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GSU's Counseling Program is CACREP accredited. View the vital statistics report.

CAEP Self-Study 2018

CAEP Addendum 2019 

The Council for the Accreditation of Educator Preparation (CAEP), the accrediting body for Governors State University’s Education Preparation Provider Unit (EPPU), requires EPPUs to disseminate information on the Eight Annual Reporting Measures annually to the public, prospective teacher candidates, policy makers, and the media to provide information on both program outcome and program impact. The CAEP measures with links to supporting evidence for each of these eight measure are as follows:

Impact on Student Learning - is an opportunity for providers, the state, and the candidates themselves, to examine their effect on P-12 student growth. For initial candidates, Impact on Student Learning is measured through a First Year Teaching Survey completed by the school administrator (supervisor) responsible for evaluating the teacher.  

The Survey which is aligned to the Danielson Rubric is designed on a 4-point scale, ranging Excellent - Unsatisfactory.    The demonstrated teaching skills and impact on P-12 students report visualizes the performance of candidates who have completed a program at the institution.  The results below show that all candidates perform at the Excellent and Proficient levels during their first year of teaching. 

Based on 2019-20 data

	EXCELLENT	PROFICIENT	NEEDS IMPROVEMENT	UN SATISFACTORY	TOTAL WEIGHTED	AVERAGE
Ability to plan, including long range and short-range plans.	38.46% 5	61.54% 8			13	3.38
Ability to assess student learning, including formative and summative assessments.	46.15% 6	53.85% 7			13	3.46
Holding high expectations for all learners.	69.23% 9	30.77% 4			13	3.69
Knowledge of content and management of instructional time in the classroom.	46.15% 6	53.85% 7			13	3.46
Ability to monitor student learning and adjust instruction to meet student learning needs.	46.15% 6	53.85% 7			13	3.46
Classroom organization and management.	46.15% 6	53.85% 7			13	3.46
Personal and professional development.	38.46% 5	61.54% 8			13	3.38
Interpersonal relationships with students.	69.23% 9	30.77% 4			13	3.69
Reflective decision-making based on student performance.	46.15% 6	53.85% 7			13	3.46
Ability to work with diverse P-12 students and their families.	61.54% 8	38.46% 5			13	3.62
Collaboration with peers and administration.	61.54% 8	38.46% 5			13	3.62
Ability to impact student learning as evidenced by student data.	30.77% 4	69.23% 9			13	3.31
Overall Satisfaction	69.23% 9	30.77% 4			13	3.69

Impact on Student Learning - is an opportunity for providers, the state, and the candidates themselves, to examine their effect on P-12 student growth. For initial candidates, Impact on Student Learning is measured through the Illinois State Board of Education / Partnership for Educator Preparation ISBE/PEP Impact on Student Learning Data. The demonstrated teaching skills and impact on P-12 students report visualizes the performance evaluations of candidates who have completed a program at the institution and employed in an Illinois, public school.  The advanced candidates’ Impact on Student Learning is measured through the Principal Preparation School Improvement Plan, which includes the development of a strategic plan. It is aligned to identify areas of need.  The percentage of teachers prepared by GSU that meet a minimum of proficiency level is presented in the tables below.

The demonstrated teaching skills and impact on K-12 students report visualizes the performance evaluations of candidates who have completed a program at the institution.

2021

Based on 2019-20 data

Satisfaction of Employers' Milestones – GSU’s EPP demonstrates satisfaction of employers' milestones using measures that result in valid and reliable data and includes employment milestones. The EPP measures the Satisfaction of Employers' Milestones using the Demonstrated Teaching Skills from the ISBE/PEP Report for initial candidates and the Case-Study for the advanced candidate report.  Please note, the case-study report is pending results. The percentage of teacher's level of  performance/satisfaction is presented in the tables below. 

2021

Based on 2019-120 data

Satisfaction of Completers - GSU’s EPP demonstrates satisfaction of completers using measures that result in valid and reliable data that program completers perceive their preparation as relevant to the responsibilities they confront on the job. GSU’s satisfaction of completers is measured through the ISBE Completer Survey for initial candidates. 

The College of Education’s Educational Administration (Principal) Graduate/Completer Survey was administered as a Program requirement to the Educational Administration Candidates upon graduating (Summer 2019).  The results of this Survey will be analyzed, shared, and discussed to make continuous improvement in the Program.   

A summary of the survey results are presented in the tables below.  

2021

Based on 2019-20 data

Advance Completers

The College of Education’s Educational Administration (Principal) Graduate/Completer Survey was administered as a Program requirement to the Educational Administration Candidates upon graduating (Summer 2019).  The results of this Survey will be analyzed, shared, and discussed to make continuous improvement in the Program.  

The summary is based on the questions related to completer satisfaction and program quality. 

Graduation Rates – GSU’s EPP presents the graduation rates through 4-year and 6-year models for Initial and Advanced programs in the tables below. 

2021

Ability of Completers to meet Licensing and State Requirements – GSU’s EPP measures the initial candidates' ability to meet licensing and state requirements through the Title II Report content exam pass rates.  The Title II content pass rate results are meant to hold IHE’s accountable and improve teacher quality.   The advanced completers are also measured through the Illinois Licensure Testing System content pass rate. The content pass rates for initial and advanced completers are presented in the tables below. 

 2021

Based on 2019-20 data

Ability of Completers to be hired in Educational Positions – GSU’s EPP measures the ability of completers to be hired in Educational Positions based on the number of completers meeting the licensure requirements.  Additional information is provided through the ISBE/PEP report to show the number of initial candidates who work in Illinois public schools. The ability of completers who meet the criteria to be hired in an educational position for initial and advanced is presented in the table below.  In addition, the percentage of completers, as indicated in the ISBE/PEP report who work in Illinois public schools, are also presented in the table below.  

2021

Loan Default Rate - GSU's EPP measures the percentages of loans that have been charged off after a prolonged period of missed payments through the federally reported Loan Default Rate for the institution.  The loan default rates for initial and advanced programs are based on the most recently available 2018 Three-Year Cohort Default Rate presented in the table below.

2021