Education Accreditation

Bethel University EPP has developed and implemented a multidimensional, systematic approach for collecting, analyzing, and using data to understand the post-preparation employment experiences of our completers. BU EPP collects qualitative and quantitative evidence to create opportunities for triangulation of data across multiple measures, gathering information from completers, their employers, and their employing school divisions to seek an accurate picture of the situation to support appropriate conclusions about completer effectiveness and impact.

The monitoring process includes an annual employer survey of satisfaction and impact, and a case study of the impact and effectiveness of the preparation program.

Employer Surveys

• Administrators in schools where Bethel University graduates teach were asked to complete a survey to evaluate the competence of the candidate and their satisfaction with our preparation program.
• A recent survey of principals showed 96% of principals were Satisfied or Highly Satisfied.
  • 2023 Employer Survey Results*
  • 2022 Employer Survey Results
  • 2022 Employer Survey Results by Grade Level
  • 2021 Employer Survey Results
  • 2021 Employer Survey Results by Grade Level
  • 2020 Employer Survey Results
  • 2020 Employer Survey Results by Grade Level

*The Department of Education received fewer than 10 responses for the Employer and Completer Surveys for 2023. Three years of data remain posted.

Source: Indiana Department of Education

Case Study and Addendum

Addendum for 2023-2024 in progress – final data harvest to take place Summer 2024, Addendum 2.0 to follow.

Original Case Study

The case study provides evidence of Standards R4.1, R4.2, and R4.3. The case study process began with a long-term plan to collect student data from completers. Data were originally obtained from completers in 2018-19, 2019-20, and 2020-21. The addendum reviews additional data up to the present and will be available for review once K-12 data is available and data harvest is complete (anticipated upload Summer 2024). Specifically, the EPP examined quantitative survey data from these beginning teachers (n = 29) and qualitative data from surveys and interviews. The case study revealed that completers felt Bethel University had a clear focus on building strong relationships with candidates. In addition, completers felt the process used and modeled at Bethel allowed them to use the tools and knowledge they acquired to build relationships with their P-12 students. Participants from the case study further asserted that because of the strong relationships they had developed with their P-12 students, their students had grown academically, socially, physically, and emotionally.

Addendum

Bethel University continued to investigate the impact completers are having on student achievement. The Addendum reinforces the findings from the original Case Study, and the excerpt from the Case Study Addendum below summarizes the findings. For a more thorough review, use the link below to access the Case Study Addendum.

After analyzing the data collected, it is evident that Bethel graduates impact student learning. The completers are helping to raise test scores and can use data to determine the next steps in the instructional process. Evidence was provided to support these claims – Teacher Evaluation process, Test Scores, Growth-Model data, etc. Most graduates enter the workforce and receive either “Highly Effective” or “Effective” teacher ratings. Bethel graduates feel prepared overall for the challenges and demands of impacting student growth in their teaching or content areas. The data collected from undergraduates and those in the Transition to Teaching program indicate that Bethel University completers are successful in their assignments and feel prepared to do their job.

• Bethel University Case Study
• Case Study Addendum

Source: Bethel University Teacher Education Program

The EPP demonstrates candidates are competent at program completion in content knowledge of their field and pedagogies to teach that content to support the learning of their diverse P-12 students. Data disaggregation of CPAST, one of the key assessments of the program, suggests candidate performance is consistent across initial licensure programs. Ongoing analysis of all EPP common assessments, including data from the Title II report, provides accumulating evidence to support candidate competency at program completion.

• Candidate Preservice Assessment of Student Teaching (CPAST)
• 2022-2023 CPAST Data
• 2021-2022 CPAST Data
• 2023 Title II Report Traditional Summary Page
• 2023 Title II Report Alternative Summary Page
• 2022 Title II Report Traditional Summary Page
• 2022 Title II Report Alternative Summary Page

Source: Bethel University Teacher Education Program; ETS Title II Reporting Services

For Initial Licensure programs, the EPP sent a survey to all completers for the 2020-21 program year and received 40 responses (23 Initial Licensure; 17 Alternate Route: Transition to Teaching). 100% of respondents were working in a position for which they were trained. Data for the 2021-22 program year are currently being collected and will be posted at a later date.

Candidates in our Advanced Programs are primarily educators and administrators already working in educational settings who are returning for additional training and licensure. Our Continuous Improvement Focus Discussions groups measured their success in using new skills in their positions and in positioning themselves for promotion or new positions as a result of their new skills.

• Summary of Continuous Improvement Focus Discussion Groups – Coming Soon

Source: Bethel University Teacher Education Program