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RoleIndicatorDefinitionPilot ThresholdStatusTimeline for Completion Comments
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TeacherProgram Selectivity (Grade Point Average)1. Pre-program GPA: aggregate average, includes high school GPA for any individuals who enter undergraduate teacher preparation in their freshman year, college coursework GPA for individuals who enter undergraduate teacher preparation after their freshman year, and GPA in all college courses for individuals entering post-baccalaureate teacher preparation programs.
2. Program completer GPA in major:
Average percentile rank of completers’ GPA in their major among all students in the same major at the university.
The EPP average GPA for all new entrants to teacher preparation programs during the year is below 3.0; or
More than one-third of the EPP’s students entering teacher preparation programs during the year have a GPA below 3.0.
The average percentile rank in any given year of program completers’ GPA in their major among all students in the same major at the university is below the 50th percentile
More than one-third of completers during the year have a GPA in their major below the 33rd percentile for all students in the same major.
The average percentile rank in any given year of certification area program completers’ GPA in their major among all students in the same major at the university is below the 50th percentile
More than one-third of certification area completers during the year have a GPA in their major below the 33rd percentile for all students in the same major.
DevelopingFall 2017Board eliminated GPA by major at May 2016 Board meeting
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TeacherProgram Selectivity (Nationally-Normed Standardized Assessment)cohort average percentile score on the SAT, ACT, GRE, or MAT [relative to whichever test or tests are required by the EPP] for the EPP as a whole and for individual certification area programs.
The average SAT or ACT percentile score for all new entrants to teacher preparation programs in the EPP during the year is below the 50th percentile nationally; or
More than one-third of the EPP’s entrants into teacher preparation programs during the year have an SAT or ACT score below the 33rd percentile nationallyThe average SAT or ACT percentile score for all new entrants to the program during the year is below the 50th percentile nationally; or
More than one-third of the new program entrants for the certification area have an SAT or ACT score below the 33rd percentile nationallyThe average GRE or MAT percentile score for all new entrants to teacher preparation programs in the EPP during the year is below the 40th percentile nationally; or
More than one-third of the EPP’s entrants into teacher preparation programs during the year have an SAT or ACT score below the 25th percentile nationally
The average SAT or ACT percentile score for all new entrants to the program during the year is below the 40th percentile nationally; or
More than one-third of the new program entrants for the certification area have an SAT or ACT score below the 25th percentile nationally
DevelopingFall 2017Board eliminated this indicator at May 2016 Board meeting
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TeacherCandidate Knowledge and Skills (Assessment of Content Knowledge)Average percentile rank of program completers’ scores on the WEST-E/NES compared to all test-takers in the state in a given year, standardized by assessment, and reported for individual endorsement areas (programs) and for EPP as a whole.
For an EPP, if the combined average percentile rank on the WEST-E/NES for completers in all of the EPP’s endorsement areas is at or below the 33rd percentile for all WEST-E/NES test-takers statewide in those endorsement areas (approximately -0.5 standard deviations (SD) or more below the combined statewide mean), the EPP is to be flagged for possible review.
For any individual endorsement area program in an EPP, if the average percentile rank of program completers is at or below the 33rd percentile statewide for test-takers in that endorsement area (-0.5 SD or more below the statewide mean), the program is to be flagged for possible review.
Individual programs whose completers’ scores are at the 85th percentile or above for test-takers in that endorsement area statewide (approximately +1.0 SD or more above the statewide mean for that endorsement area) are to be identified as exemplary and asked to share their practices in content knowledge preparation for teacher candidates.
The performance data for small or low enrollment programs should consist of 3 years of data rather than the single year of data used for larger programs.
CompletedFall 2015
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TeacherPre-Service Performance AssessmentAverage edTPA percentile rank of program completers’ scores on the edTPA compared to all test-takers nationally in a given year. Based on the national edTPA score distribution standardized for each assessment, mean percentile scores are reported for each endorsement area offered by the EPP. Scores also are reported for the EPP as a whole based upon the aggregate average percentile score for all edTPA test takers at the EPP in a given year compared to the aggregated percentile scores for test-takers nationally in all certification areas offered by the EPP.
For an EPP, if the combined average percentile rank on the edTPA for completers in all of the EPP’s endorsement areas is -0.5 standard deviations (SD) or more below the combined 50th percentile for all edTPA test-takers nationally the EPP is to be flagged for possible review.
For any individual endorsement area (program) in an EPP, if the average percentile rank of completers is -0.5 SD or more below the 50th percentile statewide for test-takers in that endorsement area, the program is to be be flagged for possible review.
