CAEP Annual Reporting Measures

CAEP is an organization with the mission of equity and excellence in educator preparation through providing evidence-based accreditation. The emphasis is on continuous improvement of educator preparation programs based on a decision making process that uses data and input from internal and external stakeholders. To that end, the College of Education at Southeastern Louisiana University collects and makes public certain data annually.

Southeastern Louisiana University’s general profile, including information about College of Education (COE) majors, can be found on the webpages of the Office of Institutional Research. 

Information about Southeastern Louisiana University’s COE accreditation status can be found on the COE: CAEP 2022 page.

 Glossary of Terms:

Teacher Candidate: A Southeastern student who is taking coursework to be eligible for teacher certification by the Louisiana State Department of Education.

Completer: A person who has finished a Southeastern teacher certification program and has been teaching in their earned certification area or a closely related certification area for some period following completion of the program.

Stake Holder: Someone or some organization who has a vested interest in the outcome of Southeastern’s educator preparation program. An internal stakeholder is someone who is directly associated with Southeastern, such as a Southeastern college student or faculty member. An external stakeholder is someone who is affected by the program. Examples of external stakeholders would be schools and districts who employ alumni of the preparation program and children who are taught by teachers who graduated from Southeastern’s educator preparation program.

Annual Reporting Measures

Measure 1: Completer Impact and Effectiveness

Completer impact and effectiveness is primarily measured by PreK-12 student achievement. In the state of Louisiana, this data is collected primarily from value added data, standardized testing, and teacher evaluations.

Measure 2: Employer Satisfaction and Stakeholder Involvement

• Employer satisfaction with program completers is primarily measured through school district feedback surveys distributed by Southeastern.  

• Stakeholder involvement is created by shared data and decision making between Southeastern College of Education faculty, faculty in other departments at Southeastern, teacher candidates, school district representatives, and Louisiana Department of Education (LDOE). Data from surveys and meeting agenda and minutes are evidence of stakeholder involvement.
• Internal Stakeholder feedback for both initial and advanced certification
  • Student Opinion of Teaching (SOT)
    •      Averages by semester for the College of Education

• College of Education Curriculum Committee
• Council for Teacher Education
• University Councils and Committees
  • Graduate Council
  • University Curriculum Council

• Exit Surveys
• External Stakeholder feedback
  • Council for Teacher Education
  • Initial Certification Program
    • Governance Meetings

Measure 3: Candidate Competency at the Time of Program Completion

• Initial Certification Program
  • LDOE requirements include passage of Praxis exams in addition to coursework and a degree for teachers completing a traditional teacher education program. In Louisiana, teachers also have the option of a post-baccalaureate alternative certification program. At Southeastern, alternative certification pathway options are non-degree Certification-Only or Masters of Arts in Teaching (MAT).
    • Southeastern requires all initial teacher certification candidates to pass and state required Praxis exams prior to completing the program. Undergraduate initial certification candidates may not enter the capstone residency courses until all exams relevant to their certification. Alternative certification candidates pass content related Praxis exams prior to being admitted to the program and are required to pass pedagogy Praxis exams before entering their final semester of coursework.
    • Students who complete all program coursework are recommended to LDOE and may be eligible for teacher certification.

• Exit Surveys
  • These are required by the University of all students who have applied for graduation as part of their graduation check-out in the final semester of their program. In addition to the general University-wide questions, education majors complete additional questions that are specific to their competencies as teachers.

