Undergraduate (Initial Only)---
A follow-up study is being conducted during the spring 2021 school year.
*N/A Fall 2020.
*Summer 2021 updates to be added.
Predictive data include gathering student scores and progress measures during the residency. The resident designs and teaches a learning unit upon which then collects student performance data and provides analysis to the student data looking for improvement in learning. The data presented here is from learners under the tutelage of the resident indicating improvement in their learning.
Undergraduate (Initial only)—
Completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve.
Predictive data includes teacher performance impact data. Residents complete reflection and their impact on K12 learning through a teacher performance assessment (TPA). On a scale of 1 to 4 (1=unacceptable and 4=exceeds target), residents demonstrate knowledge how students are affected in learning by their design of units and lessons for the K12 learner. The resident also demonstrates acceptable performance levels in alignment of student goals to teaching to analyze student learning progress.
Predictive data indicate residents are prepared to apply knowledge to the West Virginia Professional Teaching Standards. After completion of a year-long residency, formally the student teaching internship, partner school site supervisors provide feedback on the ability of the residents’ capacity to perform as a teacher. On a scale of 1 to 5 (1=strongly disagree and 5=strongly agree), supervisors state residents have the knowledge to demonstrate and perform their teaching responsibilities accordingly to instructional delivery in their content. To do this, residents must also understand the diversity of their students and reflect on their students developmental needs to improve learning. These residents further align the learning experiences to aspects of their partner school mission.
Graduate (Advanced: A.4.1)
To track employer satisfaction, Salem collects data through interview and survey collection. The table provides a count regarding employer satisfaction and perceptions on how the employee was prepared for the job.
Table 1: Interview (2020) Employer Themes tracked from 2020 Interviews
Undergraduate (Initial—CAEP 4.3)
Graduate (Advanced A.4.2)
On a scale of 1 to 5 (1=strongly disagree and 5=strongly agree), student survey data indicate completers perceive their preparation was sufficient and have the knowledge and ability to promote the success of all students in their school building and within the district.
Survey comments from completers working in their respective leadership positions include:
Undergraduate (CAEP 4.4)
Graduate (Advanced Level)
Graduation rates for leadership candidates in principal and superintendent studies are reviewed on an annual academic basis from the end of August to the beginning of September each year. Percentages of graduation and retention rates are shown below for the past 3 years. Each graduation rate improves when the retention numbers showcase a student graduation. It is reasonable to see low graduation rates in the current 2019-2020 year because that cohort of students may still be completing coursework.
Undergraduate (Initial Levels)
Undergraduate candidates progress through a 4 year program, including a residency during their senior year. Graduation requirements include assessment testing. The last 3 year percentage rates for Salem graduates of the Teacher Education programs are illustrated in Graph 5c. It is noted in the years 2018 and 2019, Salem did not admit Health Education students and therefore had no completers. There are no current graduates in the Social Studies program for the year 2019-2020. The Biology Teacher Education program and English Education program have admitted students and are on track to complete graduation requirements in 2023 and 2022 respectively.
Leadership candidates Praxis testing assessment is required for graduation and licensure for administration in West Virginia. Categories apply knowledge to I. Strategic Leadership, II. Instructional Leadership, III. Climate and Cultural Leadership, IV. Ethical Leadership, V. Organizational Leadership, and VI. Community Engagement Leadership in testing exam #5412. National and state percentage comparisons are shown in Table 6a and in Graph 6a, 6b and 6c.
Table 6a. Praxis Testing
Graph 6a. Praxis Scores by Category
Categories apply knowledge to I. Strategic Leadership, II. Instructional Leadership, III. Climate and Cultural Leadership, IV. Ethical Leadership, V. Organizational Leadership, and VI. Community Engagement Leadership in testing exam #5412.
As indicated, the undergraduate Teacher Education program includes assessment testing as a requirement in graduation and in West Virginia licensure. The Praxis CORE testing skills identify professional skills in reading, writing and math. West Virginia licensure requires pass rates for teacher education in CORE as well as in the content area they wish to teach and pass rates with the Principles of Learning and Teaching (PLT) Praxis exam. Salem Teacher Education candidate average scores are represented in the Graph #6c, 6d, and 6e respectively.
Graph 6d. (*Scores of zero indicate No Test Taken in that year)
PLT category breakdown
Candidates have been hired for the positions for which they have been prepared. At this time, no hires are indicated for Biology, English and Health Education as these preparation programs are in process of preparing candidates for residency and future hire.
Teacher Education candidates self-assess their learning and application of five (5) dispositions necessary for implemented in teaching practices. Their school site supervisors also provide predictive dispositions of candidates that are illustrated in Graph 7c.
Student loan default rates and other consumer information:
From the latest IPEDS report (six-digit OPE ID is 003820),
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