CAEP Annual Reporting Measures

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.

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.

Graph 2a.

bar chart

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.

Graph 2b.

bar charts

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

Interview

(n=7)

Themes

Employer answered on specific # candidatesAnswered yesAnswered noComments
Has the employee been promoted?44One employee was twice promoted
Has the employee met employment trajectory or milestones?11
Is the employee employed in high-needs schools?11
Has the employee retained the education position for which they were initially hired or are they in another education role by the same or a different employer?11
Is the employee performing the skills needed and if not, what are the skills missing?331Personal employee disposition on the job interfered with collaboration
Is the employee making an impact on the learning of students/staff/district programs?22
How is the employee performing on the job?2The employee required no prompting to complete tasks.
The employee has excellent technology skills.
The employee is very organized to perform multiple tasks.

Undergraduate (Initial—CAEP 4.3)

A follow-up study is being conducted during the spring 2021 school year.

*N/A Fall 2020.

*Summer 2021 updates to be added.

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:

  • Valuable activities and much needed self-reflection influenced my job performance
  • Community outreach projects were very hands on and realistic to the current needs
  • The internship was the biggest help preparing me
  • I especially think classes that focused on school law, moral and ethical decision making, and instructional leadership were the most helpful as those important components helped to prepare me for a figure role as an administration.

Graph 4a.

bar graph

Undergraduate (CAEP 4.4)

A follow-up study is being conducted during the spring 2021 school year.

*N/A Fall 2020.

*Summer 2021 updates to be added.

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.

Graph 5a

bar graph

Graph 5b.

retention rates

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.

Graph 5c.

teacher education graduation rates

Graduate (Advanced)

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

2019-2020 (5412)
Test 5412Overall
Test Takers
Pass Score 146Median
pass score = 146National313895.70%168
State--WV16592.73%163
Salem WV5889.66%163
2018-2019 (5412)
Test 5412Overall
Test Takers
Pass Score 146Median
pass score = 146National161296.7%167
State--WV19297.40%167
Salem WV6994.20%163
2017-2018 (5411)
Test 5411Overall
Test Takers
Pass Score 146Median
pass score = 141National393297.25%165
State--WV21199.53%163
Salem WV8798.90%162

Graph 6a. Praxis Scores by Category

praxis 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.

Graph 6b.

salem praxis

Graph 6c.

leadership praxis

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 6c.

praxis core test scores

Graph 6d. (*Scores of zero indicate No Test Taken in that year)

content area praxis

Graph 6e.

praxis professional learning

Graph 6f.

PLT category breakdown

Graduate (Advanced)

Graph 7a.

grad skills assessment

Graph 7b.

grad internship data

Undergraduate (Initial)

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.

Graph 7c.

candidates hired percentages

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.

Graph 7d.

teacher skills assessment

Graduate (Advanced)

2015-2017

school default rates

Undergraduate (Initial)

2019-2020

Student loan default rates and other consumer information:

From the latest IPEDS report (six-digit OPE ID is 003820),

  • the default rates for 2017 is 17.2%; 2016 was 17%, and 2015 was 18%.
  • the number in default in 2017 was 81; 2016 was 77, and 2015 was 93.
  • the number in repayment in 2017 was 469; 2016 was 452, and 2015 was 516.

2019-2020

201720162015
Default Rates17.2%17%18%
No. in Default817793
No. In Repayment469452516