Accreditation

CAEP Accountability Measures for Initial and Advanced Programs

• Measure #1: Completer Impact and Effectiveness (Initial Only)

  Measure #1 - Completer Impact and Effectiveness

  Initial Licensure Programs

  Completer Impact and Effectiveness is based on Completer VAM, or value-added model. VAM scores are calculated using P-12 student performance on statewide tests in ELA and/or Math to determine contribution to learning growth. A P-12 student’s expected score is based on the student’s prior test score history and measured characteristics, as well as how other students in the state actually performed on the assessment. Completers who are responsible for instruction in ELA, Math, or both (Combined), in the state tested grade levels, receive the following VAM ratings: highly effective, effective, needs improvement, or unsatisfactory.

  The table below shows Completer VAM ratings by program and the number of P-12 students for that Completer, meeting satisfactory progress in ELA and Math content on the statewide assessment.

  
  

  Completer VAM ratings by Program

  Program	Content Area	# Highly Effective Completers	# Effective Completers	# Needs Improvement Completers	# Unsatisfactory Completers	# P-12 Students Met	Not Met	Total
  Elementary/ ESOL	ELA	0	7	0	0	134	92	226
  Elementary/ ESOL	Math	0	4	1	4	90	79	169
  Elementary/ ESOL	Combined	2	7	0	1	224	86	310
  Middle Grades Math/Science	Math	0	1	0	0	56	34	90
  Exceptional Education	ELA	0	2	0	0	26	16	42
  Exceptional Education	Math	0	1	0	0	30	51	81
  Exceptional Education	Combined	0	1	0	0	30	21	60
  English/ESOL	ELA	0	4	1	0	185	175	360

  
  

  The following programs did not have enough Completers to receive VAM scores: Mathematics 6-12.

• Measure #2: Satisfaction of Employers and Stakeholder Involvement (Initial & Advanced)

  Measure #2 - Satisfaction of Employers and Stakeholder Involvement

  Initial Licensure Programs

  UNF teacher preparation provides an annual employer survey to principals/employers of graduates in their first or second year of employment. Employer survey items align with the Florida Educator Accomplished Practices (FEAPs) and InTASC standards to gauge perceptions of preparedness of graduates for the responsibilities required of a professionally certified teacher

  Employer Satisfaction Survey Results – 2023

  *Employer Response: Surveys Sent = 80, Surveys Returned = 22 (28%)

  Description: Employers of UNF Graduates were asked to what degree the employed UNF Graduate was able to perform in the following areas:

  Standards	FEAP Description	Not Applicable	Very Unprepared	Somewhat Unprepared	Neither Prepared nor Unprepared	Somewhat Prepared/th>	Very Prepared/th>	Total
  FEAPs 1, InTASC 1, 2, 7	Plan instruction	0%	5%	5%	0%	16%	74%	19
  FEAPs 2, InTASC 3	Design effective classroom environments	0%	5%	5%	5%	27%	58%	19
  FEAPs 2b, InTASC 3	Maintain effective classroom management	0%	5%	11%	0%	26%	58%	19
  FEAP 3, InTASC 4,5	Deliver engaging lessons that respond to learners' needs	0%	5%	0%	0%	42%	53%	19
  FEAPs 3h, InTASC 4, 5	Modify and differentiate instruction for diverse learners' needs	5%	5%	5%	0%	42%	43%	19
  FEAPs 1, 3, 6, InTASC 4, 9	Demonstrate knowledge and understanding of the FLorida Standards to guide instruction	0%	5%	0%	0%	27%	68%	19
  FEAPs 4, InTASC 6, 9	Design and modify assessments	5%	5%	0%	5%	42%	43%	19
  FEAPs 4, InTASC 6, 9	Use assessment data to plan instruction	0%	5%	0%	0%	16%	74%	19
  FEAPs 5, InTASC 9	Engage in continuous professional development	0%	0%	0%	5%	14%	81%	21
  FEAPs 5	Engage in reflective teaching practices	0%	5%	5%	0%	22%	68%	19
  FEAPs 1, 3, 4, InTASC 4, 5, 6, 7, 8, 9	Apply appropriate measures to improve students' reading and computational processes	5%	5%	11%	0%	32%	47%	19
  FEAPs 3, InTASC 5, 8, 10	Effectively use technology for instructional purposes	0%	5%	0%	0%	21%	74%	19
  FEAPs 6, InTASC 9	Abide by professional responsibilities and code of ethics	0%	5%	0%	5%	11%	79%	19
  FEAPs 3, InTASC 2, 7, 8	Teach students with diverse ethnic backgrounds	0%	11%	0%	5%	16%	68%	19
  FEAPs 3, InTASC 2, 7, 8	Teach students with diverse linguistic backgrounds	0%	5%	5%	5%	22%	63%	19
  FEAPs 3, InTASC 2, 7, 8	Teach students with exceptionalities	0%	5%	5%	0%	26%	64%	19

  Advanced Programs

  The purpose of the Employers and Stakeholder Involvement Survey was to ascertain the preparation of graduates of the M.Ed. in Educational Leadership at UNF to serve in Florida schools. The students who graduate from the degree have a variety of options to them for leadership positions as designed by the local districts, with some districts requiring additional in-district training before a graduate can apply for an Assistant Principal position. Graduates of the M.Ed. in Educational Leadership often choose to remain in the classroom, work at the district level as a supervisor or director, serve as an Instructional Coach, and also as a Dean within the school setting. There are a variety of leadership roles that students choose to go into besides the Assistant Principal role. For this reason, we have administered the survey to ascertain the graduates' level of preparation to serve in a variety of roles and have sought input from school supervisors, principals about the graduates of the degree who serve in their school settings. Employer survey items align with the Florida Leadership Principal Standards (FPLS).

