Impacting Education
Cultivating educational leaders who will stand up to address contemporary challenges in PreK-12 education requires a mind inclined to listen to the needs of all stakeholders involved in the educational process, a heart inclined to embrace ongoing and sustained quality improvement and a spirit prepared to build authentic relationships that serve the needs of all students. To this end, we gladly share with stakeholders our list of programs reviewed by CAEP (Council for the Accreditation of Educator Preparation) and our CAEP annual accreditation accountability measures.
CAEP-Reviewed Programs
CAEP-reviewed programs as of the last review in 2020
- Early Childhood Education, PreK-4 (B.S.Ed.)
- Middle Level Education, 4-8 (B.S.Ed.)
- Secondary Education, 7-12 - English (B.S.Ed.)
- Secondary Education, 7-12 - Mathematics (B.S.Ed.)
- Secondary Education, 7-12 - Social Studies (B.S.Ed.)
- Early Childhood Education, PreK-4 (M.A.T.)
- Secondary Education, 7-12 - English (M.A.T.)
- Secondary Education, 7-12 - Mathematics (M.A.T.)
- Secondary Education, 7-12 - Social Studies (M.A.T.)
- Secondary Education, 7-12 - Science - Biology, Chemistry and Physics (M.A.T.)
- Special Education - Cognitive, Behavior, Physical Health/Disabilities (CBP/HD) (M.S.Ed.)
- Reading and Literacy Education (M.S.Ed.)
- Educational Administration, K-12 - Building Level (M.S.Ed.)
- Educational Administration, K-12 - District Level (M.S.Ed.)
- School Supervision - Building Level (M.S.Ed.)
- School Supervision - District Level (M.S.Ed.)
- Doctoral Program for Educational Leaders - District Level - Superintendents Letter of Eligibility (SLEP) Track
CAEP Measures and Outcomes
CAEP accountability measures emphasize measuring program effectiveness for certain key stakeholders. Measure 1 attends to our graduates鈥� impact on PreK-12 learners. Measure 2 regards the satisfaction of employers and stakeholder participation. Measure 3 touches upon our teacher candidates鈥� competency at program completion. Measure 4 examines the societal impact of the ability of our graduates to be hired in the fields for which they have prepared. Initial Level programs, for CAEP purposes, include the B.S.Ed. programs, the M.A.T. programs and the M.S.Ed. in Special Education. Advanced Level programs, for CAEP purposes, include the Education Administration and Supervision programs and the Reading and Literacy programs.
Measure 1: Completer Effectiveness & Impact on PreK-12 Learning and Development
Engaged in contributing to the advancement of PreK-12 education, School of Education faculty in 2023-2024, as part of a Pennsylvania Department of Education funded grant, examined completer effectiveness and impact on PreK-12 learning using a rubric aligned to the Danielson Group Framework for Teaching. Rubric measures have been aligned to InTASC (Interstate Teacher Assessment and Support Consortium) standards and results are displayed below.
| InTASC Standards (n=5) | Distinguished | Proficient | Basic | Unsatisfactory |
|---|---|---|---|---|
| InTASC 1: Learner Development | 60% | 40% | 0% | 0% |
| InTASC 2: Learning Differences | 60% | 40% | 0% | 0% |
| InTASC 3: Learning Environments | 40% | 60% | 0% | 0% |
| InTASC 4: Content Knowledge | 60% | 40% | 0% | 0% |
| InTASC 5: Applications of Content | 60% | 40% | 0% | 0% |
| InTASC 6: Assessment | 40% | 60% | 0% | 0% |
| InTASC 7: Planning for Instruction | 80% | 20% | 0% | 0% |
| InTASC 8: Instructional Strategies | 60% | 40% | 0% | 0% |
| InTASC 9: Professional Learning and Ethical Practice | 60% | 40% | 0% | 0% |
| InTASC 10: Leadership and Collaboration | 60% | 40% | 0% | 0% |
Measure 2: Satisfaction of Employers and Stakeholder Involvement
Seeking to address the needs of PreK-12 employers and other stakeholders, the Dean of the School of Education regularly consults with advisory boards composed of key stakeholders such as principals, superintendents and alumni. Additionally, the results of a qualitative investigation of employer stakeholder feedback are presented below.