• Alumni Survey
  • These surveys are periodically administered by the University to alumni registered with the Southeastern Alumni Association. Completers for initial certification programs were asked additional questions specific to education.
  • 2023
  • 2024: Southeastern’s Initial Teacher Preparation Program plans in future academic years to administer the same education-related questions through contact data collected at the end of the Capstone Residency semester when teacher candidates are graduating.
• Advanced Certification Program
  • The data for this measure includes passage rate for the School Leader Licensure Assessment (SLLA) and results from an Alumni Survey.
  • The SLLA passage rate for all students who completed the program during the 2022-2023 academic year are not available. Due to a transition in portfolio systems, SLLA data were available for only 7 of 22 graduates. However, for the 7 students with available data, the passage rate was 100%. Additionally, passage rates for 2020-2021 and 2021-2022 were 97.8%
    and 96.3%, respectively, and the initial data for 2023-2024 shows a 94.7% passage rate.
  • During the 2022-2023 academic year, the advanced program developed a Mentor Survey and an Alumni survey
    • The Mentor Survey is designed to measure satisfaction of mentors with the program preparation of its candidates for administration. The survey measures satisfaction with preparation relative to the NELP Standards and perceptions of the effectiveness of specific program components.
    • The Alumni Survey is designed to measure completers’ satisfaction with their preparation as practicing educational leaders relative to each PSEL or NELP standard. Furthermore, the survey measures perceptions of the effectiveness of specific program components, meeting the needs of the districts, and the impact of graduates on PK-12 education. These data will be collected at 3 and 6-years post program completion.
  • The Mentor and Alumni Surveys are scheduled for pilot testing during the 2023-2024 academic
    year.

Measure 4: Ability of Completers to be Hired in Positions for Which They were Prepared

• For teacher education, ability of completers to be hired in positions for which they were prepared looks like teacher certification from LDOE and employment in the field or a related field in which the teacher candidate was certified.
  • Initial Certification Program
    • LDOE Licensing requirements
      • Southeastern requires all initial teacher certification candidates to pass the state required Praxis exams prior to completing the program. Undergraduate initial certification candidates may not enter the capstone residency courses until all exams relevant to their certification are passed. Alternative certification candidates pass content related Praxis exams prior to being admitted to the program and are required to pass pedagogy Praxis exams before entering their final semester of coursework. Therefore Southeastern has a 100% pass rate for LDOE required certification exams.
      • All undergraduate pathway students who are awarded a bachelor’s degree and all alternative certification pathway students in the MAT program are awarded a master’s degree. As part of the final semester of the degree programs, teacher candidates apply for and are recommended by Southeastern for certification from the LDOE. Alternative certification pathway students in the non-degree Certification-Only program complete 10 or 11 courses as appropriate to their area(s) of certification and apply for and are recommended by Southeastern for certification by LDOE.
    • Completer Employment Data
      • Please see the Board of Regents information in Measure 1 for data related to Southeastern’s alignment to State needs.
      • Alternative certification teacher candidates who complete the internship courses instead of the residency student teaching courses are already employed as a teacher of record.
        • Internship Course (MAT 687/MAT 688) Enrollment by semester

• Resident Employment Survey: Given at the end of the undergraduate pathway capstone residency course or the alternative certification pathway capstone residency course, teacher candidates report their post-program employment plans. The survey is given mid-semester, so there are residency teacher candidates who find employment during the time between when they take the survey and walk across the stage at graduation

• Advanced Certification Program
  • The Louisiana Department of Education specifies the following 4 criteria for an individual to be eligible for Educational Leader Level 1 certification using the Master’s Degree Pathway:
    • Hold or be eligible to hold a Louisiana Type B or Level 2 teaching certificate or have a comparable level out-of-state teaching certificate.
    • Have three years of teaching experience.
    • Completion of a competency-based graduate degree program in the area of educational leadership from an institution of higher education accredited in accordance with 34 CFR 602.
    • Have a passing score on the Praxis School Leaders Licensure Assessment (SLLA) or the Louisiana Leadership Assessment Series (LLAS) in accordance with state requirements.
  • Because the Advanced program in Educational Leadership at Southeastern is an approved competency-based degree program, successful completion of the program satisfies the graduate degree requirement.
  • Additionally, data collected through the Mentor, Employer, and Alumni surveys (see Measures 2 and 3) provide additional data concerning perceived preparation and employer satisfaction.