Council for the Accreditation of Educator Preparation (CAEP)

Measure 1: Completer Impact and Effectiveness

Completer Impact in Contributing to P-12 Student-Learning Growth

Completer Effectiveness in Applying Professional Knowledge, Skills, and Dispositions

To assess the effectiveness of our programs, eight observations and evaluations of teacher interns are documented by the Field Director and Chair of the Department.  We also ask cooperating teachers in partner districts to evaluate our students to provide another lens on the interns’ practice.  Evaluators are asked to discuss or send feedback to the intern and the supervisor. 

Qualitative results from the intern observations have indicated that of the 96 observations in 2-2024-2025, there were several themes that emerged.  These themes were discussed with faculty in the Division of Education and were used for program improvement. The themes that emerged from the observations include the following points:  Lack of preparation for lesson planning and implementation in the classroom, lack of knowledge of resources to enhance lesson planning and better engage students, punctuality, and linking assessments with thinking/learning, rather than memorization.  

Miles College has ordered the CPAST evaluation from The Ohio State University to use beginning in fall 2025.  Training on the CPAST will occur in June 2025.

Current Observation Document

Miles College Division of Education began with the INTASC Dispositions survey in fall, 2024.  Factor analysis was utilized to create and design an aggregate measure, categorizing 25 selected indicators into the Teacher Candidate Disposition Assessment (TCDA).  An assessment of dispositions on teacher candidates begins in two courses prior to the internship, ED 209 and ED 319.  Additionally, teacher candidates are assessed in the internship at the end of each 8-week placement, using numerical indicators from the cooperating teacher, supervising teacher, and self-assessment.  The numerical indicators are:

4 points-Exceed Expectations

3 points-Meets Expectations

2 points-Emerging

1 point-Developing

(a) Completer Impact in Contributing to P-12 Student-Learning Growth Link ALSDE Educator Preparation Dashboard 2024-2025

https://alsde-ce.hoonuit.com/Dashboard/dashboard/494

Completer Effectiveness in Applying Professional Knowledge, Skills, and Dispositions

Miles College implemented the use of the Candidate Preservice Assessment of Student Teaching (CPAST) evaluation from The Ohio State University in fall, 2025. Training on the CPAST occurs each semester for cooperating teachers and yearly for the internship supervisor. CPAST meetings are held at midterm and final points in the internship placement to provide triangulation of quantitative data on each intern.

To assess effectiveness of our programs, eight observations and evaluations of teacher interns are documented by the Chair of the Department/Internship Supervisor each semester. Along with the internship supervisor, cooperating teachers in partner districts are asked to evaluate and interns to self-evaluate, providing triangulation on the interns’ practice and effectiveness. Cooperating teachers are asked to discuss or send feedback to the intern and the supervisor.

Dispositions of Candidates Miles College Division of Education began using the INTASC Dispositions survey in fall, 2024. Factor analysis was utilized to create and design an aggregate measure, categorizing 25 selected indicators into the Teacher Candidate Disposition Assessment (TCDA). An assessment of dispositions on teacher candidates began in two courses prior to the internship, ED 209 and ED 319. The numerical indicators were: 

4 points-Exceed Expectations 
3 points-Meets Expectations 
2 points-Emerging
1 point-Developing 

Beginning in fall, 2025, the Division of Education began using the dispositional categories on the Pre-CPAST during field experiences in the senior year and the CPAST during internship placements. Pre-CPAST and CPAST assessment documents cannot be posted on any website. Data from the Pre-CPAST and CPAST will be posted in next year’s report.

 Qualitative results from the intern observations have indicated that of the 96 observations in 2024-2025, there were several themes that emerged. These themes were discussed with faculty in the Division of Education and were used for program improvement. The themes that emerged from the internship observations included the following points: Lack of resources to enhance lesson planning and better engage students, punctuality, and linking assessments with thinking/learning, rather than memorization. 

Education faculty are working to expand the information gathered from students, cooperating teachers, external stakeholders, education faculty, and administration, by developing surveys that will provide a broader view of the education program to be used for program improvement. Students are invited monthly to participate in Talk about It Tuesdays where they can ask questions and provide feedback on program information. During the 24- 25 academic year, faculty participated in shared decision-making regarding program needs. A list of external stakeholders was created to use for validation of assessments and feedback on program improvement, based on data. Administration uses data to evaluate program viability and sustainability based on current trends in education.