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Assessment and Accreditation

The College of Staten Island's School of Education is Recognized for National Excellence in Teacher Preparation

The Education programs at the School of Education, College of Staten Island are accredited by the Council for the Accreditation of Educator Preparation (CAEP) in 2019. Our next CAEP Site Visit will be in Spring 2024.

As of April 2022, the following programs are also nationally recognized by the Specialized Professional Associations (SPAs):

  • Adolescence English Education (undergraduate & graduate)
  • Adolescence Mathematics Education (undergraduate & graduate)
  • Adolescence Social Studies Education (undergraduate & graduate)
  • Adolescence Biology Education (undergraduate & graduate)
  • Adolescence World Languages [Spanish/Italian] Education (undergraduate)
  • Early Childhood Education (undergraduate)
  • Special Education Childhood (graduate Sequence 1 & 2)
  • Special Education Adolescence Generalist (graduate Sequence 1 & 2)
  • Teaching English to Speakers of Other Languages (graduate & Post-Master’s Advanced Certificate)
  • Educational Leadership (Post-Master’s, School Building Leader & School District Leader)

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CAEP Accountability Measures [2020-2021 Academic Year]

 

The School of Education at the College of Staten Island has been making continuous effort to improve our educator preparation programs by making data-driven decisions to modify programs. To improve the transparency of this process, we share the CAEP Accountability Measures with the public.

 

Impact Measures Outcome Measures
Measure 1. Completer effectiveness and Impact on P-12 learning and development (Component R4.1) Measure 3. Candidate competency at program completion (Component R3.3)
Measure 2. Satisfaction of employers and stakeholder involvement (Components R4.2, R5.3) Measure 4. Ability of completers to be hired in education positions for which they have prepared.

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

 

  • Measures of Student Learning (MOSL) Scores

The New York City Department of Education (NYCDOE) utilizes the Advance system to evaluate the performance of teachers. This system comprises Measures of Teacher Practice (MOTP) and Measures of Student Learning (MOSL). For details about this system, see Advance Guide for Educators (2019-2020). Further information about teacher evaluation system in NYC is available at “Teacher Evaluation” page on the United Federation of Teachers (UFT) website.

 

The School of Education had planned to measure program completers’ impact on P-12 student learning growth through MOSL scores. However, due to the COVID-19 pandemic and subsequent changes in learning modality, the data are not currently available. The data for this measure are expected to be available for School Year 2021-2022. Data are expected to be aligned with the CAEP Component R4.1.

 

Completer Effectiveness in Applying Professional Knowledge, Skills, and Dispositions

 

  • Measures of Teacher Practice (MOTP) Scores

The School of Education had planned to measure program completers’ effectiveness in applying professional knowledge, skills and dispositions through MOTP scores. However, due to the COVID-19 pandemic and subsequent changes in learning modality, the data are not currently available. The data for this measure are expected to be available for School Year 2021-2022. Data are expected to be aligned with the CAEP Component R4.1.

 

  • Program Completer Satisfaction Survey

Program completers’ effectiveness in applying professional knowledge, skills and dispositions by their own assessment was assessed through the Completer Satisfaction Survey. Every three years, the School of Education administers the program completer satisfaction survey to those who are in their first to third years after graduation. The most recent program completer satisfaction survey was conducted during the Spring 2020 semester. We are making continuous efforts to increase the response rate for the program completer satisfaction survey. Data presented below are aligned with the CAEP Component R4.1. Full Program Completer Satisfaction survey items can found here.

 

Survey result indicated that most program completers (over 95%) of the School of Education, College of Staten Island are in general satisfied with their experiences in the programs to prepare them in applying the knowledge, skills, and dispositions. Specifically, many completers (over 75%) reported that their preparation was highly effective in the following areas: understanding diversity, creating inclusive learning environments, and demonstrating professional dispositions. In contrast, more than 15% of the completers reported that their preparation was ineffective in terms of collaborating with families, colleagues, other school professionals, and community members. This result will be discussed at the Assessment Committee meeting, and program- and/or school-wide modification to address the issue will be made once learning modality becomes stable in P-12 schools. Full Program Completer Satisfaction survey results can be found here. Although the results are not disaggregated by ethnicity or gender for the currently available data, future surveys will include such information.

Satisfaction of Employers

  • Employer Satisfaction Survey

Every three years, the School of Education administers the employer satisfaction survey to all p-12 schools that accepted student teachers over the past three years. The most recent survey was conducted during the Spring 2019 semester. We are making continuous efforts to increase the response rate for the survey. Survey items are aligned with the CAEP Component R4.2. Full Employer Satisfaction Survey items are here.

