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������Ƶ EPP has developed and implemented a multidimensional, systematic approach for collecting, analyzing, and using data to understand the post-preparation employment experiences of our completers. BU EPP collects qualitative and quantitative evidence to create opportunities for triangulation of data across multiple measures, gathering information from completers, their employers, and their employing school divisions to seek an accurate picture of the situation to support appropriate conclusions about completer effectiveness and impact.

The monitoring process includes an annual employer survey of satisfaction and impact, and a case study of the impact and effectiveness of the preparation program.

Employer Surveys

• Administrators in schools where ������Ƶ graduates teach were asked to complete a survey to evaluate the competence of the candidate and their satisfaction with our preparation program.
• A recent survey of principals showed 100% of principals were Satisfied or Highly Satisfied.
  • 2024-25 Bethel Employer Satisfaction Survey Results
  • 2024-25 Bethel Advanced Licensure Direct Supervisor Survey Results
  • 2024 Employer Survey Results
  • 2024 Employer Survey Results by Grade Level
  • 2023 Employer Survey Results
  • 2022 Employer Survey Results
  • 2022 Employer Survey Results by Grade Level

Source:

Bethel Source: ������Ƶ Teacher Education Program

Case Study and Addendum

Original Case Study

The case study provides evidence of Standards R4.1, R4.2, and R4.3. The case study process began with a long-term plan to collect student data from completers. Data were originally obtained from completers in 2018-19, 2019-20, and 2020-21. The addendum reviews additional data up to the present and will be available for review once K-12 data is available and data harvest is complete. Specifically, the EPP examined quantitative survey data from these beginning teachers (n = 29) and qualitative data from surveys and interviews. The case study revealed that completers felt ������Ƶ had a clear focus on building strong relationships with candidates. In addition, completers felt the process used and modeled at Bethel allowed them to use the tools and knowledge they acquired to build relationships with their P-12 students. Participants from the case study further asserted that because of the strong relationships they had developed with their P-12 students, their students had grown academically, socially, physically, and emotionally.

Addendum

������Ƶ continued to investigate the impact completers are having on student achievement. The Addendum reinforces the findings from the original Case Study, and the excerpt from the Case Study Addendum below summarizes the findings. For a more thorough review, use the link below to access the Case Study Addendum.

After analyzing the data collected, it is evident that Bethel graduates impact student learning. The completers are helping to raise test scores and can use data to determine the next steps in the instructional process. Evidence was provided to support these claims – Teacher Evaluation process, Test Scores, Growth-Model data, etc. Most graduates enter the workforce and receive either “Highly Effective” or “Effective” teacher ratings. Bethel graduates feel prepared overall for the challenges and demands of impacting student growth in their teaching or content areas. The data collected from undergraduates and those in the Transition to Teaching program indicate that ������Ƶ completers are successful in their assignments and feel prepared to do their job.

• ������Ƶ Case Study
• Case Study Addendum
• Updated Case Study – The EPP is in the beginning stages of an updated Case Study to support completer impact on student achievement. Anticipated completion and upload is the fall 2025.

Source: ������Ƶ Teacher Education Program

The EPP demonstrates candidates are competent at program completion in content knowledge of their field and pedagogies to teach that content to support the learning of their diverse P-12 students. Data disaggregation of CPAST, one of the key assessments of the program, suggests candidate performance is consistent across initial licensure programs. Ongoing analysis of all EPP common assessments, including data from the Title II report, provides accumulating evidence to support candidate competency at program completion.

• Candidate Preservice Assessment of Student Teaching (CPAST)
• 2023-2024 CPAST Data
• 2022-2023 CPAST Data
• 2021-2022 CPAST Data
• 2024 Title II Report Traditional Summary Page
• 2024 Title II Report Alternative Summary Page
• 2023 Title II Report Traditional Summary Page
• 2023 Title II Report Alternative Summary Page
• 2022 Title II Report Traditional Summary Page
• 2022 Title II Report Alternative Summary Page

Source: ������Ƶ Teacher Education Program;

For Initial Licensure programs, the EPP sent a survey to all completers for the previous three school years and received 29 responses (19 Traditional; 10 Alternate Route: Transition to Teaching). 100% of respondents were working in a position for which they were trained.

• 2024-25 Bethel Completer Satisfaction Survey Results
• 2024-25 Bethel Employer Satisfaction Survey Results

Candidates in our Advanced Programs are primarily educators and administrators already working in educational settings who are returning for additional training and licensure. Our Continuous Improvement Focus Discussions groups measured their success in using new skills in their positions and in positioning themselves for promotion or new positions because of their new skills.

• Summary of Continuous Improvement Focus Discussion Groups
• Updated Summary of Continuous Improvement Focus Discussion Groups
• 2024-25 Bethel Advanced Licensure Completer Survey Results
• 2024-25 Bethel Advanced Licensure Direct Supervisor Survey Results

Source: ������Ƶ Teacher Education Program