Measurement of P-12 Learning and Teaching Effectiveness at Morgan State University
CAEP
Reporting
Measure
1
–
Impact
on
P–12
learning
and
development
and
teaching
effectiveness
One
method
Morgan
State
University’s
EPP
uses
to
measure
P-
12
learning
and
development
and
teaching
effectiveness
in
the
classroom
is
through
the
Maryland
Teacher
and
Principal
Evaluation
Data
(TPE)
.
TPE
measures
student
and
teacher
professional
growth
using
multiple
measures
(
Maryland
State
Department
of
Education,
N.D.
).
The
student-
growth
component
consists
of
measures
from
baseline
to
at
least
one
other
point
in
time
(
Maryland
State
Department
of
Education,
N.D
.
).
The
teacher-
professional-
growth
component
consists
of
planning,
instruction,
and
professional
practice
(
Maryland
State
Department
of
Education,
N.D.
).
A
summative
rating
consisting
of
both
components
is
calculated.
This
calculation
is
used
to
rate
teachers
annually
into
one
of
the
following
categories:
highly
effective,
effective,
developing,
or
ineffective
(
Maryland
State
Department
of
Education,
N.D
.
).
The
Maryland
State
Department
of
Education
public
dataset
reports
the
percent
of
teachers
who
fall
into
each
category
of
effectiveness.
Table
1
reports
the
effectiveness
ratings
in
the
districts
where
most
Morgan
State
University
completers
teach.
Data
on
how
Morgan
State
University
completers
perform
in
relation
to
district
averages
is
under
development
because
Morgan
State
University
is
developing
a
process
to
track
completers.
MSDE no longer
has this data publicly available on its website, so the last publicly available file is in
Table 1:
.404 - File or directory not found. (marylandpublicschools.org)
CAEP
Reporting
Measure
1
–
Impact
on
P–12
learning
and
development
and
teaching
effectiveness
The EPP has applied for funding to conduct a study that will include data related to
CAEP
Reporting
Measure
1–
Impact
on
P–12
learning
and
development
and
teaching effectiveness. The EPP expects to update the website with a description of
this study by December 2024.
Table
1:
CAEP
Measure
1.
Impact
on
P-
12
learning
and
development;
CAEP
Measure
2.
Teaching
Effectiveness
(Initial)
CAEP
Reporting
Measure
2
–
Satisfaction
of
Employers
and
Stakeholder Involvement
(Initial
and
Advance
Programs)
Data
on
the
satisfaction
of
employers
and
stakeholder involvement is
under
development
because
Morgan
State
University
is
developing
a
process
to
combine
initial and advanced
programs’ analyses and reporting methods.
The
EPP
expects
these analyses and
reporting methods
to become
public
by
December 2024
.
CAEP
Reporting
Measure
3
–
Candidate Competency at Completion
(Initial
)
The Title-2 Report is one measure of initial candidates’ competency. There is
a separate link to this report on this website (see below).
CAEP
Reporting
Measure
3
–
Candidate Competency at Completion
(
Advanced
)
Data
on
the candidate competency (advanced program)
is
under
development
because
Morgan
State
University
is
developing
a
process
to
combine
initial
and advanced programs’ analyses and reporting methods.
The
EPP
expects
these analyses and reporting methods
to become
available
to
the
public
by
December 2024
.
Table
2
.
CAEP
Reporting
Measure
4 (Initial)
–
Ability of Completers to Be Hired
The Morgan State University Center for Career Development (CCD) found that 77.8% of
Elementary Education graduates are employed full-time (
Center for Career Development
(morgan.edu)
. The CCD found that frequent employers included the employers listed below
Center for Career Development (morgan.edu
.
Table
3.
CAEP
Reporting
Measure
4 (Initial and Advanced)
–
Ability of Completers to Be
Hired
CAEP
Reporting
Measure
4
–
Ability
of
Completers
to
be
Hired
(
Initial
and Advanced
Programs)
■
Data
on
initial-program and
advanced-
program
completers’
ability
to
be
hired
is
under
development
. The EPP will continue to use the
Center for Career
Development
’s tracking methods; however, the EPP
is
strengthening its
capacity
to capture this data internally
.
Morgan State University's Educator Preparation Program (EPP) utilizes the Maryland Teacher and Principal Evaluation Data (TPE) to measure P-12 learning and teaching effectiveness. The TPE includes student and teacher professional growth components, leading to annual effectiveness ratings for teachers. The EPP is developing methods to track how university completers perform compared to district averages. Additionally, the EPP has applied for funding to conduct a study related to this impact measurement.
