Colleges of Education

CAEP Accreditation: Annual Reporting Measures 2020-2021

 

INITIAL

  • Measure 1 (Initial): Completer effectiveness

With regard to S4.1, as noted in the SSR and Addendum, the EPP does not have access to standardized measures of performance to directly demonstrate completer impact on student learning (4.1) or teacher effectiveness (4.2). Instead, the EPP has conducted detailed case studies demonstrating the teaching effectiveness of a range of completers within a variety of school settings, as submitted in the Self Study Report (2019) and in the Addendum (2020). The EPP also conducted a focus group interview with school principals on their perceptions of complete effectiveness for the Addendum to the Self Study Report (2020). In addition, the EPP conducted a focus group meeting with its National Advisory Committee in Fall 2020 (as discussed under Measure 2 below), and again, this evidence was included in the Self Study Report (2020). Evidence from case observations of teaching and case data and from stakeholder testimonies provided in focus group meeting that completers contribute to students’ learning growth and that they are effective in applying professional knowledge and skills and have appropriate dispositions for teaching.

  • Measure 2 (Initial): Satisfaction of employers and stakeholder involvement

The EPP convened a roundtable discussion at the start of the A/Y 2020-21 (August 25th 2020) with its National Advisory Council members, with a view to eliciting their satisfaction as employers and key stakeholders with the EPP’s Bachelor of Education in Early Childhood Education program completers. Leadership representatives from the following key national stakeholder and employer groups participated in the focus group:

  • Ministry of Education (MOE)
  • Emirates National School (ENS)
  • Dubai School Inspection Bureau (DSIB), within the Knowledge and Human Development Authority (KHDA)
  • Early Childhood Authority (ECA)
  • Al Qassimi Foundation

 

When asked about their perceptions of the impact of completers in schools, one participant highlighted ECE graduates as ‘an essential part of the manpower’ required by the Ministry of Education. Another praised the ECE program for offering candidates ‘such a well-grounded and rigorous practical experience’, while another noted that ECE graduates are ‘really strong’ and ‘stand out’ and possess ‘depth of knowledge’. In terms of areas for growth, the national advisors indicated that they would like to see stronger skills in Arabic, as well as a willingness amongst completers to seek employment in private schools where there are few Emirati national teachers employed, in order to support national Emiratization targets. They also recommended that completers be prepared to take up community and voluntary work in the educational sector and in doing so, gain experience which will stand them in good stead when interviewing for fulltime teaching positions.

  • Measure 3 (Initial): Candidate competency at completion

For this measure, the EPP is pleased to provide data of candidate competency at completion from its Annual Assessment of Learning Outcomes exercise for the Bachelor of Education in Early Childhood Education program 2020-21. This assessment audit included EDC499, the Teacher Candidate Impact on Student Learning (TCISL) assignment. This assignment is a Teacher Candidate Impact  project which students complete alongside their Internship in their  final semester of the program.

Results for this assessment greatly exceeded the set target, with a mean candidate score of 93.6%. This action research/impact assessment measures three different program learning outcomes:  

  • Program Learning Outcome 1- Professional Knowledge
  • Program Learning Outcome 2 – Professionalism and Ethics
  • Program Learning Outcome 5 – STEM Education and Research

Indirect measures of the success of the course in which this assessment is embedded included  measures of student satisfaction which also exceeded the set target. However, faculty satisfaction with the course was a little lower than targeted (3.7/5.0 against a target of 3.75/5.0). This has been addressed by initiating for future semesters a series of seminar sessions attended by both students and Internship faculty supervisors which provide a common scaffolded framework for more effective student academic support for the TCISL project.

Taken together with the evidence of satisfactory completion of the final semester Internship (EDC490) by 96% of candidates with the grade distribution shown in the table below, these results from the final semester of the program indicate that candidates are meeting program expectations and are ready to take up employment as teachers in classrooms settings.

EDC 490: Internship

 

A

B

C

D

NP

PP*

Fall semester 2020

N = 46

76.1%

19.6%

-

-

-

4.3%

Spring semester 2021

N = 58

72.4%

22.4%

1.7%

-

3.4%

 

*During the pandemic, students at the university who passed a course were allowed to choose a PP notation for their transcript, instead of the earned letter grade . This did count count toward GPA.

Data sources: https://dashboard.zu.ac.ae/ and https://www.taskstream.com/Main/homeCIP/default.asp

  • Measure 4 (Initial): Ability of completers to be hired in positions for which they have prepared

Hiring rates for Abu Dhabi-based completers showed a very big increase in 2020; however, this was not the case for Dubai-based completers. Excluding those completers employed outside of teaching, the strong hiring rate for 2020 completers in Abu Dhabi is the best in the EPP’s recent history. This strong employment rate was due to the establishment of public-private Charter Schools in Abu Dhabi, several of whom approached the EPP to collaborate on the hiring of our completers. In 2020, one Charter school employed 7 completers, one employed 5, and another employed 3. On the other hand, in Dubai, where there are no Charter Schools at this time, one  graduate was hired by a state school and another by a private school.

Data gathered by the EPP in Fall 2021 show the following employment rates for completers who graduated during 2020:

 

Hiring Rate for Completers in 2020

AUH

46%

DXB

11%

ADVANCED

  • Measure 2 (Advanced): Satisfaction of employers and stakeholder involvement

No new employer satisfaction data were collected during 2020-21 for the 7 graduates in MEdLA Cohort 5. Data for this very small cohort can be collected for MEdLA Cohort 5 who graduated in December 2020 along with data for MEdLA Cohort 6 who are due to graduate in December 2022.

  • Measure 3 (Advanced): Candidate competency at completion

The university’s annual assessment of learning outcomes for the MEdLA program 2020-21 shows that all program learning outcomes were met by program completers for the following courses that were included in the university’s annual MEdLA assessment plan 2020-21 and taught during 2020:

  • EDP610
  • EDC12
  • ELA643
  • ELA648

In terms of direct measures of the attainment of program learning outcomes, student mean scores in all key university assessments in the above courses exceeded set targets. In addition, indirect measures of course effectiveness, i.e. student and faculty satisfaction with the above courses, also exceeded the targets set.

The overall final grade distributions for the courses delivered in 2020-21 were as follows:

 

A

B

C

D

F

P

ELA 648

Fall 2020

N = 7

-

-

-

-

-

100%

EDC643

Fall 2020

N = 7

100%

-

-

-

-

-

ELA647

Fall 2020

N = 7

57.1%

42.9%

-

-

-

-

EDP610

Spring 2021

N = 6

66.7%

66.7%

-

-

-

-

EDC612

Spring 2021

N = 6

83.3%

16.7%

-

-

-

-

ELA614

Spring 2021

N = 6

66.7%

33.3%

-

-

-

-

Data sources: https://dashboard.zu.ac.ae/ and https://www.taskstream.com/Main/homeCIP/default.asp

  • Measure 4 (Advanced): Ability of completers to be hired (in positions for which they have prepared)

MEdLA Cohort 5 graduated in December 2020. A survey of the employment status of the 7 program completers in this cohort, conducted in November 2021, showed that employment rates remain very high for program completers:

  • 86% were employed in state-run educational settings
  • 71% were teaching English language in schools
  • 1 completer was working as a Research Assistant
  • 1 completer was unemployed at the time of the survey 

 

At the time the survey was conducted, within 9 months of graduation, none of the 2020 completers had assumed a formal leadership position, however. This may be attributed to the disruption to hiring and promotion processes during the pandemic. A follow-up survey can be conducted for this cohort along with the future completers from MEdLA Cohort 6.