ARC CAEP reporting

ARC Council for the Accreditation of Educator Preparation (CAEP) reporting

Measure 1: Completer Effectiveness and Impact on P-12 Learning and Development (Initial Licensure Programs)

The following data for Measure 1 are currently under development and unavailable to the public due to leadership turnover timelines.

Case study research in progress

• ARC is in the process of finding participants and collecting data for a mixed-methods research project/case study entitled “Aligning Preparation with Practice: A Case Study on Program Completers' Application and Effectiveness of Professional Knowledge and Skills in P-12 Settings.”
• The case study design was developed in Spring 2024 to gather data to demonstrate program completers’ effectiveness using multiple measures. The study demonstrates that program completers “effectively contribute to P-12 student-learning growth” and “apply in P-12 classrooms the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve” (CAEP Standard 4.1), that “employers are satisfied with the completers’ preparation for their assigned responsibilities in working with diverse P-12 students and their families” (CAEP Standard 4.2), and that “program completers perceive their preparation as relevant to the responsibilities they encounter on the job, and their preparation was effective” (CAEP Standard 4.3).
  
  
• The research questions guiding this study are:
  1. What impact are ARC completers having on the academic development of their students?
  2. How does ARC completer classroom instruction align with the Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching?
  3. How satisfied are the employers with the relevance and effectiveness of ARC completers and their preparation?
  4. How effective is ARC completer classroom instruction as measured by the completers’ districts’ performance measures?
  5. How satisfied are ARC completers with the relevance and effectiveness of their preparation?

The data to be gathered and analyzed will include:

• Qualitative data
  • Completer interviews
  • Supervisor interviews
  • Teacher evaluation feedback data
• Quantitative data
  • Classroom observations
  • Student performance/assessment data from classroom observations
• ARC plans to complete the case study data analysis by Summer of 2025 and data for the measure are expected to become available to the public by the Fall of 2025.

The following data for Measure 1 are currently under development and unavailable due to leadership turnover timelines.

Alignment to CAEP Criteria for EPP-Created Surveys in Progress

• ARC is in the process of developing and piloting a completer and employer survey that is appropriately aligned to the CAEP Criteria for EPP Created Surveys entitled “ARC Alumni and Employer Satisfaction Survey.” ARC plans to complete the data analysis of the survey by Fall of 2024, and data for the measure are expected to become available to the public by Spring of 2025.

Measure 2: Satisfaction of Employers and Stakeholder Involvement (Initial Licensure Programs)

Stakeholder Involvement

• Partnership with Hartford Public Schools’ Paso a Paso Recruitment Program.
  • In the 2023-2024 school year, ARC forged a relationship with Hartford Public Schools to work together to certify diverse teachers eligible for a Durational Shortage Area Permit.
• Change in ARC admissions requirements in May of 2023.
  • Due to feedback and input from districts attempting to recruit teachers from a variety of racial, ethnic, and linguistic backgrounds, including those who have earned matriculated degrees in foreign languages and/or at universities outside of the U.S., and after careful review of ARC admissions requirements in relation to the rest of the state and consideration of research on the assessment as a predictor for high-quality instruction, ARC dropped the requirement of pass rates on the Praxis CORE assessments for the program year 2023-2024 and beyond. This continuous improvement change is in solidarity with school districts and the State Department of Education’s goal of increasing the racial, ethnic, and linguistic diversity of the State’s educator workforce. We are committed to eliminating barriers to our program and providing access and opportunity to candidates of all backgrounds.
  • Learn about ARC’s admission requirements (DOCX).

The following data for Measure 2 is currently being developed and unavailable to the public due to leadership turnover timelines.

Advisory Board Development in Progress

• ARC is in the process of recruiting to create a functioning advisory board. The board will have its first meeting in the Summer of 2024. A major function of the Advisory Board will be to forge partnerships with districts by soliciting feedback and input from Advisory Board members working in school districts as well as the co-construction of assessments and surveys.
• ARC plans to hold and document triennial meetings. Agendas for each meeting will become available to the public as Advisory Board meetings are scheduled. If you are interested in joining ARC’s Advisory Board, please email: jennifer.delaney@ct.gov.