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Presentation Transcript
CAEP Reporting Measure 1 Impact on P12 learning and development and teaching effectiveness One method Morgan State University s EPP uses to measure P-12 learning and development and teaching effectiveness in the classroom is through the Maryland Teacher and Principal Evaluation Data (TPE). TPE measures student and teacher professional growth using multiple measures (Maryland State Department of Education, N.D.). The student-growth component consists of measures from baseline to at least one other point in time (Maryland State Department of Education, N.D.). The teacher- professional-growth component consists of planning, instruction, and professional practice (Maryland State Department of Education, N.D.). A summative rating consisting of both components is calculated. This calculation is used to rate teachers annually into one of the following categories: highly effective, effective, developing, or ineffective (Maryland State Department of Education, N.D.). The Maryland State Department of Education public dataset reports the percent of teachers who fall into each category of effectiveness. Table 1 reports the effectiveness ratings in the districts where most Morgan State University completers teach. Data on how Morgan State University completers perform in relation to district averages is under development because Morgan State University is developing a process to track completers. MSDE no longer has this data publicly available on its website, so the last publicly available file is in Table 1: 404 - File or directory not found. (marylandpublicschools.org).
CAEP Reporting Measure 1 Impact on P12 learning and development and teaching effectiveness The EPP has applied for funding to conduct a study that will include data related to CAEP Reporting Measure 1 Impact on P 12 learning and development and teaching effectiveness. The EPP expects to update the website with a description of this study by December 2024.
Table 1: CAEP Measure 1. Impact on P-12 learning and development; CAEP Measure 2. Teaching Effectiveness (Initial) Location Fiscal Year 2020 Fiscal Year 2019 Fiscal Year 2018 Highly Effective + Effective 98% Highly Effective + Effective 96% Highly Effective + Effective 96% All of Maryland Baltimore City 90% 87% 88% 96% 97% 99% Baltimore County Harford 99% 99% 98% Montgomery >95% >95% 95% >95% >95% 94% Prince George s Note: Percentages have been truncated. The Maryland Teacher and Principal Evaluation Data ratings of teachers as either highly effective or effective are reported. This table includes the ratings for all of Maryland and the districts where most of Morgan State University completers teach. Please see Slide 1, which reports how the EPP s use of these measures is still under development.
CAEP Reporting Measure 2 Satisfaction of Employers and Stakeholder Involvement (Initial and Advance Programs) Data on the satisfaction of employers and stakeholder involvement is under development because Morgan State University is developing a process to combine initial and advanced programs analyses and reporting methods. The EPP expects these analyses and reporting methods to become public by December 2024.
CAEP Reporting Measure 3 Candidate Competency at Completion (Initial) The Title-2 Report is one measure of initial candidates competency. There is a separate link to this report on this website (see below).
CAEP Reporting Measure 3 Candidate Competency at Completion (Advanced) Data on the candidate competency (advanced program) is under development because Morgan State University is developing a process to combine initial and advanced programs analyses and reporting methods. The EPP expects these analyses and reporting methods to become available to the public by December 2024.
Table 2. CAEP Reporting Measure 4 (Initial) Ability of Completers to Be Hired The Morgan State University Center for Career Development (CCD) found that 77.8% of Elementary Education graduates are employed full-time (Center for Career Development (morgan.edu). The CCD found that frequent employers included the employers listed below Center for Career Development (morgan.edu. Frequent Employers AF Bridgeport Academy Elementary Mt. Healthy City Schools Baltimore City Public Schools Perry Street Prep PCS Baltimore County Public Schools PG County Public Charter School Franklin Township YMCA Reynoldsburg City Schools Grace Lutheran Church and School Schools of Excellence Costa Rica Montgomery County Public Schools Wheaton Woods Elementary School
Table 3. CAEP Reporting Measure 4 (Initial and Advanced) Ability of Completers to Be Hired Fall 2022 Post-Program Employment Survey (Completers from fall 2019- spring 2022) Summarized Responses Which degree did you earn? Elementary Education: 80% Are you currently teaching and employed in Maryland? Yes: 60% At what school system and school are you currently employed, if applicable? Mode: Prince George s County Public School Have you taken and passed all Praxis II tests required for certification in Maryland (math, science, social studies, reading and pedagogy)? 40% have passed some but not all. Are you currently teaching in a Title 1, TSI, or CSI school in Maryland? No: 60% Are you currently teaching but not employed in Maryland? No: 60% Are you currently employed as a teacher? Yes: 100%
CAEP Reporting Measure 4 Ability of Completers to be Hired (Initial and Advanced Programs) Data on initial-program and advanced-program completers ability to be hired is under development. The EPP will continue to use the Center for Career Development s tracking methods; however, the EPP is strengthening its capacity to capture this data internally.
