Colleges of Education

CAEP Accreditation: Annual Reporting Measures

 

As a component of its application for accreditation to CAEP (Council for the Accreditation of Educator Preparation), the College of Education is required to provide information related to annual reporting measures on its website.

The page provides the available reporting measures data that can be shared publicly as per the University's policies and procedures. Kindly note that as per the information provided in the Self-Study, and due to cultural and contextual limitations, not all measures can be shared openly.

1. Impact on P-12 learning and development (Bachelor of Science in Early Childhood Education – ECE*)

There are no direct, standardized measures of completer impact available to the EPP in the context of the UAE, and therefore none that can be reported here. Instead, the EPP addresses the impact of those who have completed its program and who are teaching in schools through the use of Case Studies and Employer Evaluations. For its Early Childhood Education undergraduate program, case study and focus group data collected in 2019-20 on six cases of completers who teach in MoE schools provide clear evidence that the EPP prepares teachers who can help all students achieve.

2. Indicators of teaching effectiveness (Bachelor of Science in Early Childhood Education – ECE*)

Individual reports of teacher effectiveness are not available to the EPP in the context of the UAE. Instead, and while not a direct measure, Employer Satisfaction Surveys (ESS) of 16 program completers who work as classroom teachers provide insights into employers’ views of how effective completers are as teachers, in areas such as content knowledge, pedagogy, and catering for all students. Two cycles of data show that 94% of employed completers were rated as ‘sufficient’ or ‘above sufficient’ by their employers.

3. Satisfaction of employers and employment milestones (Master of Education in Leadership and Administration – MEdLA; Bachelor of Science in Early Childhood Education – ECE)

Satisfaction of Employers
Based on employer satisfaction surveys conducted for the most recent cohort of MEdLA graduates who completed the program in 2019 (N=16), and based on a response rate of seven, it was found that Employers’ ratings were almost uniformly positive. Completers were rated as ‘above sufficient’ or ‘sufficient’ on most measures, including the following: ‘Employee promotes student-centered and technology-enhanced environments’, ‘Uses data for school improvement’, and ‘This employee articulates a shared understanding of the schools’ mission, values and goals.’

For graduates of the Initial program, the Principal of a school that employs 5 graduates reported her overall high satisfaction with the completers she has hired.

Employment Milestones
In terms of milestones for completers of the Initial program, a case study of 5 ECE program completers shows that they participate in the school’s internal audit each year, and organize and deliver workshops to parents and colleagues in other schools about teaching methods and strategies pertaining to teaching and learning. They take part in organizing school events such as National Day, Flag Day, Mother’s Day, and Arabic Month, demonstrating that they are all taking leadership roles in the school and community. In addition, a case study of a completer in another school who is in her fourth year of teaching reports her involvement in leadership in her school, where she currently leads the KG2 team. She has also embarked upon the EPP’s Master of Education in Educational Leadership and Administration. A final example is found in the case study of another completer, who although only in her first year of teaching, has already been asked by her supervisor to offer PD for other teachers in the school.
Employment Milestones
For the Advanced program, data from the 2019 cohort of completers reveals that they hold a wide variety of positions where they utilize the leadership knowledge, skills, and abilities they developed in the program, including Head Teacher, Department Head, Licensing Specialist, and Principal. Employment is stable, with 100% of respondents indicating they have been with the same employer for at least four years, and 40% for more than 10 years. In addition, 40% of all respondents reported being promoted since they enrolled in, or graduated from, the program. Furthermore, 40% of respondents reported being awarded bonuses either during their time in the program or upon graduation. Two respondents (20%) specifically mentioned a bonus associated with earning a master’s degree.
The salary scale of bonuses and allowances for National Educational Staff employed by the Ministry of Education can be seen on page 5 & 6 of the following document:
https://www.fahr.gov.ae/Portal/Userfiles/Assets/Documents/1b46f5fb.pdf

 

        4. Satisfaction of completers (Master of Education in Leadership and Administration – MEdLA; Bachelor of Science in Early Childhood Education – ECE)

For the graduate program, the EPP provides evidence from two purposeful case studies selected because they represent two different career trajectories: one completer who is a full-time administrator, and one who remains a subject teacher. By collecting original data from the completer and the supervisor, the EPP has demonstrated the myriad ways in which they have been prepared to engage in the practice of educational leadership in their professional lives.

