2021-2022 Academic Year
Trisha Kay Schock Memorial Scholarship Recipients
Impact of P-12 Learning and Development (CAEP 4.1)
CPAST Scores by Program 2020-2021
Unavailable this year.
*The surveys of pre-service teachers are administered during candidates’ clinical internship. Each candidate rates the effectiveness of the Division of Professional Education in satisfactorily meeting their needs so that they can be effective teachers. There was incomplete data for the 2019-2020 school year due to the disruption of the pandemic; therefore, it is impossible to report on the results of this survey this year.
Indicators of Teacher Effectiveness (CAEP 4.2)
Evidence of teacher effectiveness of Notre Dame College completers comes from several sources. State data includes Value-Added Measurements, Ohio Teacher Evaluation System scores, and state report cards for the schools in which completers work; however, due to state mandate during the pandemic, this information is not available for this year.
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)
The Ohio Board of Higher Education did not send Employer Surveys to principals, but a Qualtrics Survey designed by a number of Educator Preparation Programs throughout Ohio that was sent last year did not yield any results. According to information from the state concerning Ohio EPP Program Completers from Notre Dame College who persisted at their jobs last year, 100% of the completers persisted and were succeeding in their Resident Educator Programs. The Advisory Board of the Division of Professional Education reported that completers were succeeding at teaching academic skills to P-12 students in public, private, charter, and parochial schools; however, they reported that candidates will need to develop strong skills in working with students’ social-emotional needs that have increased since the COVID pandemic.
Satisfaction of Completers (CAEP 4.4)
While the state surveys of completers did not yield enough data for each licensure area, there was sufficient evidence overall to report completers’ satisfaction with the Division of Professional Education.
The division scored at or above the state average in the following areas to prepare completers to:
- Understand the importance of linking interdisciplinary experiences
- Apply knowledge of how students learn, to inform instruction.
- Differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities, and at-risk students.
- Understand the importance of communication with families and caregivers.
- Understand students’ diverse cultures, language skills, and experiences.
- Have knowledge of the Ohio Licensure Program standards for my discipline (e.g. NAEYC, CEC, NCTM).
- Have knowledge of the operation of Ohio schools as delineated in the Ohio Department of Education School Operating Standards.
- Have knowledge of the requirements for the Resident Educator License.
- Have knowledge of the Ohio Standards for Professional Development.
- Have university supervisors who supported me through observation and conferences (face-to-face or via electronic media).
- Have advising to facilitate progression to program completion.
Areas that completers noted that need improvement include the preparation of completers to:
- Have high levels of knowledge of the academic content I teach
- Use technology to enhance teaching and learning
- Engage in a variety of settings (due to COVID pandemic)
- Work with diverse teachers, faculty, and peers
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 provide 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. Using guidelines and materials from CAEP, the division is tasked with upgrading the teaching of technology to enhance teaching and learning. A strategic plan is in place for this project.
Since more area schools are opening their doors to teacher candidates, our students will have more opportunities to experience classrooms with diverse teachers and students in the 2022-2023 academic year.
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 Notre Dame campus provides opportunities for experiences with diverse community members through clubs such as Women’s ID, an LGBTQ club, and an Educators Rising Collegiate club that attracts diverse candidates in the division.
Graduation Rates and Title II Reports
Ability of Completers to Meet Licensing Requirements and Additional State Requirements
The state of Ohio was not able to conduct the traditional assessments for Resident Educators in 2020; however, available data for RESA educators will be available in 2021.
Table I shows the 2020-2021 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.
Results from the assessments are analyzed by the full-time faculty members of the division in terms of a content domain analysis so that adjustments in the curriculum can be made to better prepare candidates for the tests. We realize that the past year’s assessments reflect the disruptions of the COVID-19 pandemic, but the division will nevertheless make revisions according to candidates’ needs.
Licensure reports provide information concerning the number of licenses that were granted in the 2020-2021 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||96%||92%|
|Early Childhood P-3 Content||85%||92%|
|Early Childhood P-5 Content Subtest I||95%||85%|
|Early Childhood P-5 Content Subtest II||75%||75%|
|Multi-Age K-12 Professional Knowledge (MMIS)||83%||92%|
|Special Education Content||89%||86%|
|Foundations of Reading||78%||85%|
|Reading Subtest I (Reading Endorsement)||85%||96%|
|Reading Subtest II (Reading Endorsement)||96%||96%|
In 2020-2021, 100% of completers met the state requirements for the Resident Educator Program.
Ability of Completers to be Hired in Education Positions for Which They Have Prepared
State data from 2020-2021 are not available for this portion of the report. Incomplete data from previous years indicates that a majority of completers were able to find positions in public schools. Many of Notre Dame’s teacher candidates go to work in charter schools and parochial schools where data is incomplete.
A survey of completers for 2020-2021 resulted in a response rate of 53%. From that information, three candidates found teaching positions in the Raleigh, NC ,and Las Vegas, NV, school districts and a number were hired in the schools in which they student taught in the Cleveland area last year. These placements included public, parochial and charter schools. Several completers were hired by charter schools in Akron, OH.
Student Loan Default Rates and Other Consumer Information
Educational Leadership Accreditation
The Advanced Program in Educational Leadership on the graduate level has been approved and fully accredited by the Council for the Accreditation of Educator Preparation. This is the first time that the program has had to undergo accreditation, and accreditation is an important landmark in the history of the graduate program in Education.
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,
Notre Dame College
Notre Dame College has appointed its first formal diversity officer and has updated its diversity mission statement. Sandra Golden, Ph.D., associate professor in the College’s division of professional education, begins the new position of director of Diversity, Equity...
A Notre Dame College education faculty member has been nationally recognized by the International Literacy Association (ILA), the world’s premier literacy organization with chapters around the globe Sue E. Corbin, Ph.D., professor and chair of the Division of...
Notre Dame College is proud to offer a selection of top-ranked, career-driven degree programs designed to enhance professional potential. The College is dedicated to supporting all students who choose Notre Dame programs to pursue knowledge and growth, which is why...