Assessment and Accreditation

Completer Impact and Effectiveness

• Advance Overall Rating (New York City’s teacher development and evaluation system)

The New York City Department of Education (NYCDOE) utilizes the Advance Overall Rating system to evaluate the performance of teachers. This system comprises Measures of Teacher Practice (MOTP) and Measures of Student Learning (MOSL), and the Overall Rating is determined by the Overall Rating Matrix (see tables below) with a rating of Highly Effective, Effective, Developing, or Ineffective (HEDI). For details about this system, see 2021-22 Advance Overall Ratings Guide. Further information about teacher evaluation system in NYC is available at “Teacher Evaluation” page on the United Federation of Teachers (UFT) website.

Table 1. Advance Overall Rating Matrix

Table 2. Advance Overall Rating Score (HEDI Score) example

Every year, the School of Education receives de-identified Overall Rating scores (hereafter HEDI Scores) disaggregated by program, evaluation year, and graduation year from the NYCDOE through the City University of New York (CUNY) Department of Education. Scores disaggregated by race and/or gender identity are not provided.

Data are aligned with the CAEP Component R4.1.

Based on the School Year (SY) 2020-2021 & 2021-2022 data, approximately 20% or more program completers in three school years (SY 2017-2020 & 2018-2021) received “Highly Effective”: Childhood (graduate Sequence 2), Adolescence English (graduate Sequence 2), Biology (undergraduate), Special Education Childhood (graduate Sequence 1), Special Education Adolescence Generalist (graduate Sequence 1 & 2), Educational Leadership (advanced certificate). However, overall ratings from SY 2018-2019 were relatively lower. Many completers in following programs received “Developing” in SY 2021-2022 & 2018-2019: Early Childhood (undergraduate), Childhood (undergraduate & graduate Sequence 2), and Educational Leadership (advanced certificate).

Regarding the SY 2021-2022 data, all program completers between SY 2018-2021 (for small programs, SY 2013-2021 completers) in following programs received “Effective” or “Highly Effective”: Adolescence English (undergraduate & graduate Sequence 2), Mathematics (undergraduate), Social Studies (undergraduate & graduate Sequence 2), Biology (undergraduate & graduate Sequence 2), and Spanish (undergraduate) Education, Special Education Childhood (graduate Sequence 1), Special Education Adolescence Generalist (graduate Sequence 1 & 2), TESOL (graduate Track 1 & 2 and Advanced Certificate) programs. Further, more than 20% of the completers in following programs earned “Highly Effective”: Childhood (graduate Sequence 2), Adolescence English (graduate Sequence 2), Social Studies (graduate Sequence 2), Biology (undergraduate), Spanish (undergraduate) Education, Special Education Childhood (graduate Sequence 1 & 2), Special Education Adolescence Generalist (graduate Sequence 1 & 2), and Educational Leadership (advanced certificate). In contrast, several completers in Early Childhood (undergraduate), Childhood (undergraduate & graduate Sequence 2), Special Education Childhood (graduate Sequence 2), and Educational Leadership (advanced certificate) received “Developing” ratings. Data disaggregated by race and/or gender identity were unavailable from the New York City Department of Education.

Regarding the SY 2020-2021 data, all program completers between SY 2017-2020 (for small programs, SY 2013-2021 completers) received “Effective” or “Highly Effective.”  Further, nearly 20% or more of the completers in following programs earned “Highly Effective”: Childhood Education (graduate Sequence 2), Adolescence English (undergraduate & graduate Sequence 2), Adolescence Biology (undergraduate & graduate Sequence 2), Special Education Childhood (graduate Sequence 1), Special Education Adolescence Generalist (graduate Sequence 1 & 2), TESOL (graduate Track 1 & 2), and Educational Leadership (advanced Certificate).

Due to the COVID-19 pandemic, 2019-2020 data were unavailable. Regarding the SY 2018-2019 data, ratings were lower overall. Approximately 20 to 35% of the completers received “Developing” in the following programs: Early Childhood (undergraduate), Childhood (undergraduate & graduate Sequence 2), Adolescence English, Mathematics Education (undergraduate), Adolescence Social Studies, Biology Education (graduate Sequence 2), Special Education Childhood (graduate Sequence 1), Special Education Adolescence Generalist (graduate Sequence 1 & 2), and Educational Leadership (advanced certificate). In contrast, 17% of Adolescence Mathematics Education (graduate Sequence 2) received “Highly Effective.”

