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 fully 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 2023, 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)
- CAEP Accountability Measures [2021-2022 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.
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.
1. Completer Impact and Effectiveness
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.
2. Satisfaction of Employers and Stakeholder Involvement
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 2023 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.
- 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 School Year (SY) 2019-2022, we did not have any TEAC meetings during these years. We resumed the TEAC meeting during SY 2022-2023 under the leadership of the new Interim Dean of Education with new committee members from various departments within the College of Staten Island. To promote mutual collaboration and transparency, School of Education shares the accreditation reports as well as relevant data analysis results (e.g., certification exam results) with the Departments of Biology, Chemistry, English, History, Physics, Science, Letters and Society (SLS) and World Languages.
In addition to the TEAC meetings, individual programs have meetings with the departments that offer content courses (e.g., Early Childhood and Childhood Programs with the Science, Letters and Society (SLS); Adolescence Mathematics Education program with the Mathematics Department). Example of such meeting minutes is presented below.
- 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 Clinical Collaborations. Data presented are aligned with the CAEP Component R5.3.
Usually, the PAC meetings are held twice a year. Currently, the School of Education have been revising the Employer Satisfaction Survey and Professional Disposition Assessment.
- Focus Group
To further learn about stakeholders needs, School of Education periodically have focus groups with school administrators who employed multiple Education program completers in recent years.
3. Candidate Competency at Completion
Certification Exam Pass Rates
In New York State, two types of certification exams are required for teacher licensure: Educating All Students (EAS) and Content Specialty Tests (CSTs). As of April 2022, edTPA is no longer required. 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 program completers to take the certification exam 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 (95% or higher) in AY 2020-2022. Teacher candidates are required to take the exam(s) in their specialty area (i.e., CSTs). Among AY 2020-2021 program completers who took the exam, CST pass rates were over 75% in all programs. For AY 2021-2022 program completers, pass rates were over 80% for all programs except Adolescence English Education (75%), Mathematics Education (67%), and Social Studies Education (77%). However, it is important to note that some programs have low rates of program completers attempting the certification exam. School of Education will continue to monitor the certification exam pass rates.
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 the same student teaching evaluation form. Many programs also require program-specific evaluation forms.
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 2019-2021 are unreliable and/or invalid. For AY 2021-2022, program specific analyses were shared with individual programs, and teacher candidates’ strengths and weaknesses have been addressed in Education courses as well as during student teaching/practicum.
Although analysis results vary by program, several rubric dimensions appeared to be a challenge for many candidates across the program. The most significant was “student teacher uses a range of questioning and discussion techniques that elicit higher-order thinking,” and many candidates in different programs scored 2 (Approaches Standard) in two consecutive semesters. This was the case for “student teacher encourages students to explain their thinking and appropriately question the thinking of others” in Fall 2022 as well as for “student teacher plans activities that differentiate instruction to meet individual students’ needs” in Spring 2022. The latter dimension about the differentiation had been a constant challenge for our candidates’ pre-pandemic, and program modifications were made to address this weakness. However, this result revealed that all programs at the School of Education need further program improvements to strengthen teacher candidates’ ability to differentiate instruction. In addition, all programs should make changes to ameliorate teacher candidates’ ability to elicit P-12 students’ higher-order thinking. All the program efforts will be assessed next year using the Student Teaching Evaluation data.
4. Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared
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, 2022 (for AY 2020-2022 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.
Regarding the work status, no significant trends were observed across programs, ethnicity or gender in any school year.
Student Demographics [AY 2021-2022]
Total Enrollment: 779
Graduate Master's: 398
Advanced Certificate/Post-Master’s: 56
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]
For undergraduate programs, graduation rates are above 75% for most programs in SY 2018-2019 and 2019-2020. Undergraduate Social Studies Education program had low graduation rates for both years (60% and 62.5%). World Languages Education in SY 2019-2020 also had low rate (33.3%). For graduate programs, graduation rates were lower in general because the graduate Sequence 2 programs usually takes longer than two years. Among SY 2018-2019 applicants, graduation rates were above 80% in all programs except Special Education Childhood (75%), Childhood Education (64%) and Special Education Adolescence Generalist (64.3%). The analysis by ethnicity revealed that Hispanic/Latinx applicants tend to have lower graduation rates compared to other groups in general. World Languages Education program has the largest Hispanic/Latinx population