Pittsburgh area public and Catholic school principals were surveyed concerning their satisfaction with 香蕉视频 graduates serving in the teaching fields and 100% of respondents indicating an opinion, indicated that they were 鈥渉ighly satisfied鈥� with 香蕉视频 graduates. A content analysis of qualitative data points expressed by principals surveyed indicates that particular strengths of the program exist in areas that can be categorized as fostering dispositions related to conscientious caring, skills in content area knowledge and instruction, and technology integration. Potential avenues cited for program improvement included further developed skills in communication with parents, classroom management skills and meeting the needs of students with learning differences. Areas cited as being of high concern for the future of preK-12 educator preparation across all higher education institutions all centered around concerns related to learning differences, particularly concerning preparation for working with preK-12 students experiencing challenges related to mental health.
Measure 3: Candidate Competency at Completion
Teacher candidates in initial-level programs demonstrate competency at program completion in two ways. The first relates to evaluation measures conducted during student teaching, which is the final 鈥淪tage 4鈥� field experience. These measures include the PDE 430 and the PDE 430 Addendum Rubric. A second way that competency is demonstrated at program completion is through passing state licensure exams such as the PRAXIS and the PECT that differ based on area of study. Advanced-level programs demonstrate competency through licensure exams.
Duquesne School of Education PDE 430 Scores
Domain 1: Planning & Preparation
| Academic year | n | Exemplary | Superior | Satisfactory | Unsatisfactory |
|---|---|---|---|---|---|
| 2023-24 | 95 | 88.42% | 9.47% | 1.05% | 1.05% |
| 2022-23 | 84 | 87% | 11% | 2% | 0% |
| 2021-22 | 155 | 83.9% | 15.5% | 0.6% | 0% |
Domain 2: Classroom Environment
| Academic year | n | Exemplary | Superior | Satisfactory | Unsatisfactory |
|---|---|---|---|---|---|
| 2023-24 | 95 | 89.47% | 10.53% | 0% | 0% |
| 2022-23 | 84 | 86% | 13% | 1% | 0% |
| 2021-22 | 155 | 87.1% | 12.3% | 0.6% | 0% |
Domain 3: Instructional Delivery
| Academic year | n | Exemplary | Superior | Satisfactory | Unsatisfactory |
|---|---|---|---|---|---|
| 2023-24 | 95 | 85.26% | 12.63% | 2.11% | 0% |
| 2022-23 | 84 | 83% | 15% | 2% | 0% |
| 2021-22 | 155 | 80.6% | 18.1% | 1.3% | 0% |
Domain 4: Professionalism
| Academic year | n | Exemplary | Superior | Satisfactory | Unsatisfactory |
|---|---|---|---|---|---|
| 2023-24 | 95 | 91.58% | 5.26% | 2.11% | 1.05% |
| 2022-23 | 84 | 92% | 6% | 2% | 0% |
| 2021-22 | 155 | 90.3% | 9% | 0.6% | 0% |
Overall Evaluation
| Academic year | n | Exemplary | Superior | Satisfactory | Unsatisfactory |
|---|---|---|---|---|---|
| 2023-24 | 95 | 75.79% | 22.11% | 1.05% | 1.05% |
| 2022-23 | 84 | 77% | 19% | 4% | 0% |
| 2021-22 | 155 | 74.2% | 23.9% | 1.9% | 0% |
PDE 430 Addendum Rubric Results
Population means are given for B.S.Ed. and M.A.T. program completers in the 2023-2024 academic year for skills that are aligned to the InTASC Standards on the PDE 430 Addendum Rubric. On this rubric teacher candidates score 鈥�3鈥� for 鈥淓xemplary鈥� skill demonstration, 鈥�2鈥� for 鈥淪uperior鈥� skill demonstration, 鈥�1鈥� for 鈥淪atisfactory鈥� skill demonstration and 鈥�0鈥� for any 鈥淯nsatisfactory鈥� skill demonstration.
