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College of Education

Home » Annual Teacher Candidate Performance Metrics

  • College of Education
  • Academics
  • Highlights
  • About
      • ACADEMIC DIVISIONS
      • Deaf Studies & Professional Studies
      • Education & Leadership
      • Health & Exercise Science
      • OFFICES AND CENTERS
      • Dean’s Office
      • Office of Justice, Equity, Diversity, and Inclusion
      • Office of Clinical Practice and Licensure
      • Office of Assessment and Data Management
      • Center for the Advancement of Paraprofessionals
      • Research & Resource Center with Deaf* Communities
      • PEOPLE AND PROJECTS
      • Early Childhood Inclusion Institute
      • WOU Public Health + Polk County COVID-19 Project
      • Rural Partnerships Pathways Program
      • Faculty & Staff

Annual Teacher Candidate Performance Metrics

Western Oregon University presents the following eight annual measures reporting completer performance data, employer satisfaction data, and other consumer information. This information is meant to complement information provided in our annual report filed with the Council for the Accreditation of Educator Preparation (CAEP).

We provide this information publicly and clearly so that it is broadly available to consumers and partners. Each data report provides appropriate contextualization, analysis, and summary to achieve maximum transparency and appropriate utility. Where appropriate, confidentiality of data was considered.

Western Oregon University only has initial programs and add-on programs which do not require reporting currently. For this reason, all data reported is from initial programs only.

Nationally Accredited since 1954

Accreditation status will update in Spring 2023

CAEP Accreditation Council Review Spring 2023

Program Type State Approval Status Year of Last Review by CAEP Year of Last Review by TSPC Accreditation Period Year of Next Review TSPC
Year of Next Review CAEP
Undergraduate: Multiple subjects Initial Full Fall 2022 Fall 2021 7 year cycle 2028 2029
Undergraduate: Single subjects Initial Full Fall 2022 Fall 2021 7 year cycle 2028 2029
Special Education: Generalist Initial Full Fall 2022 Fall 2021 7 year cycle 2028 2029
Masters in the Art of Teaching: Single subjects Initial Full Fall 2022 Fall 2021 7 year cycle 2028 2029
Reading Interventionist: Added Endorsement Add-on Full Not Applicable Fall 2021 7 year cycle 2028 Not Applicable
English for Speakers of Other Languages (ESOL) Add-on Full Not Applicable Fall 2021 7 year cycle 2028 Not Applicable

Program Modifications

New Endorsements Type State Approval Status Approved by TSPC Beginning Accreditation Period Year of Next Review TSPC Year of Next Review CAEP
Undergraduate Multiple Subjects plus SPED Generalist Initial Full Winter 2023 7 year cycle 2028 2029
Undergraduate Drama Initial Full Winter 2023 7 year cycle 2028 2029
Undergraduate Music Initial Full Winter 2023 7 year cycle 2028 2029

 

New Programs Type State Approval Status Approved by TSPC Beginning Accreditation Period Year of Next Review TSPC Year of Next Review CAEP
Undergraduate Special Education: EIECSE Initial Full Winter 2023 7 year cycle 2028 2029

Measures

Measure 1: Completer Impact & Effectiveness

Oregon is considered a “no-data state” regarding access to K-12 student learning outcomes in that there is no system for accessing student learning outcomes and linking performance to individual teachers. As a work-around seeking to meet the expectations of CAEP, Western Oregon University worked with a third-party vendor who aggregates district data for a significant percentage of school districts in the state. Alumni from Western Oregon University hired in the 2nd largest district in Oregon were identified by the district partner and then the third-party vendor identified the ability for these alumni to facilitate passing statewide achievement test scores for children in their classrooms. Alumni data was compared against all other teachers in the partner school district. Analyses of K-12 student performance was examined for both the statewide mathematics test and the English/language arts test. Analyses were completed for alumni teaching in both elementary settings and middle level settings.

Changes to the data collection include additional student and school level factors to improve controls in the investigation. Additionally, interim, assessments are also being considered (e.g. district-level reading and math measures, student attitude measures, etc.).

Measure 1.A:

Impact of WOU Teacher Education Program

Measure 1.B:

Completer Teacher Effectiveness 2020-2021

Completer Teacher Effectiveness 2021-2022

Measure 2: Employer Satisfaction

Employer satisfaction is collected using the OACTE Employer Satisfaction Survey described in Measure 2. As of 2020-21, a new third-party survey administrator is transitioning to oversee the survey. As a result, WOU is administering a one-year gap survey to address the collection of measure 3.