HEDI Score Results (AY 2019-2022)

Completer Effectiveness in Applying Professional Knowledge, Skills, and Dispositions

• Program Completer Satisfaction Survey

Program completers’ effectiveness in applying professional knowledge, skills and dispositions by their own assessment was assessed through the Completer Satisfaction Survey. The School of Education administers the program completer satisfaction survey to those who are in their first to third years after graduation every year. Starting Spring 2024, the survey is conducted separately for Initial and Advanced Program completers. We are making continuous efforts to increase the response rate for the program completer satisfaction survey. Data presented below are aligned with the CAEP Component R4.3 and RA4.2 For the actual survey items, click here.

Initial Program Completer Survey result indicated that most program completers (over 90%) of the School of Education, College of Staten Island are in general satisfied with their experiences in the programs to prepare them in all areas. Specifically, many completers (over 40%) reported that their preparation was very effective in the following areas: understand individual differences, diverse cultures and communities; create engaging and positive classroom environments; plan developmentally appropriate lessons; use multiple appropriate instructional strategies; demonstrate professional dispositions; understand the expectations of the profession. Specifically, completers’ satisfaction in following areas are consistent with the previous results (Spring 2023): create engaging and positive classroom environments; use multiple appropriate instructional strategies; demonstrate professional dispositions. In contrast, more than 10% of the completers rated their preparation was “Ineffective” in following areas: integrate appropriate technology in learning experiences and assessments to engage learners and improve learning; collaborate with families, colleagues, other school professionals, and community members to ensure learner growth.

Advanced Program Completer Survey was analyzed separately for the TESOL Master’s (Track 1) program and Educational Leadership program. The TESOL Master’s (Track 1) program was rated relatively high in supporting abilities such as understanding individual differences, diverse cultures, and communities; using data effectively; employing research methodologies; and engaging in collaborative activities. However, there were lower ratings for aspects like demonstrating professional dispositions, experiencing high-quality clinical practice, and having opportunities to practice applications of content knowledge and skills emphasized in the program. The Educational Leadership program completers responded with 4 or 5 on a scale of 1-5 for most survey items, indicating satisfaction with the program. Mean scores were relatively higher in the following areas: use data effectively when making decisions; lead and/or participate in collaborative activities with other stakeholders; and demonstrate professional dispositions.

For the actual survey results, (Initial Programs, Advanced Programs)

Satisfaction of Employers

• Employer Satisfaction Survey

Every year, the School of Education (SOE) administers the employer satisfaction survey to all p-12 schools that accepted student teachers over the past three years. The most recent survey was conducted during the Spring 2024 semester. We are making continuous efforts to increase the response rate for the survey. Survey items are aligned with the CAEP Component R4.2 and RA4.1. Full Employer Satisfaction Survey items are here.

Initial Program Employer Satisfaction Survey results indicated that all employers who hired initial program completers of the SOE were in general satisfied with our teacher preparation. Specifically, employers reported high satisfaction in our program completers’ professional dispositions and self-reflection in two consecutive years. In contrast, employers’ satisfaction was relatively lower in our program completers’ ability to collaborate with families, colleagues, and community. Advanced Program Employer Satisfaction Survey results were inconclusive because the survey items did not include the program they completed. We will add the question to ask the program completed starting next year. Full Employer Satisfaction Survey results are here.

Stakeholder Input

• Teacher Education Advisory Council (TEAC)

Teacher Education Advisory Council (TEAC) at the School of Education, College of Staten Island is led by the Dean of Education with committee members from various departments within the college. To promote mutual collaboration and transparency, School of Education shares the accreditation reports as well as relevant data analysis results (e.g., certification exam results) with the Departments of Biology, Chemistry, English, History, Physics, Science, Letters and Society (SLS) and World Languages. Data presented are aligned with the CAEP Component R5.3 and RA5.3.

TEAC Meeting Minutes (SY 2022-2023)

In addition to the TEAC meetings, individual programs have meetings with the departments that offer content courses (e.g., Early Childhood and Childhood Programs with the Science, Letters and Society (SLS); Adolescence Mathematics Education program with the Mathematics Department). Example of such meeting minutes is presented below.

