The Professional Education Unit (PEU) at Drury University, which is made up of the School of Education and Child Development (SECD) faculty, staff, and administrators, and all other full and part-time faculty contributing to the preparation of teachers, has been approved by the Council for the Accreditation of Educator Preparation (CAEP) as of April 26, 2021.
All programs leading to teacher certification at the initial and advanced levels have been approved by the Missouri Department of Elementary and Secondary Education (DESE).
(CAEP component 4.1)
We are working on securing a data-sharing Memorandum of Understanding with local school districts that employ several Drury University SECD completers to provide us with data regarding their impact on P-12 learning and development. Of the districts we reached out to, the Lebanon School District was the only one to provide us with data specific to our completers. The data is linked below. The Drury SECD is continuing to reach out to school districts to obtain further data regarding our completers.
(CAEP component 4.2)
The First-Year Teacher Survey, collected by Missouri’s Department of Elementary and Secondary Education (DESE) and The University of Missouri’s Office of Social and Economic Data Analysis (OSEDA), is completed by the teacher’s principal reflecting their impression of the overall quality of the educator preparation program their teacher completed. The link below shows the average ratings of Drury completers and other Missouri completers from 2017 to 2019.
(CAEP component 4.3)
The following set-of-data reflects employer satisfaction with the Drury University School of Education and Child Development graduates based on their ability to meet the nine Missouri Teaching Standards.
The data above comes from the DESE First-Year Teacher Survey, assessed by the principals of Drury first-year teachers. On November 5th, 2019, the Drury SECD sent out a survey to collect data regarding our completer’s placement and milestones. The survey was sent to completers from 2017 through 2019 who had no contact restrictions. Of the 160 eligible to receive the survey, 45 responded, resulting in a response rate of 28%.
(CAEP component 4.4)
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. 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 document below displays the responses of first-year, Drury teachers over the past three years.
(CAEP outcome measure 5)
The following data was collected by the Drury University School of Education and Child Development, spanning from 2017 through 2019.
(CAEP outcome measure 6)
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 2018 Comprehensive Guide to the Annual Performance Report for Educator Preparation Programs are available online.
* Publicly-accessible APR Report for 2020 is Suspended due to COVID-19 and Publicly-accessible APR Report for 2021 is a work in progress
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:
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.
(CAEP outcome measure 7)
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. This data allows Drury SECD to track completers’ persistence in the profession in Missouri public schools. Drury also uses completer exit surveys as well as alumni surveys to provide the SECD with updated information.
*Drury has not received placement data from DESE for the 2020-2021 academic year.
(CAEP outcome measure 8)
Additional institutional information about Drury University:
Drury Alternative Track to Special Education (DATSE)
To prepare the best educators for diverse 21st Century learning environments.
The School of Education and Child Development is a collaborative learning environment that is committed to excellence in teaching and learning to transform local and global communities.
These belief statements reflect the Interstate Teacher Assessment and Support Consortium (InTASC) standards, Goodlad’s postulates for reform of teacher education (1990), the standards of the Council for the Accreditation of Educator Preparation, Comer’s model for School Development, and current research and best practices for teacher education. They represent the fundamental convictions and values of the faculty of the Drury University School of Education and Child Development. They set the foundation for the development of program purposes, procedures, and assessments of standards related to the teacher education program.
Additional Belief Statements:
Updated January 2, 2020