Results from the administration by the EPP of the Transition to Teaching Survey, reveals strengths in the program in terms of designing and teaching, teaching diverse learners, and managing the learning environment. Areas for review, as identified by completers, include Assessment and Technology.

         5. Graduation rates ((Master of Education in Leadership and Administration – MEdLA; Bachelor of Science in Early Childhood Education – ECE)

Advanced Program: Master of Education in Leadership and Administration (MEdLA) 

Cohort #

# Registered 

#  Graduated 

# drop-out

Attrition rate

Graduation rate

MEDLA 02-MEDLA  02 - Spring 2015

20

18

2

10%

90%

MEDLA 03-MEDLA  03 - Spring 2016

9

8

1

11%

88%

MELA 04-ED_MEELA 04 - Fall 2017

17

15

2

11.76%

88.2%

Data provided by Office of Graduate Studies, Zayed University on Feb 6th 2020

 

Initial Program: Bachelor of Science in Education: Early Childhood Education

Overall Graduation Rate

New

Students

4-year Graduation

5-year Graduation

6-year Graduation

# Graduates

Graduation

Rate

# Graduates

Graduation

Rate

# Graduates

Graduation

Rate

Fall 2012

Fall 2013

Fall 2014

41

62

38

7

30

12

17.1%

48.4%

31.6%

29

50

28

70.7%

80.6%

73.7%

38

60

33

92.7%

96.8%

86.8%

Abu Dhabi  Campus

New

Students

4-year Graduation

5-year Graduation

6-year Graduation

# Graduates

Graduation

Rate

# Graduates

Graduation

Rate

# Graduates

Graduation

Rate

Fall 2012

Fall 2013

Fall 2014

12

31

19

1

14

5

8.3%

45.2%

26.3%

7

25

15

58.3%

80.6%

78.9%

9

30

18

75.0%

96.8%

94.7%

Dubai Campus

New

Students

4-year Graduation

5-year Graduation

6-year Graduation

# Graduates

Graduation

Rate

# Graduates

Graduation

Rate

# Graduates

Graduation

Rate

Fall 2012

Fall 2013

Fall 2014

29

31

19

6

16

7

20.7%

51.6%

36.8%

22

25

13

75.9%

80.6%

68.4%

29

30

15

100.0%

96.8%

78.9%

Data provided by Office of Institutional Research, Zayed University on Feb 9th 2020

6. Ability of completers to meet licensing requirements (Early Childhood Education – initial program; Master of Education in Leadership and Administration – Advanced program)

At the present time, neither Initial nor Advanced program completers are required to hold teacher or educational leader licensure.

7. Ability of completers to be hired in education positions for which they have prepared. (Early Childhood Education – initial program; Master of Education in Leadership and Administration – Advanced program)

Employment of MEdLA graduates is quite stable, with 100% of those who responded indicating they have been with the same employer for at least four years, and 40% of respondents reported being employed by the same employer for more than 10 years. No respondent reported a change of employment situation either during the time of enrollment in the program, or after completing it.
For completers of the ECE program surveyed by the EPP (Fall 20818 and Spring 2019 graduates), 78% of the completers who sought employment were offered a teaching position.

8. Student loan default rates and other consumer information (Early Childhood Education – initial program; Master of Education in Leadership and Administration – Advanced program)

For the Initial level program, there are no fees for the vast majority of candidates, as federal higher education is provided free of charge for all national citizens. For non-nationals, who constitute a small number of students in the program, fees of AED2, 500 per credit hour are applicable. For the Advanced program, the overall tuition fee is AED 84,000 or AED 2,333 per credit hour. A range of financial support options are available to graduate students, which include graduate merit scholarships, alumni scholarships, as well as graduate teaching, research and administrative assistantships.