Accreditation and College Data (College of Ed)

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Accreditation and College Data (College of Ed)

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Accreditation

The Deborah Cannon Partridge Wolfe College of Education has earned national accreditation by demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact, and capacity for continuous improvement. The Department of Counselor Education, which houses both the Clinical Mental Health Counseling and the School Counseling programs, received accreditation from the Council for Accreditation of Counseling and Related Educational Programs (CACREP) as of Spring 2014.

Teacher education programs at New Jersey City University are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and will be reviewed in 2024.

College of Education Quality Assurance System

CAEP Accountability Measures

CAEP annual reporting measures are used to provide information to the public on program impact and outcomes. Below are the reporting measures for our initial and advanced certification programs.

Teacher Evaluation Results and Impact Data

Evaluations include NJCU CEAS-certified program completers from the 2017-18 school year employed as teachers in the 2018-2019 school year. Data is from the 2020 New Jersey Department of Education Educator Preparation Provider Performance Report. Note that NJDOE will release the 2021 report sometime in 2022, at which time the data will be shared publicly.

Of NJCU-prepared teachers who were evaluated:

  • 92% received Summative scores of "Highly Effective" or "Effective." Summative scores are based on multiple measures of student achievement and teacher practice.
  • 95% received Teacher Practice scores of "Highly Effective" or "Effective." Practice is measured by performance on a teacher practice instrument, which is used to gather evidence primarily through classroom observations and pre/post-conferences.
  • 89% received Teacher Student Growth Objective (SGO) Scores of "Highly Effective" or "Effective." Teacher SGO scores are the combined score for a teacher’s Student Growth Objectives as assessed by the district’s evaluation system.

Data for previous years:

Satisfaction of Employers

Employer focus groups were conducted on June 30, 2022. Principals and supervisors from Jersey City, Bayonne, and West New York Public Schools who employ NJCU completers were invited to give their feedback as to how to improve the preparation of teacher candidates. Facilitators based the discussion on the InTASC Model Core Teaching Standards. Results of these focus groups will be posted by September 2022.


Stakeholder Involvement

The College of Education solicits ongoing feedback from stakeholders regarding the development of policies, curriculum, field experiences, and assessments. P-12 representatives from partnership school districts are invited to join biannual fall and spring College of Education faculty work sessions. In addition, several College of Education committees include P-12 teachers and administrators as standing members:

  • College of Education Advisory Council (CEAC): This committee meets biannually and is charged with developing mutually beneficial relationships with P-12 partnership school districts. School supervisors, principals, and superintendents attend meetings.
  • College of Education Clinical Component Committee: This committee, comprised of College of Education faculty and staff and P-12 partners, is charged with overseeing the clinical placements of initial teacher candidates.
  • External Clinical Advisory Committee (ECAC): This committee, comprised of College of Education faculty and staff and P-12 partners, is charged with overseeing the field experiences of advanced teacher candidates.

During the 2020-2021 academic year, P-12 partners participated in the following College of Education activities:

  • November 13, 2020: Five representatives from Jersey City and Union City public schools joined College of Education faculty for the fall working session. The agenda included a review of the College of Education’s mission and the Reflective Urban Practitioner Model framework.
  • February 5, 2021: Six representatives from Jersey City and Union City public schools joined College of Education faculty for the spring working session. Together they reviewed the annual assessment data and provided feedback.
  • March 19, 2021: The External Clinical Advisory Committee met to review advanced programs admissions, retention, and completion criteria. The committee also reviewed the construction of advanced program clinical experiences.
  • Spring 2021: P-12 partners began reviewing the validity of advanced program assessments, including those in the ESL/Bilingual, LDTC, Reading Specialist, School Library Media Specialist, and TOSD programs.
  • November 5, 2021: Mr. Charles Ross, Principal at Edison High School, and Dr. Joanna Antoniou, Technology Supervisor at Passaic Public Schools, delivered a presentation to College of Education faculty on the lessons learned during the COVID pandemic about technology in schools. Faculty worked with other P-12 partners in attendance to discuss how to improve teacher preparation with using classroom technology.

 

Praxis II Pass Rates (Midpoint Assessment)
Academic Year 2020-2021
Group N Taking
Test
% Pass
Rate
Traditional Route Programs 59 93%
Alternate Route Programs 126 94%

 


Danielson Framework (Clinical Practice Assessment) 

Semester: Spring 2021
Scoring Scale: Distinguished (4), Proficient (3), Basic (2), Unsatisfactory (1)
Benchmark: Mean score of 3.00 in Clinical Practice II. Results include the final scores assigned during the Clinical Supervisor’s last observation of the student teacher.

Program

N Students 

% Students 
Meeting 
Benchmark

Total
Mean
Score

Early Childhood Education 16 31% 2.87
Elementary Education 10 90% 3.26
Secondary Education 34 76% 3.18

 


edTPA Pass Rates by Subject Area (Completion Assessment)
Academic Year 2020-2021

Note that subject areas with less than 5 test takers were excluded.
 

