School of Education Annual Reporting Measures

The University of Missouri-Kansas City School of Education (SOE) is currently accreditated by the Missouri Department of Elementary and Secondary Education (DESE), the National Council for Accreditation of Teacher Education (NCATE), and regionally accredited through the Higher Learning Commission. The SOE will be seeking national accreditation through the Council for the Accreditation of Educator Preparation (CAEP) in the spring 2018. CAEP requires educator preparation programs to provide outcome data that can be shared widely. The resources shared below will provide evidence of our annual measures.

 

Impact On Student Learning And Development
The Missouri Pre-Service Teacher Assessment (MoPTA) is required for certification by the state of Missouri for candidates seeking teaching certification and is aligned with Missouri’s Teacher Standards and Quality Indicators. Taken during the clinical experience, MoPTA assesses the instructional capability prior to receiving a license.

The School of Education conducted a qualitative study observing 2015 and 2016 middle and secondary English Language Arts completers.The study demonstrates the impact on student learning growth and development of students in their charge and the level of satisfaction with their education they received at UMKC.

Observations Of Teaching Effectiveness
The Network for Educator Effectiveness (NEE) is an assessment system designed to provide school districts throughout Missouri with a way to evaluate and monitor the effectiveness of their teachers and other school personnel, with the ultimate goal of improved student achievement. Multiple measures of educator effectiveness are collected, including classroom observations of teachers by principals, professional development plans provided by teachers, and student surveys. Below are the results for the UMKC School of Education.

Missouri Educator Evaluation System (MEES) was created on the general beliefs about the purpose of the evaluation process. Central to these beliefs is a theory of action which maintains that imporving student performance is predicated on the improvement of educator practice. The primary purpose of the evaluation system is to promote growth in effective practice that ultimately increases student performance. Below are the results for the UMKC School of Education.

Employer Satisfaction, Employment Rate, and Completer Persistence
Since 2007, DESE in collaboration with the University of Missouri’s Office of Social and Economic Data Analysis (OSEDA), has administered an annual survey of first-year teachers in Missouri public schools. Also since 2007, a companion survey of employers of first-year teachers – typically their principals – has been administered. Together, the two surveys form a statewide data collection effort known widely as the First-Year Teacher Survey. The first-year surveys were redesigned for the 2015 administration.

Each year the Missouri Department of Elementary and Secondary Education provides information on district employees employed in Missouri public schools to the teacher education program in which they were prepared. These data allow us to track our completers’ persistence in the profession in Missouri public schools.

The School of Education Employer Survey is administered each summer by the Assessment Coordinator who contacts employers of School of Education graduates. The survey collects information on work setting, employees’ preparedness related to the School of Education’s values, and employees’ preparedness for their professional work.

Completer Satisfaction
Since 2007, DESE in collaboration with the University of Missouri’s Office of Social and Economic Data Analysis (OSEDA), has administered an annual survey of first-year teachers in Missouri public schools. Also since 2007, a companion survey of employers of first-year teachers – typically their principals – has been administered. Together, the two surveys form a statewide data collection effort known widely as the First-Year Teacher Survey. The first-year surveys were redesigned for the 2015 administration.

The School of Education Alumni Survey is administered each year in May or June by the Assessment Coordinator. The survey is completed by alumni who graduated either one-year or three years prior to the date of administration. The survey measures alumni satisfaction with the quality of their programs. Note that this is the overall response rate for the School of Education, and not specifically for the teacher education graduates.

Graduation and Retention Rate Information
Licensure Rate
Beginning September 2014, candidates seeking educator certification in Missouri are required to achieve a passing score on the appropriate Missouri Content Assessments (MoCA). Effective August 31, 2014, the Praxis II series was no longer used for Missouri educator certification candidates. The MoCA is a measure of teacher candidates’ content knowledge specific to the area in which each is seeking certification. The assessments are aligned with state and national standards, and may include several subtests.

Consumer Information, including loan default rate

Missouri Annual Performance Report
The Missouri Annual Performance Report for Educator Preparation Programs (APR-EPPs) is based on five-years of reporting by educator preparation programs at Missouri colleges and universities. The APR-EPP is completed by the Missouri Department of Elementary and Secondary Education (DESE) each year and will consist of performance data measured to determine whether or not an individual certification program continues to meet state standards. The report is based upon the Missouri Standards for the Preparation of Educators (MoSPE) Standard 1 Academics, Standard 3 Field and Clinical Experiences, and Standard 4 Candidates. The overall goal of MoSPE and the APR-EPP is to ensure that together we are preparing, developing and supporting educators.The individual APR-EPP and the 2016 Comprehensive Guide to the Annual Performance Report for Educator Preparation Programs are available online.

 

Title II: Higher Education Act
Sections 205 through 208 of Title II of the Higher Education Act (HEA) calls for the accountability for programs that prepare teachers. Educator preparation programs (EPPs) report to the state then report to the U.S. Department of Education. EPPs report annually on:

  • Basic aspects of its teacher preparation program, such as admissions requirements; number of students enrolled by gender, ethnicity and race; required minimum GPA for admission for undergraduate and postgraduate students; assessment information and pass rates; information about supervised clinical experience; the number of students prepared by academic major and subject area; and the number of program completers;
  • Goals for increasing the number of teachers trained in shortage areas and assurances about aspects of teacher training;
  • Approval or accreditation of the teacher preparation program and whether the program is under a designation of “low-performing;”
  • Information about preparing teachers to use technology, to participate as a member of individualized education program teams and to teach students with disabilities or who are limited English proficient

Additional institutional information about the University of Missouri – Kansas City.