CAEP Annual Reporting Measures (2024-25)

Pfeiffer University’s Teacher Education Department is accredited by the Council on the Accreditation of Educator Preparation (CAEP) for programs in the following areas: INITIAL: Elementary; Special Education: General Curriculum; Health and Physical Education; Comprehensive Science 9-12; Comprehensive Social Studies 9-12; English 9-12; Mathematics 9-12; and Music (general).

IMPACT MEASURES

Measure 1: Completer Effectiveness (R.4.1)

1.1. Completer Impact on P-12 Learning and Development
The North Carolina Department of Public Instruction collects data through the NC Educator Evaluation System for beginning teachers prepared by approved teacher education programs in the state. These EVAAS data are reported on the NCDPI EPP Dashboard annually. (CAEP Reporting Data – for website – 2023-2024)

Impact on Student Growth – EVAAS Ratings

College	Year	% Meets or Exceeds	Statewide Comparison
Pfeiffer	2024	92	82
	2023-24	89	82
	2022-2024	90	82
	2019-2024	90	82

1.2. Completer Indicators of Teaching Effectiveness (Effectiveness in Applying Professional Knowledge, Skills, and Dispositions)
The North Carolina Department of Public Instruction collects data through the NC Educator Evaluation System for beginning teachers prepared by approved teacher education programs in the state. These observation data are reported on the NCDPI EPP Dashboard annually. (CAEP Reporting Data – for website – 2023-2024)

Teaching Performance – Ratings on NC Educator Effective Systems (NCEES) Standards

College	Standards	Year	% Developing	% Proficient	% Accomplished	% Distinguished
Pfeiffer	All Standards	2024		>95*
		2023	0	66	34	0
		2022	0	72	28	0
		2021	0	68	30	2

Measure 2: Satisfaction of Employers and Stakeholder Involvement (R4.2; R5.3)

2.1. Satisfaction of Employers – EPP-created Employer Survey
The North Carolina Department of Public Instruction surveys employers of completers of NC-based EPPs at the conclusion of the first year of teaching, where they are asked to rate completers in comparison to other first-year teachers. These data are reported annually on the NCDPI EPP Dashboard. (CAEP Reporting Data – for website – 2023-2024)

Employer Satisfaction – Results from Annual Survey of Principles (Effectiveness Relative to Average 1st Year Teacher)	2024% as effective as other 1st year teachers	2023-24% as effective as other 1st year teachers	2022-24% as effective as other 1st year teachers	2021-24% as effective as other 1st year teachers
Adapting teaching	100	100	100	96
Aligning instruction with SCOS	100	100	100	100
Assessing students’ literacy development	100	100	100	100
Communicating in ways that are clearly understood by students	86	91	94	96
Contributing to school-wide goals	100	100	100	100
Demonstrating pedagogical competency	100	91	94	96
Demonstrating skill in support of ELLs	86	91	94	96
Developing students’ foundational reading skills	80	80	80	80
Developing students’ reading comprehension	100	100	100	100
Developing students’ reading fluency	100	100	100	100
Developing students’ vocabulary	100	100	100	100
Differentiating literacy instruction to meet the needs of diverse learners	100	100	100	100
Engaging in professional development	100	100	100	100
Exhibiting strong content knowledge	86	91	94	96
Facilitating learning through small groups/teams	100	100	100	100
Helping students believe they can do well in school	100	100	100	100
Helping students value learning	100	100	100	100
Implementing culturally relevant pedagogy	100	100	100	100
Incorporating materials that reflect diverse experiences	100	100	100	100
Integrating technology into instruction to enhance learning	100	100	100	100
Investing families in students’ learning	100	100	100	100
Leveraging formal and informal assessments	100	100	100	96
Maintaining a classroom environment for learning	100	100	100	100
Making expectations about student behavior clear	100	100	100	100
Making instruction relevant to 21st century students	100	91	94	96
Managing disruptive behavior in the classroom	86	91	94	96
Promoting critical thinking in students	100	91	94	96
Reflecting on practice & identifying areas for improvement	100	91	94	96
Respecting diversity and multiple perspectives of students	100	100	100	100
Seeking solutions to address students’ learning needs	86	91	94	96
Serving students from diverse economic backgrounds	71	73	82	87
Taking an active role in professional learning communities	100	100	100	100
Teaching in a multicultural or multilingual setting	57	64	71	74
Using data to guide practice	100	100	100	100
Using mandated assessments to inform instruction	100	100	100	96
Utilizing a variety of appropriate instructional materials	100	100	100	100