Science, Letters and Society (SLS) & Early Childhood/Childhood Program Meeting Minutes (SY 2021-2022 & 2022-202

• Partnership Advisory Committee Meeting (PAC)

Partnership Advisory Committee Meeting (PAC) at the School of Education, College of Staten Island is led by the Director of Clinical Collaborations. Data presented are aligned with the CAEP Component R5.3 and RA5.3. Usually, the PAC meetings are held twice a year.

PAC Meeting Minutes

• Focus Group

To further learn about stakeholders needs, School of Education periodically have focus groups with school administrators who employed multiple Education program completers in recent years.

Certification Exam Pass Rates

In New York State, two types of certification exams are required for teacher licensure: Educating All Students (EAS) and Content Specialty Tests (CSTs). As of April 2022, edTPA is no longer required. For school administrators, NYS School Leadership Assessments (School Building Leader and School District Leader) are required. Due to the COVID-19 pandemic, New York State Teacher Certification Exam (NYSTCE) test centers were closed, or the number of available seats were limited in AY 2019-2021.

For further information about teacher licensure requirements, see New York State Education Department Office of Teaching Initiatives.

No programs at the School of Education require program completers to take the certification exam to graduate. Therefore, not all program completers take the exam(s) within one year of their program completion; the pass rates of the EAS, which is the exam required for all types of teaching certification, were satisfactory (95% or higher) in AY 2020-2022. Teacher candidates are required to take the exam(s) in their specialty area (i.e., CSTs). Among AY 2020-2021 program completers who took the exam, CST pass rates were over 75% in all programs. For AY 2021-2022 program completers, pass rates were over 80% for all programs except Adolescence English Education (75%), Mathematics Education (67%), and Social Studies Education (77%). However, it is important to note that some programs have low rates of program completers attempting the certification exam. School of Education will continue to monitor the certification exam pass rates.

EAS & CST Results (AY 2021-2023 program completers)

SLA Results (AY 2021-2023 program completers)

Fall 2023 Teacher Performance Assessment (TPA)

Student Teaching Evaluation Results

All teacher candidates at the School of Education receive a summative evaluation of their student teaching/practicum performance by their college supervisors and cooperating teachers using the same student teaching evaluation form. Many programs also require program-specific evaluation forms.

Due to frequent interruptions and changes in teaching mode during the COVID-19 pandemic, the School of Education determined that the student teaching evaluation data during AY 2019-2021 are unreliable and/or invalid. For AY 2021-2022, program specific analyses were shared with individual programs, and teacher candidates’ strengths and weaknesses have been addressed in Education courses as well as during student teaching/practicum.

Although analysis results vary by program, several rubric dimensions appeared to be a challenge for many candidates across the program. The most significant was “student teacher uses a range of questioning and discussion techniques that elicit higher-order thinking,” and many candidates in different programs scored 2 (Approaches Standard) in two consecutive semesters. This was the case for “student teacher encourages students to explain their thinking and appropriately question the thinking of others” in Fall 2022 as well as for “student teacher plans activities that differentiate instruction to meet individual students’ needs” in Spring 2022. The latter dimension about the differentiation had been a constant challenge for our candidates’ pre-pandemic, and program modifications were made to address this weakness. However, this result revealed that all programs at the School of Education need further program improvements to strengthen teacher candidates’ ability to differentiate instruction. In addition, all programs should make changes to ameliorate teacher candidates’ ability to elicit P-12 students’ higher-order thinking. All the program efforts will be assessed next year using the Student Teaching Evaluation data.

Spring 2023 Student Teaching Evaluation (Summative)

Spring 2022 Student Teaching Evaluation (Summative)

Fall 2022 Student Teaching Evaluation (Summative)

Program Completer Work Status

Every May, the School of Education receives data from the New York City Department of Education about the employment status of recent program completers.

Available data below are as of October 31, 2022 (for AY 2020-2022 completers) and as of October 31, 2021 (for AY 2019-2021 completers) respectively. The number indicated in Employed as Teacher section DOES NOT include program completers working in independent schools or any schools outside of New York City. Employed as Teacher is defined as working full-time as a teacher of record, a long-term full-time substitute teacher, or a school administrator.

Regarding the work status, no significant trends were observed across programs, ethnicity or gender in any school year.

• Program Completer Work Status (AY 2020 - 2022 completers)
• Program Completer Work Status (AY 2019 - 2021 completers)
• Program Completer Work Status by Ethnicity (AY 2020 - 2022)