4 |
Measure 4 (Initial and/or Advanced): Ability of completers to be hired in education positions for which they have prepared
The following employment data is available from the Ohio Department of Higher Education Metric Reporting system (EVAAS) for academic year 2020-2021. Employment shown is any position held by a Shawnee State University graduate in Ohio's public schools in the 2020-2021 academic year.
| Position | N |
|---|---|
| Advisor Assignment | 5 |
| Assistant Principal Assignment | 1 |
| Coaching Assignment | 11 |
| Other Extra/Intra-Curricular Activities Assignment | 6 |
| Psychologist Assignment | 1 |
| Remedial Specialist Assignment | 5 |
| Supplemental Service Teaching Assignment (Serves Students with Disability Conditions Only) | 20 |
| Teacher Assignment | 110 |
| Tutor/Small Group Instructor Assignment (Serves Students Without Disability Conditions Only) | 2 |
| Total | 161 |
Ohio Department of Higher Education
- 2021 Ohio Educator Performance Reports Overview
- 2021 Ohio Educator Preparation Provider Performance Report Shawnee State University (PDF)