Survey results indicated that all employers find the program completers of the School of Education, College of Staten Island capable in applying the knowledge, skills, and dispositions to have a positive impact on all learners. Specifically, most employers (over 95%) reported that our teacher candidate preparation was effective (i.e., highly effective or somewhat effective) in the following areas: understanding individual differences, integrating appropriate technology in learning experiences and assessments, demonstrating professional dispositions, and understanding the expectations of the profession. It is important to note, however, that response rate of “highly effective” was particularly lower in the areas that address diversity. The School of Education will continue making program improvements to better prepare teacher candidates understand and promote diversity in P-12 classrooms. Full Employer Satisfaction Survey results are here. Although the results are not disaggregated by ethnicity or gender for the currently available data, future surveys will include such information.

 

Stakeholder Input

  • Teacher Education Advisory Council (TEAC)

Teacher Education Advisory Council (TEAC) at the School of Education, College of Staten Island is led by the Dean of Education. Data presented are aligned with the CAEP Component R5.3.

With the absence of the Dean of Education during AY 2019-2021, we did not have any TEAC meetings during these years. We are planning to resume the TEAC meeting in Fall 2022 under the leadership of the new Interim Dean of Education.

TEAC Meeting Minutes (AY 2018-2019)

 

  • Partnership Advisory Committee Meeting (PAC)

Partnership Advisory Committee Meeting (PAC) at the School of Education, College of Staten Island is led by the Director of Fieldwork. Data presented are aligned with the CAEP Component R5.3.

Usually, the PAC meetings are held twice a year.

Certification Exam Pass Rates

In New York State, there are three types of certification exams required for teacher licensure: Educating All Students (EAS), Content Specialty Tests (CSTs), and edTPA. For school administrators, NYS School Leadership Assessments (School Building Leader and School District Leader) are required. Due to the COVID-19 pandemic, New York State Teacher Certification Exam (NYSTCE) test centers were closed, or the number of available seats were limited in AY 2019-2021.

For further information about teacher licensure requirements, see New York State Education Department Office of Teaching Initiatives.

No programs at the School of Education require taking the certification exam(s) to graduate. Therefore, not all program completers take the exam(s) within one year of their program completion; the pass rates of the EAS, which is the exam required for all types of teaching certification, were satisfactory (97% or higher) in AY 2019-2021. Teacher candidates are required to take the exam(s) in their specialty area (i.e., CSTs). Among AY 2018-2019 program completers who took the exam, CST pass rates were over 80% in all programs. For AY 2019-2020 program completers, pass rates varied, which may be due to the impact of the pandemic. For the initial teaching certificate, edTPA (proprietary measure) is also required; however, teacher candidates were given an option to take the Assessment of Teaching Skills -Written (ATS-W) instead of edTPA during the pandemic. Therefore, the pass rates were calculated accordingly. For AY 2019-2020 completers, pass rates were 90% or higher; for AY 2020-2021 completers, varied, which may be due to the impact of the pandemic. School of Education will continue to monitor the certification exam pass rates.

EAS & CST Results (AY 2019-2021 program completers)

edTPA & ATS-W Results (AY 2019-2021 program completers)

SLA Results (AY 2019-2021 program completers)

Student Teaching Evaluation Results

All teacher candidates at the School of Education receive a summative evaluation of their student teaching/practicum performance by their college supervisors and cooperating teachers using a common student teaching evaluation form. Many programs also require program-specific evaluation form.

Due to frequent interruptions and changes in teaching mode during the COVID-19 pandemic, the School of Education determined that the student teaching evaluation data during AY 2019-2022 are unreliable or invalid. We are planning to share the data starting AY 2022-2023.

Program Completer Work Status

Every May, the School of Education receives data from the New York City Department of Education about the employment status of recent program completers.

Available data below are as of October 31, 2019 (for AY 2018-2019 completers) and as of October 31, 2021 (for AY 2019-2021 completers) respectively. The number indicated in Employed as Teacher section DOES NOT include program completers working in independent schools or any schools outside of New York City. Employed as Teacher is defined as working full-time as a teacher of record, a long-term full-time substitute teacher, or a school administrator.


Student Demographics [AY 2020-2021]

Total Enrollment: 744

Undergraduate: 265

Graduate: 422

Advanced Certificate/Post-Master’s: 57

Further details about the College’s institutional profile including student and faculty demographics are available at the College of Staten Island Institutional Profile page at the Office of Institutional Research.


Admission and Graduation Rates [2018-2020 Admissions]

 

Admission and Graduation Data by Ethnicity and Gender

Admission and Graduation Data by Program