Drury University SECD Reporting Measures
Drury University School of Education & Child Development (SECD) is currently accredited by the Missouri Department of Elementary and Secondary Education (DESE), the National Council for Accreditation of Teacher Education (NCATE), and regionally accredited through the Higher Learning Commission. The SECD will be seeking national accreditation through the Council for the Accreditation of Educator Preparation (CAEP) in the Fall of 2020. CAEP requires educator preparation programs to provide outcome data that can be shared widely. The resources shared below will provide evidence of our annual measures.
Impact on Student Learning and Development
Plans for collecting data in progress
Observations of Teaching Effectiveness
First-Year Teacher Survey- Principal Response results reflecting their impression of the overall quality of the professional education program their teacher completed.
Employer Satisfaction and Employment Rate
Since 2007, DESE in collaboration with the University of Missouri’s Office of Social and Economic Data Analysis (OSEDA), has administered an annual survey of first-year teachers in Missouri public schools. Also since 2007, a companion survey of employers of first-year teachers – typically their principals – has been administered. Together, the two surveys form a statewide data collection effort known widely as the First-Year Teacher Survey. The first-year surveys were redesigned for the 2015 administration.
Each year, the Missouri Department of Elementary and Secondary Education provides information on district employees employed in Missouri public schools to the teacher education program in which they were prepared. These data allow us to track our completers’ persistence in the profession in Missouri public schools.
Since 2007, DESE in collaboration with the University of Missouri's Office of Social and Economic Data Analysis (OSEDA), has administered an annual survey of first-year teachers in Missouri public schools. Also since 2007, a companion survey of employers of first-year teachers – typically their principals – has been administered. Together, the two surveys form a statewide data collection effort known widely as the First-Year Teacher Survey. The first-year surveys were redesigned for the 2015 administration.
Graduation & Retention Rates
Beginning September 2014, candidates seeking educator certification in Missouri are required to achieve a passing score on the appropriate Missouri Content Assessments (MoCA). Effective August 31, 2014, the Praxis II series was no longer used for Missouri educator certification candidates. The MoCA is a measure of teacher candidates’ content knowledge specific to the area in which each is seeking certification. The assessments are aligned with state and national standards, and may include several subtests.
Consumer Information, Including Loan Default Rate
Missouri Annual Performance Report The Missouri Annual Performance Report for Educator Preparation Programs (APR-EPPs) is based on five-years of reporting by educator preparation programs at Missouri colleges and universities. The APR-EPP is completed by the Missouri Department of Elementary and Secondary Education (DESE) each year and will consist of performance data measured to determine whether an individual certification program continues to meet state standards. The report is based upon the Missouri Standards for the Preparation of Educators (MoSPE) Standard 1 Academics, Standard 3 Field and Clinical Experiences, and Standard 4 Candidates. The overall goal of MoSPE and the APR-EPP is to ensure that together we are preparing, developing and supporting educators. The individual APR-EPP and the 2017 Comprehensive Guide to the Annual Performance Report for Educator Preparation Programs are available online.
Title II: Higher Education Act Sections 205 through 208 of Title II of the Higher Education Act (HEA) calls for the accountability for programs that prepare teachers. Educator preparation programs (EPPs) report to the state then report to the U.S. Department of Education. EPPs report annually on:
- Basic aspects of its teacher preparation program, such as admissions requirements; number of students enrolled by gender, ethnicity and race; required minimum GPA for admission for undergraduate and postgraduate students; assessment information and pass rates; information about supervised clinical experience; the number of students prepared by academic major and subject area; and the number of program completers;
- Goals for increasing the number of teachers trained in shortage areas and assurances about aspects of teacher training;
- Approval or accreditation of the teacher preparation program and whether the program is under a designation of “low-performing;”
- Information about preparing teachers to use technology, to participate as a member of individualized education program teams and to teach students with disabilities or who are limited English proficient
Additional institutional information about Drury University: