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Section 1 COEHS Summary Data for the Florida Licensure Exam: 2009-2010, 2010-2011, and 2011-2012 Section 1 and Section 2 Overview: Candidates in UNF teacher education programs leading to initial certification are required to pass all sections of the Florida Teacher Certification Exam (FTCE) prior to graduation. Upon admission to a teacher education program in the College, candidates are required to demonstrate competency in the areas of Mathematics, Reading, Writing, and English Language Skills by submitting passing scores on all portions of the General Knowledge (GK) test. Prior to graduation, a program evaluation review is conducted to determine if a candidate has successfully completed all program requirements. These exit reviews include passing scores on the Professional Education (PED) and Subject Area Exams (SAE) of the FTCE. As shown in 1.1 and 1.2 below, UNF has had a 100% institutional pass rate for completers in all programs. Data are also disaggregated by program as shown in section 2.

1.1 Summary of Program Completers Initial Teacher Preparation Programs*

Year Program

Completers # Taking the Exam

# Passing the Exam % Passing the Exam

2011-2012 265 265 265 100

2010-2011 337 337 337 100

2009-2010 332 332 332 100 Source: Florida Department of Education. *Art K-12, Biology 6-12, Chemistry 6-12, Elementary Education/ESOL K-6, English 6-12/ESOL, Exceptional Student Education ESOL K-12, Hearing Impaired K-12, Mathematics 6-12, MG Math/MG Science 5-9, Music K-12, PreK-Primary Education/ESOL, Physical Education K-12, Physics, Social Science 6-12, and the Educator Preparation Institute (EPI).

1.2 Summary of Program Completers for Other School Professional**

Degrees (2009-2010 - 2011-2012)

Year Program

Completers # Taking the Exam

# Passing the Exam % Passing the Exam

2011-2012 42 42 42 100

2010-2011 43 43 43 100

2009-2010 48 48 48 100 Source: Florida Department of Education. **Educational Leadership and Guidance and Counseling PK-12.


Section 2 COEHS Pass Rates Florida Teacher Certification Exam (FTCE) per Subject Area Exam: 2011-2012

Initial Teacher Preparation

Programs-Title II

Name of Licensure Test

(Content)

# of Test

Takers

% Passing State

Licensure Test

Art K-12 Art K-12 3 100%

Biology 6-12 Biology 6-12 1 100%

Chemistry 6-12 Chemistry 6-12

Elementary Education/ESOL K-6 Elementary Education K-6 148 100%

English 6-12/ESOL English 6-12 6 100%

Exceptional Student Education ESOLK-12

Exceptional Student Education K-12 (Bachelor and Master’s Level) 21 100%

Hearing Impaired K-12 Hearing Impaired K-12 4 100%

Mathematics 6-12 Mathematics 6-12 7 100%

MG Math/MG Science 5-9 Middle Grades General Science 5-9 5 100%

Music K-12 Music K-12 5 100%

PreK-Primary Education/ESOL Age 3-Gr. 3 Prekindergarten/Primary PK-3 21 100%

Physical Education K-12 Physical Education 11 100%

Physics Physics 6-12

Social Science 6-12 Social Science 6-12 15 100%

Educator Preparation Institute Professional Education 18 100% Subtotal Pass Rate for Initial Preparation Title II Programs

265 100%

Note: Data provided by the FDOE (Title II Report and Standard Reports). All candidates are required to pass the Professional Education (PED) and the General Knowledge (GK) exams of the FTCE in order to be considered for graduation and a program completer.

Non-Title II Programs

Name of Licensure Test (Content)

# of Test

Takers

% Passing State

Licensure Test

Educational Leadership Florida Educational Leadership

Exam 24

100%

Guidance and Counseling PK-12 Guidance and Counseling PK-12 18

100% Subtotal Pass Rate for Non-Title II Programs

42 100%

Total Unit Overall Pass Rate 307 100% Note: Data provided by the FDOE (Title II and Standard Reports).



Initial Teacher Preparation Programs-Title II


(Content)

# of Test

Takers

% Passing State

Licensure Test

Art K-12 Art K-12 1 100%

Biology 6-12 Biology 6-12

Chemistry 6-12 Chemistry 6-12




Exceptional Student Education K-12 (Bachelor and Master’s Level) 23 100%



MG Math/MG Science 5-9 Middle Grades General Science 5-9 12 100%

Music K-12 Music K-12 3 100% PreK-Primary Education/ESOL Age 3-Gr. 3 Prekindergarten/Primary PK-3 31 100%




Educator Preparation Institute Professional Education 17 100% Subtotal Pass Rate for Initial Preparation Title II Programs

337 100%

Note: Data provided by the FDOE (Title II Report and Standard Reports). All candidates are required to pass the Professional Education (PED) and the General Knowledge (GK) exams of the FTCE in order to be considered for graduation and a program completer.