Individual programs whose completers’ scores are at +1.0 SD or more above the 50th percentile statewide in that endorsement area are to be identified as exemplary.These programs should be invited to share their practices in content and pedagogical knowledge preparation for teacher candidates with other EPPs in the state.
The performance data for small or low enrollment programs should consist of 3 years of data rather than the single year of data used for larger programs.
CompletedFall 2015
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TeacherCandidate/Completer DiversityA comparison of the number and percentage of program completers in the most recent graduating cohorts – disaggregated by race/ethnicity, linguistic diversity, gender, and SES – with the number and percentage of candidates originally admitted in those same cohorts; and
The extent to which the population of teacher candidates in an EPP reflects the diversity of the larger student population on the same campus
The program completion rate is the ratio of (a) the number of individuals who complete a teacher preparation program or who pass state licensure examinations in a given year to (b) the number of individuals who were admitted to the program originally.
For candidates in all preparation programs due to complete their program in a given year, there exists a discrepancy of 15% or higher between the completion rates of any two groups of candidates (defined by race/ethnicity, linguistic diversity, gender, or SES).
For all teacher preparation programs combined, the ratio of any group of teacher candidates (with “group” defined by race/ethnicity, linguistic diversity, gender, or SES) is lower by 20% or more than the ratio of that same group among the entire student population at the parent institution.
A specific certification area program is to be flagged for possible review if, for all candidates due to complete that program in a given year, there exists a discrepancy of 15% or higher between the completion rates of any two groups of candidates in that program (defined by race/ethnicity, linguistic diversity, gender, or SES).
DevelopingSpring 2016Board tasked staff with identifying ways to collect data regarding all aspects of the TAC's definition at the May Board meeting.
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TeacherFirst-Year Teacher Perceptionscompleter surveyIdentify programs that receive overall ratings that are -1.0 standard deviations below the mean for overall and domain ratings.
Pilot CompletedSpring 2016Pilot results available: https://drive.google.com/a/pesb.wa.gov/file/d/0B5DU9nC26yA3b29DT3JhN2xOMmM/view
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TeacherStudent Perceptions of Novice Teachersstudent perception surveyUsing three years of aggregated data, calculate the provider completer cohort mean rating on a survey of student perceptions. Identify provider with program completer cohort means that are 1.0 standard deviations below the state or, if available, the national mean.
DevelopingFall 2016PESB is hoping to partner with OSPI on this indicator and awaits results of OSPI's pilot.
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TeacherCompleter EmploymentEmployment indicates that a completer is working as a teacher-of-record in Washington public school within three years of program completion.Using three years of aggregated cohort data, identify provider whose completers are employed at a rate of +/- 10 percentage points compared to the placement rate of all completers.
CompletedFall 2015
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TeacherCompleter PersistenceThe mean difference over a three-year period between the retention rate of a provider’s first-year teachers employed in Washington public schools and the retention rate of other first-year teachers in the same school. Using three years of aggregated cohort data, average attrition rate differs from other new teachers in same school by no more than 2 percentage points.
CompletedFall 2015
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TeacherCompleter Impact on K-12 Student LearningProvider median SGP for teachers in their first three years of teaching.The TAC recommends identifying providers that are 1.0 standard deviations below the mean of all providers. DevelopingFall 2017
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TeacherAssessment of Completer PerformanceMean teacher scores from classroom observational protocols or principal surveys of teacher practice for teachers in the first three years in the classroom.Using a rolling average completers in their first three years of teaching, provider effects are 1.0 standard deviation or more below the mean.
DevelopingFall 2017
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TeacherProduction of Completers in Shortage AreasFor EPPs with STEM, SPED, and/or ELL programs, percent of completers with endorsements in STEM, SPED, and/or ELL.Of all completers, 15% of completers across all categories should be in shortage areas each year. The TAC recommends increasing to 20% after 5 years.
CompletedFall 2015
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TeacherPEABTBDNone establishedDevelopingFall 2017PESB plans to build upon partnership surveys from other NTEP states to develop an instrument.
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TeacherPartnershipsTBDNone establishedDevelopingFall 2017PESB is developing an instrument based upon partnership surveys from other NTEP states
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PrincipalAdmissions Rate% of applicants admittedNone establishedDevelopingFall 2017PESB is developing an instrument based upon partnership surveys from other NTEP states
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PrincipalTeaching Experience% of candidates with 2+ years teaching experienceNone establishedDevelopingFall 2017PESB eliminated this indicator at their May 2016 meeting, concluding that it was compliance rather than performance based.