Employer Satisfaction 2020-2021

Employer Satisfaction 2021-2022

Measure 3: Candidate Competency at Completion

Once the candidate uploads a completed application, the clinical staff uses the Program Completion Request (PCR) form to verify the following documents are accounted for: 

  1. All tests relevant to license and endorsement are in good standing (scores above 220, or has completed and verified the Multiple Measures (option 4) pathway)
  2. Four observations are accounted for from the classroom teacher and the supervisor
  3. A verification of “Degree Awarded” if applicable
  4. Passing scores at or above the minimum level of proficiency for the clinical evaluation rubric (all 2’s on the consensus summative form; scale is 0-3)
  5. edTPA (Elementary, Multiple Subjects-42; Single subjects and SPED-35, World Languages-27)
  6. Proficiency (all 1’s or above) on the clinical disposition rubric (scale 0-3) in student teaching

Additionally, the edTPA, clinical rubric, and disposition rubric represent key sources of evidence aligned to InTASC standards, candidate dispositions, and positive impact on K-12 learners.

Pass Rates for Program Completion Requirements

Measure 4: Ability of Completers To Be Hired

In Oregon, all program completers must pass all the criteria for state-licensure recommendations. Thus, Oregon is a 100% completer state. Of additional note, completers in Oregon may follow a “multiple measures” pathway for content tests. Each candidate that does so is evaluated using a state-approved framework and is identified in the state annual program report submitted to Oregon Teacher Standards and Practices Commission.

OACTE Technical Manuals

  • OACTE Admin Manual
  • OCATE Teacher Manual
  • OACTE Implementation Manual

Previous Year Data

2019 – 2020

  • OACTE Alumni Teacher Effectiveness 2019-2020
  • OACTE Employer Satisfaction Survey 2019
  • OACTE Completer Satisfaction Survey 2019
  • Graduation Rates for Educator Programs
  • Summary Pass Rates from Title II Recording 

2017 – 2018

  • Candidate impact on P-12 student learning
  • Indicators of teaching effectiveness
  • Employer satisfaction
  • Satisfaction of completers
  • Graduation rates
  • Ability of completers to meet state licensing requirements
  • Ability of completers to be hired in educator positions in which they have completed preparation
  • Student loan default rates
  • Initial licensure completer GPA

2016 – 2017

  • Preliminary licensure completer GPA
  • Preliminary test rates and pass scores
  • Satisfaction of completers
  • Initial licensure testing and pass rates
  • Graduation rates and completer rates
  • edTPA scores

2015 – 2016

  • Initial licensure completer GPA
  • Initial licensure testing and pass rates
  • 2014/15 and 2015/16 completer satisfaction and employer satisfaction survey

2014 – 2015

  • Initial licensure completer GPA
  • Initial licensure testing and pass rates

2013 – 2014

  • Initial licensure completer GPA
  • Initial licensure testing and pass rates

2012 – 2013

  • Initial Licensure Completer GPA
  • Initial licensure testing and pass rates

2011 – 2012

  • Initial licensure completer GPA
  • Initial licensure testing and pass rates

College of Education

Richard Woodcock Education Center

Phone: (503) 838-8471

Email: education@wou.edu

Western Oregon University values diversity and inclusion; we are committed to fostering full participation for all students. Accommodations are collaborative efforts between students, faculty, and the Disability Services’ office. Please notify me if there are aspects of the instruction or design of this course that result in disability-related barriers to your participation. If you would like to apply for disability related accommodations please contact the Office of Disability Services at: 503-838-8250, Academic Programs Services Center (APSC) 405, ods@wou.edu

ACADEMIC DIVISIONS

  • Deaf Studies & Professional Studies
  • Education & Leadership
  • Health & Exercise Science

OFFICES AND CENTERS

  • Dean’s Office
  • Office of Justice, Equity, Diversity, and Inclusion
  • Office of Clinical Practice & Licensure
  • Office of Assessment & Data Management
  • Center for the Advancement of Paraprofessionals
  • Research and Resource Center with Deaf* Communities

Western Oregon University

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WESTERN OREGON UNIVERSITY
345 Monmouth Ave. N.
Monmouth OR 97361

503-838-8000 | 1-877-877-1593

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Western Oregon University’s Land Acknowledgement
Western Oregon University in Monmouth, OR is located within the traditional homelands of the Luckiamute Band of Kalapuya. Following the Willamette Valley Treaty of 1855 (Kalapuya etc. Treaty), Kalapuya people were forcibly removed to reservations in Western Oregon. Today, living descendants of these people are a part of the Confederated Tribes of Grand Ronde Community of Oregon and the Confederated Tribes of the Siletz Indians.

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