In 2022, the Council for Accreditation of Educator Preparation (CAEP) revised the requirements for Educator Preparation Providers to include the reporting of four measures which demonstrate accountability and performance of initial-licensure and advanced-licensure programs. The four accountability measures include three measures related to the impact and outcome of program completers and one measure related to teacher education candidates’ competencies at completion. The CAEP Revised 2022 Standards for initial-licensure and advanced-licensure programs that align with each measure are provided in parentheses. This information on accountability measures is presented for review by stakeholders and prospective students who are interested in WCU’s School of Education licensure programs.

Impact on P12 Learning and Development

The data below shows the Mississippi Academic Assessment Program (MAAP) results for grades 3 through 8 as well as the end of course assessments for Algebra I, US History, Biology I, and English II. The chart shows the scores of all Mississippi students; the scores of students prepared by all teachers graduating from Mississippi teacher education programs; and the scores of students prepared by teachers graduating from William Carey University.

The 2021 report provided below contains limited data due to the U.S. Department of Education waiver of statewide assessment, accountability, and reporting requirements for the Mississippi Department of Education during the 2019-20 school year as a result of COVID-19. However, the 2022 report contains complete MAAP data for both the traditional and alternate route programs.

  1. WCU Impact Report Card-Traditional Route (2022 Report)
  2. WCU Impact Report Card- Traditional Route (2021 Report)
  3. WCU Impact Report Card- Alternate Route (2022 Report)
  4. WCU Impact Report Card- Alternate Route (2021 Report)

Impact on P12 Learning and Development

Data is provided to demonstrate how WCU uses multiple measures to determine teacher effectiveness in both undergraduate and graduate level initial licensure programs. Data is provided for the statewide proprietary assessment, the Teacher Intern Assessment Instrument (TIAI), which is administered at the end of the teacher education program. The TIAI measures candidates’ abilities in five domains: planning and preparation, assessment, instruction, learning environment, and professional responsibilities.

Teacher Intern Assessment Instrument (TIAI) 2018-2021

Satisfaction of Employers

The data presented includes employer satisfaction data related to effectiveness of completer preparation and the retention rates of WCU completers for the formative initial years (1st - 3rd years). Additional data is included for those completers who obtained an advanced degree. The School of Education Teacher Education Council (TEC) and Advisory Council meeting minutes highlight the EPP’s recent efforts to collaborate with stakeholders on improving teacher education programs.

Initial Programs-Satisfaction of Employers:

  1. Employer Satisfaction Survey (2022 Report)
  2. Employer Satisfaction Survey (2021 Report)

Initial Programs-Employment Milestones:

  1. Employment Milestones (2022 Report)
  2. Employment Milestones (2021 Report)

Advanced Programs-Satisfaction of Employers:

  1. Advanced Employer Satisfaction Survey (2022 Report)

Advanced Programs-Employment Milestones:

  1. Advanced Employment Milestones (2022 Report)
  2. Advanced Employment Milestones (2021 Report)

Teacher Education Council & Advisory Meeting Minutes

  1. Teacher Education Council (TEC) and the SOE Advisory Board minutes 2022-23AY

Employment Status

The Mississippi Department of Education tracks educators’ abilities to be hired in positions for which they have been prepared.

Initial Programs:

  1. Employment Status (2022 Report)
  2. Employment Status (2021 Report)

Advanced Programs:

  1. Advanced Employment Status (2022 Report)
  2. Advanced Employment Status (2021 Report)

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