Data for Measure 2 is currently under development and not yet available to the public due to leadership turnover timelines.

Alignment to CAEP Criteria for EPP-Created Surveys in Progress

• ARC is in the process of developing and piloting a completer and employer survey that is appropriately aligned to the CAEP Criteria for EPP Created Surveys entitled “ARC Alumni and Employer Satisfaction Survey.” ARC plans to complete the data analysis of the survey by Fall of 2024, and data for the measure are expected to become available to the public by Spring of 2025.

Data for Measure 2 is currently under development and not yet available to the public due to leadership turnover timelines.

Case Study Research in Progress

• ARC is in the process of finding participants and collecting data on a mixed methods research project/case study entitled “Aligning Preparation with Practice: A Case Study on Program Completers' Application and Effectiveness of Professional Knowledge and Skills in P-12 Settings.”
• The case study design was developed in Spring 2024 to gather data to demonstrate program completers’ effectiveness using multiple measures. The study demonstrates that program completers “effectively contribute to P-12 student-learning growth” and “apply in P-12 classrooms the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve” (CAEP Standard 4.1), that “employers are satisfied with the completers’ preparation for their assigned responsibilities in working with diverse P-12 students and their families” (CAEP Standard 4.2), and that “program completers perceive their preparation as relevant to the responsibilities they encounter on the job, and their preparation was effective” (CAEP Standard 4.3).

• The research questions guiding this study are:
  1. What impact are ARC completers having on the academic development of their students?
  2. How does ARC completer classroom instruction align with the Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching?
  3. How satisfied are the employers with the relevance and effectiveness of ARC completers and their preparation?
  4. How effective is ARC completer classroom instruction as measured by the completers’ districts’ performance measures?
  5. How satisfied are ARC completers with the relevance and effectiveness of their preparation?

The data to be gathered and analyzed will include:

• Qualitative data
  • Completer interviews
  • Supervisor interviews
  • Teacher evaluation feedback data
• Quantitative data
  • Classroom observations
  • Student performance/assessment data from classroom observations

• ARC plans to complete the case study data analysis by the Summer of 2025, and data for the measure are expected to become available to the public by the Fall of 2025.

Measure 3: Candidate Competency at Program Completion

• Each candidate enters the program having already passed the Praxis II or ACTFL exam for their content area as an admissions requirement. Therefore, ARC candidates are at a 100% pass rate on licensure exams.
• ARC is a competency-based program measured by four components on a pass/fail basis:
  • Passing a Foundations of Instruction course
  • Passing a Methodology course in the content area
  • Passing a 40-day practicum experience
  • Passing a third-party assessment: edTPA
• 94 candidates were enrolled in the 22-23 program year, and 78 candidates completed the program, leaving 16 candidates who did not complete the program.
• Of those 16 candidates:
  • 1 candidate deferred to the following program year 2023-2024
  • 3 chose to withdraw from the program during the drop period in the first two weeks of the program
  • 3 chose to withdraw from the program during the first month of the program
  • 3 chose to withdraw from the program during the first semester of the program before the practicum experience began
  • 2 chose to withdraw from the program during the second semester after starting the practicum experience
  • 3 did not pass the competency of edTPA and did not complete more attempts at passing, therefore, did not complete the program
  • 1 was dismissed from the program
• 100 percent of all candidates who have graduated from the ARC program have passed all four components listed above

The number of completers of the ARC program by specific demographics and content areas are listed below:

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

The table below displays the employment rate of the graduating class of 2021-2022:

86.5 percent or 83 out of 96 ARC completers were employed within the first year of graduation.
39.6 percent or 38 out of 96 of those graduates were employed in a high-needs district designated by the CT State Department of Education.

The most recent graduating class of 2022-2023 will be available to the public in the Spring of 2025.

Graduates employed within the first year after program completion: