Accreditation and Assessment
School of Education Accreditation
Stockton's Teacher Education (TEDU) program is designed to prepare new teachers to be competent in their subjects, to apply appropriate pedagogy, and to demonstrate caring practices. Accreditation is granted at the initial-licensure level for programs in Art, Biology, Chemistry, Earth Science, Elementary, English, French, Health and Physical Education*, Mathematics, Music, Physics, Preschool**, Social Studies, Spanish, and Theater*. This Accreditation status is effective between Fall 2020 and Fall 2027. The next site visit will take place in Spring 2027. *Programs offered in our Alternate Route/CE only; all other inital certifications are offered in both, Traditional and Alternative Routes, except **Preschool is Traditional Route/CEAS only.
Stockton's Master of Arts in Education (MAED) program is designed to deepen professional knowledge, develop and deliver instruction, and demonstrate caring through reflective and equitable practices. Accreditation is granted at the advanced- (or add-on-) level for programs in Bi-lingual/Bi-cultural, ESL, Learning Disabilities/Teacher Consultant, Principal, Reading Specialist, Special Education, and Supervisor. This Accreditation status is effective between Fall 2020 and Fall 2027. The next site visit will take place in Spring 2027.
Accreditation is granted by the Council for the Accreditation of Educator Preparation
1140 19th St NW, Suite 400 Washington, DC 20036 (202) 223-0077 caep@caepnet.org
Stockton Initial Program Assessments, Reviewed June, 2020
The New Jersey Department of Education has approved Stockton University's application to change accreditors to the Association for Advancing Quality in Educator Preparation. Stockton University has opted to publish its first Annual Report in 2022.
The TEDU program expects that our novice teachers:
- Demonstrate a thorough competence in their content area and including the ability to draw upon content knowledge when planning and implementing instruction.
- Understand and integrate appropriate planning, assessment, planning and instructional strategies in engaging ways.
- Recognize the diverse needs of the learner by establishing a positive supportive learning environment and utilizing varied teaching strategies that meet the needs of all learners.
- Demonstrate professional responsibility by engaging in self-reflective practices and collaboration.
The MAED advanced program makes and supports five claims:
1. Our graduates build and integrate content area knowledge in their practice.
2. Our graduates implement effective pedagogy strategies in their practice.
3. Our graduates effectively engage their students in classroom instruction that supports their students' academic achievement.
4. Our graduates apply educational theory and research in their practice.
5. Our graduates demonstrate a commitment to professionalism through caring relationships, reflective teaching practices, and involvement in learning communities.
Title II Teacher Preparation Report: Pass Rates
New Jersey EPP Annual Reports: Performance Report
Stockton EPP Initial Certification Program Review Aligned to InTASC/NJPST
Teacher Education: 2017-18, 2016-17, 2015-16, 2014-15
Master of Education: 2017-18, 2016-17, 2015-16, 2014-15,
Doctor of Organizational Leadership: 2017-18, 2016-17, 2015-16
Master of Instructional Technology: 2017-18, 2016-17, 2015-16, 2014-15
Master of Educational Leadership: Closed after 2014-15, 2013-14, 2012-13, 2011-12, 2010-11
Stockton's School of Education proudly shares its Annual Performance data with the Council for the Accreditation of Educator Preparation (CAEP) and with our public web page visitors.
The New Jersey Department of Education publishes an Annual Report that includes CAEP measures 1 and 4. The data represent Initial Certification completers from the 2017-18 academic year who have been employed and evaluated in the 2018-19 academic year in a report released in Summer 2021. In compliance with New Jersey labor and privacy regulations, the report does not disaggregate CAEP Measure 1 performance by program area, but does publish a profile of employed completers by certification area, which aligns to CAEP Measure 4, below.
The following performance results represent an employed subset (78) of the 125 completers who were evaluated in 2017-18, the majority of which (43 employed of 79 completers) are Elementary certified (78 of which earned more than one certification). Aggregated performance results illustrate that 94.2% of our employed completers have an effective (84.6%) or highly effective (9.6%) Initial Completer Effectivenss as measured by their Summative Score: CAEP Measure 1, which includes a) impact on P-12 student-learning and growth andb) completer effectiveness in applying professional knowledge, skills, and dispositions.
For CAEP Measure 2, our EPP faculty co-constructed Employer Satisfaction Surveys with P-12 practitioners, administered to employers who rated our Initial (AY 16-17 Elementary, English, Math, Secondary Sciences, and Social Studies) and Advanced Programs Completers (Learning Disabilities/Teacher Consultant/Special Education) programs.
Initial: on a scale of 1 (Very Dissatisfied) to 4 (Very Satisfied) these results demonstrate very high levels of Employer Satisfaction (n=39/100) with Initial Completers (n=41/112 2016-2017) across all InTASC measure for these programs.
|
Employer Survey Results AY 16-17 |
|||||||||||
|
Program |
n |
InT1 |
InT2 |
InT3 |
InT4 |
InT5 |
InT6 |
InT7 |
InT8 |
InT9 |
InT10 |
|
Art |
2 |
3.50 |
3.50 |
3.50 |
4.00 |
3.50 |
3.50 |
3.50 |
3.50 |
4.00 |
4.00 |
|
Earth Science |
1 |
3.00 |
4.00 |
3.00 |
4.00 |
3.00 |
3.00 |
3.00 |
3.00 |
4.00 |
4.00 |
|
Elementary |
33 |
3.27 |
3.30 |
3.30 |
3.24 |
3.18 |
3.30 |
3.24 |
3.27 |
3.30 |
3.33 |
|
English |
5 |
3.00 |
3.20 |
3.40 |
3.40 |
3.20 |
3.20 |
3.20 |
3.00 |
3.20 |
3.20 |
|
Math |
5 |
3.00 |
2.80 |
3.00 |
3.60 |
2.80 |
3.20 |
3.20 |
2.80 |
3.00 |
3.20 |
|
Spanish |
1 |
4.00 |
4.00 |
4.00 |
4.00 |
4.00 |
4.00 |
4.00 |
4.00 |
4.00 |
4.00 |
|
Total |
47 |
3.23 |
3.27 |
3.30 |
3.36 |
3.17 |
3.30 |
3.26 |
3.21 |
3.32 |
3.36 |
|
N = 39 principals responded (39%); 47 Completers (some principals hired 2-3 completers) Scale: Better prepared than others (4), Equally prepared than others (3), Not as well prepared as others (2). Not prepared at all (1), or no opportunity to observe (NA). |
|||||||||||
Advanced: on a scale of 1 (Very Dissatisfied) to 5 (Very Satisfied) these results
demonstrate very high levels of Advanced Employer Satisfaction for our Special Education
program completers (n=22/45 AY20-21): CAEP Measure 2. No employer responses were received for completers in ESL, Reading Specialist, Principal
or Supervisor (Pandemic response constrained employer participation).
|
Rate your satisfaction based on your observation of the employee's abilities to carry out the following advanced level responsibilities: |
Plan (or lead teachers to plan) lessons that include demonstrating knowledge of content, pedagogy, coherence, and assessments to meet all learners' needs. | Create a positive learning environment in classroom or school. | Assess (or lead teachers to assess) student learning and adapt instruction to meet student needs. | Reflect upon their teaching or supervison. | Integrate theory, research and data analysis into classroom or supervisory practice. |
| N=22 Special Ed/LDTC | 4.67 | 4.67 | 4.67 | 4.67 | 4.62 |
CAEP Measure 3
Our EPP uses a combination of CAEP-approved EPP-and-stakeholder-constructed measures to demontrate that candidates are meeting program expectations and ready to be recommended for licensure. Our Title II Report illustrates 100% Pass Rates on all initial completer certification Praxis II results, and our state EPP Report demonstrates pass rates at or above state averages.
Advanced Completers demonstrate alignment with CAEP Standards A.1.1.a, b, c, d, e, and f on an array of Signature Assignments and Reflection as scored by faculty on a scale of 1-3 (approaching, meeting, exceeding expectations). Results for 2020-21 completers in all Advanced Programs are below:
| Program | 1a | 1aR | 1b | 1bR | 1c | 1cR | 1d | 1dR | 1e | 1eR | 1f | 1fR | |||||
| ESL=5 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | |||||
| Principal/ Supervisor=15 |
2.40 | 2.27 | 2.14 | 2.00 | 2.21 | 2.07 | 2.21 | 2.07 | 2.15 | 2.00 | 2.14 | 2.00 | |||||
| Special Ed/ LDTC=35 |
2.89 | 2.80 | 2.89 | 2.77 | 2.89 | 2.83 | 2.74 | 2.71 | 2.71 | 2.66 | 2.80 | 2.80 | |||||
| Reading=4 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | |||||
CAEP Measure 4
Overall Initial Certification Completers' Hire Rates are 62.4%, disaggregated on the table below. 100% of all completers are hireable.
Based on Employment verification among Add-on and Advanced Completers, the Hire Rates are 96.6%. 100% are hireable.