  Employer Satisfaction Survey Results – 2022

  *Employer Response: Surveys Sent = 245, Surveys Returned = 36 (15%)

  Description: Employers of UNF Graduates were asked to what degree the employed UNF Graduate was able to perform in the following areas:

  Standards	FEAP Description	Not Applicable	Very Unprepared	Somewhat Unprepared	Neither Prepared nor Unprepared	Somewhat Prepared/th>	Very Prepared/th>	Total
  FPLS Domain 1	Achieve results on the school’s student learning goal	0%	0%	0%	5%	40%	55%	20
  FPLS Domain 2	Demonstrate that student learning is their top priority through leadership actions that build and leadership actions that build and support a learning organization focused on student success	0%	0%	10%	0%	25%	65%	20
  FPLS Domain 3	Work collaboratively to develop and implement an instructional framework that aligns curriculum and state standards, effective instructional practices, student learning needs and assessments	0%	0%	5%	5%	25%	65%	20
  FPLS Domain 4	Recruit, retain and develop an effective and diverse faculty and staff	0%	5%	5%	10%	35%	45%	20
  FPLS Domain 5	Structure and monitor a school learning environment that improves learning for all of Florida’s diverse population	0%	0%	10%	0%	30%	60%	20
  FPLS Domain 6	Employ and monitor a decision-making process that is based on vision, mission, and improvement priorities using facts and data	0%	0%	10%	0%	40%	50%	20
  FPLS Domain 7	Actively cultivate, support, and develop other leaders in the organization	0%	0%	10%	5%	35%	50%	20
  FPLS Domain 8	Manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment	0%	5%	10%	0%	45%	40%	20
  FPLS Domain 9	Practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community	0%	5%	0%	5%	20%	70%	20
  FPLS Domain 10	Demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader	0%	5%	0%	0%	20%	75%	20

• Measure #3: Candidate Competency at Program Completion (Initial & Advanced)

  Measure #3 - Candidate Competency at Program Completion

  Initial Licensure Programs

  Teacher candidates must pass all portions of the Florida Teacher Certification Exam before graduating. Candidates in initial licensure programs test for the Subject Area exam for their program. In addition, all program candidates test for the Professional Education exam.

  The table below shows Subject Area exam results by program and Professional Education exam results combined (taken by all candidates) for 2021-2022.

  Subject Area Exam (SAE) Results by Program

  Program	SAE Test	Pass Rate
  Elementary/ESOL	LA/Reading Social Science  Science  Math	97% 94% 94% 94%
  Exceptional Student Education	ESE K-12	87%
  Deaf Education	Deaf or HH K-12	100%
  PreK-Primary	Developmental Knowledge LA/Reading Science Math	100% 100% 100% 94%
  Music	Music K-12	100%
  English/ESOL	English 6-12 Essay	64% 80%
  Social Science	Social Science 6-12	100%
  Middle Math/Science	Middle Grades Math 5-9	88%
  Middle Math/Science	Middle Grades Science 5-9	100%
  Math	Math 6-12	43%
  Chemistry	Chemistry 6-12	*
  Biology	Biology 6-12	80%
  Physics	Physics 6-12	*
  Professional Education Exam Results
  All Programs Combined	Professional Education Test	94%

  *No test takers.

  Advanced Programs

  M.Ed Educational Leadership candidates take the Florida Educational Leadership Examination (FELE), which consists of three subtests. Subtest three includes a written performance. A passing score on the FELE exam is required to graduate.

  The table below shows FELE exam results for 2021-2022

  FELE Subtest Exams

  Program	FELE	Pass Rate
  School Leadership	Subtest 1: Leadership for Student Learning Subtest 2: Organizational Development Subtest 3: Systems Leadership Written Performance	90% 91% 94% 88%

• Measure #4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared (Initial & Advanced)

  Measure #4 - Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

  Initial Licensure Programs

  Breakdown of Employed Completers by Program

  Program	% Employed
  Music	65%
  Mathematics	100%
  Biology	29%
  Social Science	88%
  Middle Grades Math/Science	100%
  PreK-Primary	63%
  English	100%
  Exceptional Student Education	73%
  Elementary Education	90%
  Deaf Education	69%

  *Includes only programs with completers identified as placed in 2019-20 or 2020-21 that were reported in the 2022 Florida Department of Education Annual Program Performance Report.

  Advanced Programs

  The following table displays leadership positions held by 2019-20 or 2020-21 graduates of the M.Ed. in Educational Leadership program as reported in the 2022 Florida Department of Education Final Employment Report or through local district sources. It should be noted that students who enter the M.Ed, Educational Leadership program already work in schools, typically in instructional positions, and may not transition into a leadership position for a year or more after the completion of their degrees due to additional local school district requirements for internal district level training and expectations. Assistant principal training programs may vary by school district but are typically a year in length.

  10/32 (32%) completers are serving in a leadership capacity in local districts.

  Position Held	# of Positions
  Leadership-Curriculum Specialist Position	1
  Leadership-Instructional Trainer/Coach Position	4
  Leadership-Dean Position	1
  Leadership-Accepted in District Assistant Principal	1
  Leadership-Assistant Principal Position	3