Non-Title II Programs


(Content)

# of Test Takers

% Passing State

Licensure Test


Exam (FELE) 27

100%



43 100%




Initial Teacher Preparation Programs


(Content)

# of Test

Takers

% Passing State

Licensure Test

Art K-12 Art K-12 5 100%

Biology 6-12 Biology 6-12 3 100%

Chemistry 6-12 Chemistry 6-12 1 100%




Exceptional Student Education K-12 (Bachelor and Master’s Level)

14

100%



MG Math/MG Science 5-9

Middle Grades General Science 5-9

9

100%

Music K-12 Music K-12 1 100% PreK-Primary Education/ESOL Age 3-Gr. 3 Prekindergarten/Primary PK-3

46

100%




Educator Preparation Institute Professional Education 29 100%

Subtotal Pass Rate for Initial Preparation Title II Programs

332

100% Note: Data provided by the FDOE (Title II Report and Standard Reports). All candidates are required to pass the Professional Education (PED) and the General Knowledge (GK) exams of the FTCE in order to be considered for graduation and a program completer.

Non-Title II Programs Name of Licensure Test

(Content) # of Test Takers

% Passing State

Licensure Test


Exam (FELE) 28

100%



48 100%



Section 3 University of North Florida’s State Report Card-Title II Report: Data with State Comparisons

Section 3 Overview: In addition to collecting data for program completers as summarized in Sections 1 and 2, the College collects data on passing FTCE scores for students enrolled in courses other than the student internship or the final “capstone course.” The data below summarizes passing rates for students in teacher preparation programs who took the test during the 2010-2011 year as “other enrolled.” The results of the “other enrolled” students indicates that passing rates for these students, who are not yet considered program completers, are close if not higher than the Florida statewide average pass rate (see 3.1below).

3.1 FLDOE Comprehensive Assessment Data for All Sections in the Florida Teacher Certification Exam (FTCE) for “Other Enrolled Students 2010-2011).

Number

Taking Test

Number

Passing Test

COEHS Pass

Rate

Statewide Average Pass

Rate

Basic Skills or General Knowledge Test (GK)

435

427

98%

97%

Professional Education Test

115

108

94%

94%

Subject Area Exams

94

86

92%

93%

FTCE (All Sections)

436

416

95%

92% Note: Other enrolled students include the number of students enrolled in teacher preparation programs taking the FTCE prior to enrolling in an internship course or capstone course.


Data quantifying the results of “other enrolled” students in the Educator Preparation Institute (EPI), a state approved alternative certification route at UNF, indicate that the passing rates of UNF’s EPI candidates are closely aligned with other Florida EPI statewide passing rates (see 3.2 below). The Subject Area Exam was the strongest area for the 2010-2011 cohort, with 100% passing rate exceeding the statewide average pass rate of 96%.

3.2 FLDOE Comprehensive Assessment Data for All Sections in the Florida Teacher Certification Exam (FTCE) for “Other Enrolled Students 2010-2011).

Number

Taking Test

Number

Passing Test

COEHS Pass

Rate

Statewide Average Pass

Rate

Basic Skills or General Knowledge Test (GK)

37

33

89%

90%

Professional Education Test

37

33

89%

93%

Subject Area Exams

44

44

100%

96% Note: “Other enrolled” students include the number of students enrolled in Educator Preparation Institute (EPI) taking the FTCE prior to program completion.


Section 4 COEHS First Year Employment Data (2009-2010 thru 2011-2012) Section 4 Overview: Once a year, the state identifies program completers and matches them to employers. These data are used as part of the College’s continuous improvement efforts as evidenced in UNF’s Institutional Program Evaluation Plans (IPEPs), institutional strategic plans, institutional reports, departmental program reviews, and other uses as deemed appropriate. FDOE data indicates that in 2011-2013 52% of UNF’s completers from initial teacher certification programs, including Educator Preparation graduates, were hired in a public school in the state of Florida. Aggregated data for three years indicate that approximately 50% of program completers are placed in Florida public schools in their first year following graduation. These data exclude UNF program completers hired in private and/or out of state schools, and those who do not get employed in the year in which they graduated for personal, educational, and/or professional reasons. That is, if a program completer is hired two years after graduation he/she is not accounted in these figures.

4.1 Initial Teacher Preparation Programs* and Educator Preparation Institute # of Program Completers 2011-2012

# of Program Completers Hired in 2012-2013

(%) Program Completers Hired in 2012-2013

265 139 52 # of Program Completers 2010-2011






332 189 56 Source: Florida Department of Education Title II Data. *Art K-12, Biology 6-12, Chemistry 6-12, Elementary Education/ESOL K-6, English 6-12/ESOL, Exceptional Student Education ESOL K-12, Hearing Impaired K-12, Mathematics 6-12, MG Math/MG Science 5-9, Music K-12, PreK-Primary Education/ESOL, Physical Education K-12, Physics, Social Science 6-12, and the Educator Preparation Institute (EPI).