| 2023-24 PDE 430 Addendum Rubric Population Means (Out of 3.00) | B.S.Ed. Programs (N=80) | M.A.T. Programs (N=15) |
|---|---|---|
| InTASC 1: Learner Development (Criterion I, 8) | 2.73 | 2.73 |
| InTASC 2: Learner Differences (Criterion III, 9) | 2.81 | 2.73 |
| InTASC 3: Learning Environments (Criterion II, 1) | 2.86 | 3.00 |
| InTASC 4: Content Knowledge (Criterion I, 1) | 2.83 | 2.93 |
| InTASC 5: Applications of Content (Criterion III, 10) | 2.70 | 2.53 |
| InTASC 6: Assessment (Criterion III, 7) | 2.84 | 2.80 |
| InTASC 7: Planning for Instruction (Criterion I, 2) | 2.84 | 2.80 |
| InTASC 8: Instructional Strategies (Criterion III, 1) | 2.85 | 2.80 |
| InTASC 9: Professional Learning and Ethical Practice (Criterion IV, 5) | 2.90 | 3.00 |
| InTASC 10: Leadership and Collaboration (Criterion IV, 4) | 2.91 | 2.87 |
GSPE 690 Practicum Evaluation Rubric
| 2023-24 GSPE 690 Practicum Evaluation Rubric Population Means (Out of 3.00) | M.S.Ed. In Special Education (N=5) |
|---|---|
| InTASC 1: Learner Development (CEC 3.2) | 3.00 |
| InTASC 2: Learner Differences (CEC 4.3) | 3.00 |
| InTASC 3: Learning Environments (CEC 5.2) | 3.00 |
| InTASC 4: Content Knowledge (CEC 3.1) | 2.80 |
| InTASC 5: Applications of Content (CEC 3.1) | 2.80 |
| InTASC 6: Assessment (CEC 5.5) | 2.80 |
| InTASC 7: Planning for Instruction (CEC 4.1) | 2.80 |
| InTASC 8: Instructional Strategies (CEC 4.2) | 2.80 |
| InTASC 9: Professional Learning and Ethical Practice (CEC 5.1) | 2.80 |
| InTASC 10: Leadership and Collaboration (CEC 7.2) | 3.00 |
State Licensure Exam Pass Rates
Pass rates of program completers taking the state licensure exam(s) relevant for their area of study are provided here:
Initial Level Programs PRAXIS and PECT Summary Pass Rates
| Number Taking All Related Tests | Number Passing All Related Tests (Scaled) | Baseline Pass Rate (%) | Sliding Scale Pass Rate (%) | |
|---|---|---|---|---|
| 2023-24 | 70 | 65 | 72.90% | 92.90% |
Advanced Level Programs PRAXIS and PECT Summary Pass Rates
| Number Taking All Related Tests | Number Passing All Related Tests (Scaled) | Baseline Pass Rate (%) | Sliding Scale Pass Rate (%) | |
|---|---|---|---|---|
| 2023-24 | 3 | 3 | 100% | 100% |
Measure 4: Ability of Completers to be Hired
Each year, Duquesne's Office of Career Development surveys graduates from all academic programs six months after the Spring graduation date to determine how they would describe the employment and activities after graduation. The results for graduates from the School of Education's educator preparation programs are provided below. Note that some students are both employed and continuing education after graduation.
School of Education Graduate Outcomes
6 Months from Graduation, the Percent of Graduates Who Were:
| Academic Year | Participating Cohorts | Survey Response Rates | Working Full-time | Working Part-time | Enrolled in Continuing Education | Volunteer Service | Seeking Employment |
|---|---|---|---|---|---|---|---|
| 2023-24 | August 2023, December 2023 & May 2024 Graduates | 67% | 74% | 4% | 18% | 0% | 4% |
| 2022-23 | Aug 2021, Dec 2021 & May 2022 Graduates | 59% | 63% | 4% | 28% | 0% | 5% |
| 2021-22 | Aug 2021, Dec 2021 & May 2022 Graduates | 64% | 72% | 3% | 13% | 1% | 13% |