2016
This page contains links to the report and the support documents for the 2016 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
2016 CAEP Annual Report This is a pdf file of the report posted on the AIMS website.
Section 1 – AIMS Profile
Endorsement Programs offered at CUNE 14-15
Section 2 – Program Completers
In 2014-2015 Concordia University-Nebraska has 85 completers in programs leading to initial teacher certification and 208 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-2014-2015 No substantive changes were made in the Educator Preparation Program at Concordia University-Nebraska during the 2014-2015 academic year.
Section 4 – Candidate Performance Data
2014-2015 Entrance and Exit Test Results – National Comparisons The state of Nebraska requires an entrance for admission to teacher education at any higher education institution. The document shows comparisons between national scores and Concordia scores for the entrance tests (Core Academic Skills for Educators – reading, writing, and mathematics) and for the content exit tests that Concordia candidates took during 2014-2015. Content exit tests were not required but were highly recommended for graduating candidates
2015 Praxis Performance Assessment for Teachers Concordia University-Nebraska participated in the ETS PPAT spring pilot program in 2015. The document shows a comparison between the national pilot participants and those from Concordia.
2014-2015 Conceptual Framework Checkpoint 1 The Conceptual Framework for Concordia University-Nebraska includes the knowledge, skills, and dispositions that our candidates are expected to master during their time here. We administer three separate self-evaluations during their program – upon admission to teacher education, one semester prior to student teaching, and upon completion of the program. Candidates evaluate themselves based on a rubric (CF Evaluation 1.5 rev 2015). The goal is to see candidate improvement from novice to developing to proficient to advanced. The three documents indicate that progress is made during the program based on candidate self-evaluation.
2014-2015 Conceptual Framework Checkpoint 2 The second of the three documents. This self-evaluation checkpoint is completing one semester prior to student teaching.
2014-2015 Conceptual Framework Checkpoint 3 The third of the three documents. This self-evaluation checkpoint is given upon completion of the program.
2014-2015 GPA at Admission to Teacher Education Grade point average (GPA) is one of the measures of candidate performance that is used at Concordia University-Nebraska. A minimum GPA of 2.75 is required by the state of Nebraska for certification. The document includes candidate GPAs at admission for the 2014-2015 academic year. The overall average was 3.47 with an average of 3.14 for seniors who were admitted, 3.59 for juniors, and 3.56 for sophomores.
Section 6 – Areas for Improvement
Section 6 – Areas for Improvement 2016 The document includes a narrative response on progress made in each of the areas of improvement identified by the NCATE Visiting Team in 2013. New additions to this section are in bold.
Section 7 – Accreditation Pathway
Section 7 Accreditation Pathway – Continuous Improvement 2016 The document includes a narrative response on continuous improvement efforts since the 2013 NCATE visit.