2.2. Description of Stakeholder Involvement
The Partner Advisory Committee (PAC) of the Teacher Education Department at Pfeiffer University is a standing committee made up of professionals in the field and the department faculty. The committee remains active in assisting through advisement on and discussion of current trends in education that will ultimately enhance its curriculum and the educational experience of its teacher candidates. The PAC contributes to advancing and continuously improving the curriculum, policies, and partnership activities. PAC members include practicing teachers in various licensure areas in both elementary and secondary grades, administrators at both elementary and secondary schools, and leaders in curriculum and instruction and digital integration. The Teacher Education program also collaborates with its partners in Stanly County Schools and Montgomery County Schools on its $4.3 million US Department of Education Teacher Quality Partnership Grant, REPERTOIRE. The grant program is designed to recruit, train, place, support, and retain teachers for high-needs fields in rural school districts. The ongoing engagement with these partners helps facilitate the work done in the schools, the University, and in the local community. Clinical placement is another area of partner engagement for the Department of Teacher Education. The Clinical Placement Coordinator works with Human Resources Offices in partner school districts to negotiate partnership agreements, early field placements, clinical/student teaching placements, and ongoing training for mentor and cooperating teachers. Partners assist in the design, implementation, and evaluation of the clinical aspect of the program, providing insights into the didactic components of the program. Pfeiffer is proud of its history of teacher education and its ongoing connections with her alumni who work in the field, particularly in the surrounding region. The wealth of talent from which the Teacher Education Program is able to pull for support of students, its programs, and its initiatives is tremendous.

2.2. Description of Stakeholder Involvement

The Partner Advisory Committee (PAC) of the Teacher Education Department at Pfeiffer University is a standing committee made up of professionals in the field and the department faculty. The committee remains active in assisting through advisement on and discussion of current trends in education that will ultimately enhance its curriculum and the educational experience of its teacher candidates. The PAC contributes to advancing and continuously improving the curriculum, policies, and partnership activities.

PAC members include practicing teachers in various licensure areas in both elementary and secondary grades, administrators at both elementary and secondary schools, and leaders in curriculum and instruction and digital integration.

The Teacher Education program also collaborates with its partners in Stanly County Schools and Montgomery County Schools on its $4.3 million US Department of Education Teacher Quality Partnership Grant, REPERTOIRE. The grant program is designed to recruit, train, place, support, and retain teachers for high-needs fields in rural school districts. The ongoing engagement with these partners helps facilitate the work done in the schools, the University, and in the local community.

Clinical placement is another area of partner engagement for the Department of Teacher Education. The Clinical Placement Coordinator works with Human Resources Offices in partner school districts to negotiate partnership agreements, early field placements, clinical/student teaching placements, and ongoing training for mentor and cooperating teachers. Partners assist in the design, implementation, and evaluation of the clinical aspect of the program, providing insights into the didactic components of the program.

Pfeiffer is proud of its history of teacher education and its ongoing connections with her alumni who work in the field, particularly in the surrounding region. The wealth of talent from which the Teacher Education Program is able to pull for support of students, its programs, and its initiatives is tremendous.

Outcome Measures

Measure 3: Candidate Competency at Completion (R3.3)

3.1 Licensure Exam Pass Rates
Teacher education candidates sit for a variety of licensure exams, depending on licensure area, prior to being recommended for licensure by the Division of Education. The overall pass rates reflect the ability of candidates to pass all of the exams attributed to their licensure area (Note that some licensure areas have two, three, or even four separate exams that are rolled together into that statistic.). The Division of Education reports overall pass rates and individual exam pass rates to better showcase the actual success of candidates on these exams.

3.1 Licensure Exam Pass Rates

Teacher education candidates sit for a variety of licensure exams, depending on licensure area, prior to being recommended for licensure by the Division of Education. The overall pass rates reflect the ability of candidates to pass all of the exams attributed to their licensure area (Note that some licensure areas have two, three, or even four separate exams that are rolled together into that statistic.). The Division of Education reports overall pass rates and individual exam pass rates to better showcase the actual success of candidates on these exams.

Initial Program Licensure Exam Pass Rates
	2024-25	2023-24	2022-23	2021-22
# Taking Exams	23	15	14	6
# Passing Exams	22	14	14	6
Pass Rate	96%	93%	100%	100%

In 2014-15, new testing requirements were instituted by the NC Board of Education for candidates pursuing educator licensure. This change included the institution of the Praxis II exam for secondary candidates and the addition of NC Pearson exams for elementary and special education candidates in the areas of General Knowledge: Multi-Subject, General Knowledge: Mathematics, and Foundations of Reading.

