2014
This page contains links to the report and the support documents for the 2014 CAEP Annual Report filed by Concordia University – Nebraska.
Questions concerning this report should be directed to Dr. Ron Bork, CAEP Coordinator and Head of Teacher Education
ron.bork@cune.edu or 402-643-7475
CAEP 2014 Annual Report This is a pdf file of the report posted on the AIMS website.
SECTION 1 – AIMS Profile
Endorsement Programs Offered at CUNE
SECTION 2 – Program Completers
In 2012-2013 Concordia University had 110 completers in programs leading to initial teacher certification and 189 completers in programs leading to a degree, endorsement or some other credential that prepared them to serve in P-12 schools.
SECTION 3 – Substantive Changes
Section 3 – Substantive Changes No changes were made in the Educator Preparation Program at Concordia University-Nebraska during the 2012-2013 academic year.
SECTION 4 – Candidate Performance Data
PPST Pass Rates 2010-2013 The state of Nebraska did not have an end-of-program required license exam in 2012-2013. The PPST is required for admission into teacher education so it became a recognized exam for Title II reporting purposes.
EECIA Test Scores The EECIA (Elementary Education Curriculum, Instruction, and Assessment) test was highly recommended to candidates in elementary and early childhood education. Candidates passing the test at the recommended level were recognized by the Nebraska Department of Education as “highly qualified”.
GPA at Admission 2010-2013 The GPA at admission is one measure used to determine adequate progress through the teacher education program.
12-13 Conceptual Framework Self-Evaluation Data Reflective practice is built into the teacher education preparation process. Candidates evaluate themselves three times during their program. The evaluation is based on the Concordia Conceptual Framework.
Conceptual-Framework The Concordia Conceptual Framework is based on the knowledge, skills, and dispositions necessary to be an effective teacher, leader, and learner.
SECTION 5 – Candidate and Program Measures
TED Data Summary TED – Teacher Education Data – was the process used to collect data on programs and on candidates. It is a self-designed program that is stored in our Banner management system. Data on individual students can be accessed by instructors in teacher education.
TED Teacher Education Data This document includes cohort scores from 2007 through 2012 for evaluations by instructors in introductory coursework, by cooperation teachers in field experiences, and by cooperating teachers in the Capstone and Early Childhood Practicum experiences.
Capstone Description The Capstone Project is completed by the candidate during their literacy coursework. It is based on the Understanding by Design process which is taught in the course. The project is completed during a 3-day teaching experience in the latter part of the semester. All projects are scored by the instructor.
TWS Program Data – Fall 2012 The Teacher Work Sample is a candidate assignment completed during their first student teaching (clinical practice) placement. It includes sections on teaching context, planning, assessment, and reflection. A scoring rubric is used in the evaluation of the candidate product.
TWS Program Data – Spring 2013
Completer Survey The completer survey is used by all program directors to gather information from candidates who have finished their student teaching (clinical practice) experience. Results are discussed with the teacher education faculty and the dean.
Completer Survey Summary A brief summary of results of the 2012-2013 surveys.
Optional Reporting Measures
Student Loan Default Information
SECTION 6 – Areas For Improvement
CAEP AFIs 2013 These are the Areas For Improvement identified by the NCATE Visit Team in April 2013.
