Impact of P-12 Learning and Development (CAEP 4.1)
edTPA Scores by Program 2019-2020
Unavailable this year.
State Surveys of Pre-Service Teachers 2019-2020
*No survey data available.
Indicators of Teacher Effectiveness (CAEP 4.2)
We do know that 100% of our first year Resident Educators persisted to the next level between 2016 and 2019. Evidence also shows that 100% persisted from the second to third year in 2016 and 2017 and that 97.1% persisted in 2018. Data is not available for 2019. One hundred percent of Resident Educators in their third year persisted in 2016-2017 with no data available for 2018 or 2019; and finally, 100% completed in 2016 with no data available for the years between 2017 and 2019. This, we believe, is solid evidence of the effectiveness of our teacher candidates once they enter the workforce.
Satisfaction of Employers (CAEP 4.3)
Satisfaction of Completers (CAEP 4.4)
The division scored above average in the following areas to prepare completers to
- Differentiate instruction
- Work with families and caregivers
- Understand students’ diverse cultures, language skills, and experiences
- Understand Ohio Licensure Program requirements
- Understand Ohio Operating Standards
- Understand requirements for the Resident Educator program
- Understand Value-Added measurements
Areas that completers noted that need improvement include the preparation of completers to
- Use technology to enhance teaching and student learning
- Collaborate with community leaders
- Work with diverse peers, teachers, and faculty
In response to the areas of need, the division has created a Maker Space and teacher demonstration classroom that provide candidates with access to a Smartboard, document viewer, video camera with green screen, computers, a 3-D printer and 3-D printer pens, two laminators, a die cutter, and manipulatives for math and reading instruction that should give candidates a beginning foundation for using technology in their classrooms.
The division has a Facebook page and a Twitter account that provide updates on candidates and completers, promote teachers’ fairs and job openings, broadcast news concerning education on all levels, and share instructional strategies.
There are plans to provide more community resources so that candidates can learn how to work collaboratively with local businesses and politicians to affect change in schools.
Diversity in the teacher workforce can be challenging given the propensity of White females in the schools. Notre Dame College works with Educators Rising groups from local high schools to recruit a more diverse candidate pool and seeks to find placements with diverse educators when placing candidates in the field. The division has just begun an initiative this year to create a more diverse, equitable, and inclusive environment for our candidates, on campus and off.
A recent Survey Monkey of a random sample of completers indicated that they felt that the Division of Professional Education gave them a sound foundation for being effective teachers in their classrooms. There are plans to conduct more of these surveys to gather important data that may not be provided by state surveys.
Graduation Rates and Title II Reports
Ability of Completers to Meet Licensing Requirements and Additional State Requirements
Table I shows the 2019-2020 pass rate data for the Ohio Assessments for Educators tests in early childhood, special education, elementary education, educational leadership, and reading. There were not enough tests taken in middle childhood or adolescent/young adult education tests to provide a statistical analysis.
Licensure reports provide information concerning the number of licenses that were granted in the 2019-2020 academic year. Beginning in March of 2020, the state of Ohio allowed candidates to earn temporary licenses because of the number of licensure test sites that were closed. Candidates who received a temporary license will be allowed to re-apply for their Resident Educator license as soon as they are able to take and pass the requisite Ohio Assessments for Educators.
|Early Childhood Professional Knowledge||100%||93%|
|Early Childhood Content||73%||91%|
|Multi-Age K-12 Professional Knowledge (MMIS)||76%||91%|
|Special Education Content||79%||87%|
|Foundations of Reading||82%||82%|
|Elementary Education (4/5 Endorsement), Subtest I||92%||86%|
|Elementary Education (4/5 Endorsement), Subtest II||69%||76%|
|Reading Subtest I (Reading Endorsement)||88%||87%|
|Reading Subtest II (Reading Endorsement)||100%||97%|
Ability of Completers to be Hired in Education Positions for Which They Have Prepared
Student Loan Default Rates and Other Consumer Information
Faculty and staff at Notre Dame College are central to the personal attention and caring heart of our student learning environment; the esteem and accomplishment of our higher education model; and the warmth, collaboration and economic impact of our workplace.
Members of Pi Lambda Theta,
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