Secondary Programs – Content Knowledge (all programs combined)
	2024-25	2023-24	2022-23	2021-22
# Taking Exams	2	2	3	1
# Passing Exams	*	*	*	*
Pass Rate	75%	100%	100%	100%

Middle School Program – Content Knowledge (all programs combined)
	2024-25
# Taking Exams	2
# Passing Exams	*
Pass Rate	*

Health and Physical Education – Content Knowledge
	2024-25	2023-24	2022-23	2021-22
# Taking Exams	4	5	2	1
# Passing Exams	4	5	*	*
Pass Rate	100%	100%	100%	100%

Physical Education – Content Knowledge
	2024-25
# Taking Exams	2
# Passing Exams	*
Pass Rate	*

Music Education
	2024-25
# Taking Exams	2
# Passing Exams	*
Pass Rate	*

Special Education – Content Knowledge (Praxis II: Mild to Moderate)
	2024-25	2023-24	2022-23	2021-22
# Taking Exams	2	4	3	1
# Passing Exams	*	4	*	*
Pass Rate	100%	100%	100%	100%

Elementary & Special Education – Mathematics – CKT
	2024-25	2023-24	2022-23	2021-22
# Taking Exams	14	11	9	5
# Passing Exams	14	11	9	5
Pass Rate	100%	100%	100%	100%

Elementary & Special Education – Foundations of Reading
	2024-25	2023-24	2022-23	2021-22
# Taking Exams	14	12	9	5
# Passing Exams	14	12	9	5
Pass Rate	100%	100%	100%	100%

3.2 Performance Assessment (PPAT) Pass Rates
Teacher education candidates are required to engage in one of the mandated performance assessments approved by the North Carolina Department of Public Instruction to be eligible for endorsement by the EPP for initial licensure. Pfeiffer University’s Department of Teacher Education chose to require the PPAT for its students. This performance assessment is completed as part of the student teaching or final clinical experience for initial licensure candidates in all programs leading to initial licensure (first initial). The Department reports overall pass rates on the assessment as well as mean scores on the assessment by Department and by individual program.

3.2 Performance Assessment (PPAT) Pass Rates

Teacher education candidates are required to engage in one of the mandated performance assessments approved by the North Carolina Department of Public Instruction to be eligible for endorsement by the EPP for initial licensure. Pfeiffer University’s Department of Teacher Education chose to require the PPAT for its students. This performance assessment is completed as part of the student teaching or final clinical experience for initial licensure candidates in all programs leading to initial licensure (first initial). The Department reports overall pass rates on the assessment as well as mean scores on the assessment by Department and by individual program.

Initial Licensure Program Performance Assessment (PPAT) Pass Rates
	2023-24	2022-23	2021-22
# Taking Exams	15	14	6
# Passing Exams	14	14	6
Pass Rate	93%	100%	100%

Initial Licensure Program Performance Assessment (edTPA) Pass Rates
	2024-25
# Taking Exams	23
# Passing Exams	23
Pass Rate	100%

Measure 4: Ability of Completers to be Hired in Education Positions for which they were Prepared

4.1 Employment Data – Initial Licensure Program Completers
	2024-25	2023-24	2022-23	2021-22	2020-21	2019-20	2018-19	2017-18	2016-17
# Program Completers		15	14	6	11	10	11	11	25
% Licensed in North Carolina		93	100	100	100	100	100	91	64
% Employed in North Carolina		93	93	100	100	90	82	82	80
% Employed in Education		100	100	100	100	90	91	82	88
% Employed in Other Fields		0	0	0	0	0	0	11	4
% Enrolled in Graduate School		7	7	0	0	10	9	22	4

4.2 Initial Employment and Retention
The North Carolina Department of Public Instruction publishes, as part of each EPP’s annual dashboard report, data on the percentage of EPP program completers who teach in NC public schools and how long they stay. The data presented below are from the 2023 NCDPI EPP Dashboard on Pfeiffer University’s Department of Teacher Education.

Data Set on Initial Employment and Retention	Pfeiffer Results 2023 Report	State Mean 2023 Report
Initial Teaching License Candidates Entering Teaching in NC _{(Those employed within three (3) years of program completion, as a percentage of candidates completing programs from 2020-2022.)}	92%	79%
Early-Career Retention _{(Those teaching at least two (2) years after being employed within three (3) years of program completion, as a percentage of candidates completing programs from 2023.)}	100%	84%