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PrincipalInstructional Experience% of candidates who are rated effective or above according to teacher eval systemNone establishedDevelopingFall 2017PESB eliminated this indicator at their May 2016 meeting, concluding that it was compliance rather than performance based.
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PrincipalAdult Leadership Experience% of candidates who have experience leading adultsNone establishedDevelopingFall 2017PESB eliminated this indicator at their May 2016 meeting, concluding that it was compliance rather than performance based.
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PrincipalRigor Relevance, Quality of Faculty and Staff, Peer Interactions, Performance-Based Assessments% of graduates who agree or strongly agreeThe TAC recommends provisionally setting a threshold whereby programs with mean scores 1.0 SD or more below the mean score for all principal preparation programs on either overall or domain ratings would be notified.DevelopingSpring 2017Each of these items is a separate indicator, according to UCEA.
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PrincipalResidency/Internship Hours# of req hoursN/ACompletedWinter 2016PESB eliminated this indicator at their May 2016 meeting, concluding that it was compliance rather than performance based.
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PrincipalGraduation Rate% of starters who complete and are recommended for licensureNone establishedCompletedWinter 2016
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PrincipalLicensure Rate% who become licensedFor an EPP, if the combined average percentile rank of completers on the content knowledge assessment for completers is at or below the 33rdpercentile for all test-takers statewide (approximately -0.5 standard deviations (SD) or more below the combined statewide mean), the EPP is to be flagged for possible review.
The performance data for small or low enrollment programs should consist of 3 years of data rather than the single year of data used for larger programs.
DevelopingSpring 2016PESB is gathering data from other states that have undertaken a performance assessment for leaders, per Board request in March 2016.
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PrincipalPlacement Rate% of graduates who become AP/Principal within three years of graduation in stateUsing three years of aggregated cohort data, identify programs whose completers are employed at a rate of +/- 10 percentage points compared to the placement rate of completers from all programs in the state.CompletedWinter 2016
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PrincipalRetention Rate% of cumulative graduates retained as AP/Principal for 3+ years in statePrograms in which the average percentage of administrators over the three measured cohorts who remained as a school or district administrator for three years differs from the statewide mean for these measures by +/- 10 percentage points are to be identified as potentially exemplary or in need of further review.CompletedWinter 2016
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PrincipalSchool Climate% of graduates who improve school climate after two years of leadershipSince the survey instrument has not yet been developed, the TAC is unable to provide a threshold for programs. The TAC endorses the need for such an instrument, recommending that the PESB select (adopt or develop), pilot, and implement a valid assessment that is administered by PESB or other appropriate state agency. Based on analyses of data collected from this survey, the board should establish a threshold that supports identifying programs whose completers, on average, receive significantly high or low survey ratings.DevelopingFall 2017PESB hopes to partner with the Title II office of OSPI; that office already collects this data.
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PrincipalPEABTBDNone establishedPlanningFall 2017PESB plans to build upon partnership surveys from other NTEP states to develop an instrument.
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PrincipalPartnershipsTBDNone establishedPlanningFall 2017PESB plans to build upon partnership surveys from other NTEP states to develop an instrument.
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PrincipalCandidate/Completer DiversityA comparison of the number and percentage of program completers in the most recent graduating cohorts – disaggregated by race/ethnicity, linguistic diversity, gender, and SES – with the number and percentage of candidates originally admitted in those same cohorts; and
The extent to which the population of teacher candidates in an EPP reflects the diversity of the larger student population on the same campus
The program completion rate is the ratio of (a) the number of individuals who complete a teacher preparation program or who pass state licensure examinations in a given year to (b) the number of individuals who were admitted to the program originally.
For candidates in all preparation programs due to complete their program in a given year, there exists a discrepancy of 15% or higher between the completion rates of any two groups of candidates (defined by race/ethnicity, linguistic diversity, gender, or SES).
For all teacher preparation programs combined, the ratio of any group of teacher candidates (with “group” defined by race/ethnicity, linguistic diversity, gender, or SES) is lower by 20% or more than the ratio of that same group among the entire student population at the parent institution.
A specific certification area program is to be flagged for possible review if, for all candidates due to complete that program in a given year, there exists a discrepancy of 15% or higher between the completion rates of any two groups of candidates in that program (defined by race/ethnicity, linguistic diversity, gender, or SES).
DevelopingSpring 2016Board tasked staff with identifying ways to collect data regarding all aspects of the TAC's definition at the May 2016 Board meeting. Board added this indicator for Principal programs during the May 2016 Board meeting.
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