Educator Accountability | Metrics

edprep-icon.gif

Measuring the Performance of Educator Preparation Programs

Download the Overview (PDF)

Ohio recognizes that high-quality teachers and principals are developed through high-quality educator preparation programs. To improve the quality of preparation programs in Ohio, H.B. 1 of the 128th General Assembly directed the Chancellor of the Ohio Board of Regents to develop a system for evaluating Ohio’s educator preparation programs. 

The report card being developed will contain both quantitative and qualitative measurements that over time will provide the public, prospective students, K-12 officials, higher education leaders, state policymakers, and program reviewers with a comprehensive summary of the performance of the teachers and principals each program produces and the program’s overall service to primary and secondary education in Ohio.
 
This report card has been developed in collaboration with the leaders of both the public and private educator preparation programs. The success of this effort depends on their commitment to provide relevant data in a timely manner. Their support speaks volumes about their dedication to their profession and to the education of every child in the state.

The Board of Regents is working with the Ohio Department of Education and higher education institutions to collect data on the educator preparation measures. The initial report card for all educator preparation programs on select measurements will be available by the end of calendar year 2012. As the data collection process continues over successive years, state and institutional leaders will identify trends to guide the development of targeted improvements in educator preparation programs throughout Ohio.

 

Teacher Preparation Quality Measurements

Assurances
Every institution offering teacher preparation programs in Ohio1 will report on the success of program completers on the following measures: 
  • Licensure test scores 
  • Teacher Performance Assessment 
  • Teacher-level Value-added growth metric (as determined by the Ohio Department of Education) 
Continuous Improvement
In order to gauge the continuing progress of efforts to raise the quality of teacher candidates, student teaching experiences, and alignment with employer needs, every institution offering teacher preparation programs in Ohio1 will report on the following:
  • Academic measures of candidates entering and continuing through teacher preparation programs
  • Field and clinical experience measures
  • The satisfaction of teachers with the preparation provided by their licensure program
  • Alumni survey – Resident Educators (Year 2)
  • Employers survey
  • National accreditation
  • Other initiatives determined by the Chancellor
Excellence and Innovation2
Additional recognition will be given to institutions offering teacher preparation programs in Ohio1 that demonstrate commitment and success at the program level. Examples include but are not limited to: 
  • Placement of graduates in hard-to-staff schools in urban and rural settings
  • Quality of partnerships with all P-12 schools and/or businesses
  • Partnerships to improve the performance of low-performing schools
  • Candidates gaining international experience
  • Use of innovative technologies for instruction
  • Other initiatives determined by the Chancellor

 

Principal Preparation Quality Measurements

Assurances
Every institution offering a principal preparation program in Ohio1 will report on the success of program completers on the following measures: 
  • Administrator licensure test scores 
  • Building level Value-added growth metric associated with principals (as determined by the Ohio Department of Education) 
Continuous Improvement
In order to gauge the continuing progress of efforts to raise the quality of entering principal candidates, internship experiences, and alignment with employer needs, every institution offering a principal preparation program in Ohio1 will report on the following:
  • Academic measures of candidates entering and continuing through principal preparation programs
  • Field and clinical experience measures
  • The satisfaction of principals with the quality of their preparation program
  • Internship mentors survey
  • Employers survey
  • National accreditation
  • Other initiatives determined by the Chancellor
Excellence and Innovation2 Highlights
Additional recognition will be given to institutions offering principal preparation programs in Ohio1 that demonstrate commitment and success in aspects of the programs. Examples include but are not limited to:
  • Placement of graduates in hard-to-staff schools in urban and rural settings
  • Quality of partnerships with all P-12 schools and/or businesses
  • Partnerships to improve the performance of low-performing schools
  • Use of innovative technologies for instruction
  • Other initiatives determined by the Chancellor

 

This applies to Ohio institutions and out-of-state institutions offering programs in Ohio.
2 Proposed definition of Innovation: Those products, processes, strategies and approaches that improve significantly upon the status quo and reach scale. . . meaningful innovation requires 1. Significant difference in outcomes; 2. Scalability; and 3. Sustainability (Jim Shelton, Assistant Deputy Secretary of the Office of Innovation and Improvement at the U.S. Department of Education)