Traditional Route Programs

N Taking
Test

% Pass
Rate

Art 

Low N

N/A

Early Childhood Ed 16 100%

Elementary Ed

9

89%

English/Language Arts 

5

100%

History/Social Studies 

10

100%

Music 

8

100%

 

Alternate Route Programs

N Taking
Test

% Pass
Rate

Early Childhood Education

15

93%

ElemEd: Lit/Math Task 4

12

100%

Eng Addit Lang

7

100%

Secondary ELA

6

100%

Secondary HSS

6

100%

Secondary Science

7

100%

Special Education

15

100%

 

ESL and Bilingual/Bicultural Education Programs
Sheltered Instruction Observation Protocol (SIOP) (Completion Requirement)

Semesters: Fall 2020-Spring 2021
Scoring Scale: Highly Effective (3), Effective (2), Partially Effective (1), Not Effective (0)
Benchmark: Total mean score of at least Effective (2.00) on whole rubric

N Students 47
% Meeting Benchmark 100%
Mean Rubric Score 2.86

 


Learning Disabilities Teacher Consultant Program
Case Study: Understanding Student Needs (Completion Requirement)

Semester: Fall 2020
Scoring Scale: Highly Effective (3), Effective (2), Partially Effective (1), Not Effective (0)
Assessment Benchmark: Mean rubric score of 2.0 or above

N Students 22
% Students Meeting Benchmark 100%
Mean Rubric Score 2.79
Mean Rubric Score Range 2.00-3.00

 


Principal Certification Program
School Leadership Licensure Assessment (Completion Requirement)

In New Jersey, the passing score for the SLLA 6990 is 151. 

Academic
Year

N Test 
Takers 

%
Pass

Score
Range

Mean
Score 

AY2019-20

20 

95%

139-185

169.05 

AY2020-21

24

75%

125-186

162.13

 


Reading Specialist Program
Practicum Task Assessments (Completion Requirement)

Semesters: Fall 2020, Spring 2021
Scoring Scale:
Not Effective (0), Partially Effective (1), Effective (2), Highly Effective (3) 
Benchmark: Total mean score of at least 2.0

Percent of Students Meeting Benchmark

N Students 6
Task 1 Meeting Benchmark 100%
Task 2 Meeting Benchmark 100%
Task 3 Meeting Benchmark 83%
Task 4 Meeting Benchmark 100%

 


School Library Media Specialist Program
Internship Assessment (Completion Requirement)

Term: Spring 2021
Scoring Scale: Highly Effective (3), Effective (2), Partially Effective (1), Not Effective (0)
Benchmark: Total mean score of at least 3.0 

N Students 5
% Meeting Benchmark

100%

 


Teacher of Students with Disabilities Program
IEP Components (Completion Requirement)

Semester: Spring 2021
Scoring Scale: Highly Effective (3pts), Effective (2pts), Partially Effective (1pts), Not Effective (0pts) 
Benchmark: Average rubric score of 2.00 

N Students 19
% Students at Benchmark 100%
Mean Rubric Score 2.84
Mean Rubric Range 2.00-3.00

 

Initial Completers Employment

Of 84 NJCU CEAS-certified program completers from the 2017-18 school year, 64% were employed in New Jersey public schools as of October 15, 2019. Note that this number excludes completers employed in private schools or outside of New Jersey.

Data is from the 2020 New Jersey Department of Education Educator Preparation Provider Performance Report. NJDOE will release the 2021 report sometime in 2022, at which time the data will be shared publicly.

Employment by Certification

Advanced Completers Employment

Includes completers in advanced programs from Fall 2016 through Spring 2019 who were employed in New Jersey public schools in Fall 2019-Spring 2020. Job titles includes the roles of completers employed in NJ public schools Fall 2019-Spring 2020. Note that updated 2020-2021 employment data will be added by August 2022.

Program

Completers
Fall 2016-
Spring 2019

Employed
Fall 2019-
Spring 2020

Job Titles

Educational Technology with School Library Media Specialist

40

37

  • 62% employed as school library media specialists
  • 38% employed as other in public schools

Reading and Reading Specialist Certification

21

19

  • 47% employed as elementary teachers
  • 16% employed as language arts teachers
  • 16% employed as resource program teachers
  • 10.5% employed as remedial English/reading teachers
  • 10.5% employed as preschool teachers

School Psychology, Professional Diploma

28

24

  • 92% employed as school psychologists
  • 8% employed as other in public schools

Special Education—Learning Disabilities Teacher Consultant

19

19

  • 21% employed as learning disabilities teacher consultants
  • 32% employed as resource program teachers
  • 5% employed as supplementary instruction teachers
  • 42% employed as other in public schools

Special Education—Teacher of Students with Disabilities

140

130

  • 38% employed as resource program teachers
  • 4% employed as supplemental instruction teachers
  • 3% employed as teacher-behaviorists
  • 1% employed as a principal
  • 54% employed as other in public schools

Urban Education—Administration and Supervision

65

59

  • 8% employed as supervisors
  • 7% employed as assistant principals
  • 3% employed as principals
  • 81% employed as other in public schools

Urban Education—Bilingual/ Bicultural Education or ESL

78

71

  • 38% employed as ESL teachers
  • 37% employed as elementary teachers
  • 7% employed as preschool teachers
  • 20% employed as other in public schools