West Liberty University

The EPP evaluated the impact on student learning data (Standard 4.1) on PK-12 learners in local school districts. The results from four WLU program completers indicated in the table demonstrated a positive impact on PK-12 learners via a pre and post-test format related to classroom instruction. The action bases research included multiple grades and ability levels. The study of morphological awareness instruction was based on a special education resource classroom. The benefits of multi-sensory instruction took place in the traditional classroom. While the computer-based reading comprehension study evaluated at-risk reading students. The greatest impact on learning was demonstrated with the benefit of multi-sensory instruction on spelling at reading grade level.

1. Impact on P-12 Learning

The quantitative data from PK -12 administrators on program completers indicated all but one of the completers scored at target in each area of the assessment. One completer scored developing in the area of professionalism. The disposition assessment inter-rater reliability was completed in 2016. The data is collected in LiveText.

2. Indicator of teacher effectiveness

The EPP partnered with West Virginia (WV) Higher Education Policy Commission (HEPC)  and The Network for Excellence in Teaching (NExT) that developed a set of common surveys (Exit, Transition to Teaching, and Supervisor) The Supervisor Survey is evidence for CAEP Standard 4.3, Transition to Teaching Survey (TTS) is evidence for CAEP Standard 4.4. The data provided by the WV HEPC was not disaggregated.  The EPP is currently working with the WV HEPC on evaluating the NExT survey and possibly other resources for more complete data.

3. Satisfaction of Employers

The EPP partnered with West Virginia (WV) Higher Education Policy Commission (HEPC)  and The Network for Excellence in Teaching (NExT) that developed a set of common surveys (Exit, Transition to Teaching, and Supervisor) The Supervisor Survey is evidence for CAEP standard 4.3, Transition to Teaching Survey (TTS) is evidence for CAEP standard 4.4.  The TTS collects information on EPP’s recent graduates’ licensure and job statues, perceptions of their teacher preparation programs, current school contexts and personal demographics.

Network for Excellence in Teaching (NExT, 2016). NExT Common Metrics Transition to

Teaching Survey. NExT: Duffield, Gogbey-Gakpetor, & Ferro.

4. Satisfaction of Completers

5. Education Graduation Rate

6. Abilities of Completers to meet licensing (certification) and any additional state requirements_ Title II

The EPP partnered with West Virginia (WV) Higher Education Policy Commission (HEPC) and The Network for Excellence in Teaching (NExT) that developed a set of common surveys (Exit, Transition to Teaching, and Supervisor) The Supervisor Survey is evidence for CAEP standard 4.3, Transition to Teaching Survey (TTS) is evidence for CAEP standard 4.4.  The TTS collects information on EPP’s recent graduates’ licensure and job statues, perceptions of their teacher preparation programs, current school contexts and personal demographics. The data provided by the TTS survey indicated the EPP’s completers ability to be hired in positions for which they have prepared.

7. Ability of Completers to be hired in education positions for which they prepared

8. Student loan default rates and other consumer information