{"id":4266,"date":"2024-06-25T16:39:45","date_gmt":"2024-06-25T16:39:45","guid":{"rendered":"https:\/\/home.hamptonu.edu\/libarts\/?page_id=4266"},"modified":"2024-09-27T13:08:27","modified_gmt":"2024-09-27T13:08:27","slug":"completer-effectiveness","status":"publish","type":"page","link":"https:\/\/home.hamptonu.edu\/libarts\/education\/accreditation\/completer-effectiveness\/","title":{"rendered":"Completer Effectiveness"},"content":{"rendered":"\t\t
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CAEP Accreditation - Department of Education<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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<\/i><\/span><\/span>Education Accreditation Menu<\/span><\/div>

Home<\/a><\/strong><\/p>

Measure 1:\u00a0Completer effectiveness<\/a><\/strong><\/p>

Measure 2: Satisfaction of employers and stakeholder involvement<\/a><\/strong><\/p>

Measure 3: Candidate competency at completion<\/a><\/strong><\/p>

Measure 4: Ability of completers to be hired<\/a><\/strong><\/p>

Soliciting Third-Party Comments<\/a><\/strong><\/p><\/div>\n <\/div><\/div>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Completer Effectiveness\u200b<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Measure 1:<\/strong>
\nThe EPP demonstrates through the Completer Survey that candidates have an impact on P-12 students.<\/em> This evaluation is also aligned to the Virginia Standards for the Professional Practice of Teachers (VA Standards) and to the Hampton University Department of Education Specific Intended Learning Outcomes (HU DOE SILO), and InTASC (Interstate Teacher Assessment and Support Consortium).\u00a0 The Completer Impact Survey is administered to program completers to demonstrate that they have a positive impact on P-12 students\u2019 academic achievement.\u00a0 The completers demonstrate their abilities to apply professional knowledge, skills, and dispositions corresponding with teaching effectiveness.\u00a0 Its primary objective is to assess completers\u2019 instruction on P-12 student learning and development and effectiveness of EPP preparation.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Standard<\/strong><\/td>\nProficient<\/strong><\/td>\nExemplary<\/strong><\/td>\n<\/tr>\n
Standard #1: Learner Development<\/em>.<\/strong> The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.<\/td>\n100%<\/td>\n0%<\/td>\n<\/tr>\n
Standard #2: Learning Differences<\/em>.<\/strong> The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards<\/td>\n100%<\/td>\n0%<\/td>\n<\/tr>\n
Standard #3: Learning Environments<\/em>.<\/strong> The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.<\/td>\n0%<\/td>\n100%<\/td>\n<\/tr>\n
Standard #4: Content Knowledge<\/em>.<\/strong> The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.<\/td>\n100%<\/td>\n0%<\/td>\n<\/tr>\n
Standard #5: Application of Content<\/em>.<\/strong> The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.<\/td>\n100%<\/td>\n0%<\/td>\n<\/tr>\n
Standard #6: Assessment<\/em>.<\/strong> The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher\u2019s and learner\u2019s decision making.<\/td>\n0%<\/td>\n100%<\/td>\n<\/tr>\n
Standard #7: Planning for Instruction<\/em>.<\/strong> The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.<\/td>\n0%<\/td>\n100%<\/td>\n<\/tr>\n
Standard #8: Instructional Strategies<\/em>.<\/strong> The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.<\/td>\n100%<\/td>\n0%<\/td>\n<\/tr>\n
Standard #9: Professional Learning and Ethical Practice.<\/em><\/strong> The teacher engages in ongoing professional learning and uses evidence to continually evaluate his\/her practice, particularly the effects of his\/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.<\/td>\n0%<\/td>\n100%<\/td>\n<\/tr>\n
Standard #10: Leadership and Collaboration<\/em>.<\/strong> The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.<\/td>\n100%<\/td>\n0%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
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CAEP Accreditation – Department of Education Completer Effectiveness\u200b Measure 1: The EPP demonstrates through the Completer Survey that candidates have an impact on P-12 students. This evaluation is also aligned […]<\/p>\n

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