4.2 Other School Professional Degrees* # of Program Completers 2011-2012









48 37 77 Source: Florida Department of Education. *Educational Leadership and Guidance and Counseling PK-12. UNF’s program completer employment data are provided yearly by the Florida Department of Education (FDOE).


Section 5 Satisfaction Survey Results for all COEHS Teacher Education Program

Completers (2009-2010 and 2010-2011)

Section 5 Overview: The College tracks completers employed in public schools in the state of Florida using the state’s employment database as referenced in Section 4. Using these data COEHS solicits feedback from candidates and employers. Following is a summary of data for graduates of the 2009-2010 and 2010-2011 programs.

Satisfaction Survey Results for all COEHS Teacher Education Program Completers 2009-2010

2010-2011

My program of study at the COEHS at UNF prepared me to:

n

M

SD

n

M

SD

1. . . .use assessment strategies (traditional and

alternative) to assist the continuous development of learners.

64 4.1 .72 42 4.2 .82

2. . . .use effective communication techniques with

students and all other stakeholders. 64 4.4 .61

42

4.5 .77

3. . . .engage in continuous improvement for self and

school. 64 4.5 .64 42 4.4 .83

4. . . .use appropriate techniques and strategies to

promote and enhance critical, creative, and evaluative thinking capabilities of students.

64 4.3 .78 42 4.3 .73

5. . . .use teaching and learning strategies that reflect

students’ culture, learning styles, special needs, and socioeconomic backgrounds.

64 4.4 .83 42 4.5 .67

6. . . .adhere to the code of ethics and principles of

professional conduct of the education profession in Florida.

64 4.8 .38 42 4.7 .58

7. . . .use an understanding of learning and human

development to provide a positive learning environment which supports the intellectual, personal, and social development of all students.

64 4.5 .61 42 4.5 .74

8. . . .effectively teach in my subject area. 64 4.2 .89 42 4.5 .74

9. … create and maintain positive learning environments

in which students are actively engaged in learning, social interaction, cooperative learning and self-motivation.

64 4.5 .55 42 4.5 .63

10. … plan, implement, and evaluate effective instruction in a variety of learning environments.

64 4.4 .75 42 4.4 .74

11. . . .work with various education professionals, parents,

and other stakeholders in the continuous improvement of the educational experiences of students.

64 4.4 .70 42 4.2 1.03

12. . . .use and integrate appropriate technology in teaching

and learning processes. 64 4.3 .80 42 4.1 .99


2009-2010

2010-2011

My program of study at the COEHS at UNF prepared me to:

n

M

SD

n

M

SD 13. . . .write and speak in a logical and understandable style

with appropriate grammar. 64 4.4 .79 42 4.3 .88

14. . . .recognize signs of students’ difficulty with reading

and computational processes. 64 4.0 .90 42 4.2 .95

15. . . .apply appropriate measures to improve students’

reading and computational processes. 64 4.0 .95 42 4.2 .79

16. . . .demonstrate knowledge and understanding of the

Sunshine State Standards. 64 4.4 .83 42 4.1 1.04

17. . . .maintain an orderly and disciplined classroom conducive to student learning.

64 4.4 .73 42 4.1 1.15

18. Use student performance data to facilitate and impact student learning.

64 4.0 1.05 42 3.9 1.19

19. Overall, how satisfied are you with the preparation you received at the College of Education and Human Services at UNF?

64 4.6 .52 42 4.5 .63

Note: All ratings were on a five-point scale. 1: Strongly Disagree; 2: Disagree; 3: No Opinion 4: Agree 5: Strongly Agree

Graduates’ perceptions about their level of satisfaction with the preparation received at UNF has been rated high consistently, 4.6(.52) and 4.5(.63) on a 5 point scale, for both the 2009-2010 and 2010-2011 academic years (see item 19). Data from 2009-2010 and 2010-2011 indicated graduates felt they were best prepared in the areas of ethics, continuous improvement, learning and human development, and learning environments (see items 3, 6, 7 and 9). In 2009-2010, the lowest ranked items included their ability to “recognize signs of students’ difficulty with reading and computational processes” (item 14), “application of measures to improve reading and computational processes” (item 15), and the “use of performance data to facilitate impact on student learning” (item 18). In 2010-2011, the lowest ranked items included the integration of technology (item 12), knowledge and understanding of sunshine state standards (item 16), classroom management (item 17), and the use of performance data to facilitate instruction and impact on student learning (item 19).


Section 6 Employers’ Satisfaction of Beginning Teachers Graduated from COEHS in 2009-2010 and 2010-2011

Section 6 Overview: The College tracks completers employed in public schools in the state of Florida using the state’s employment database as referenced in Section 4. Using these data the Unit solicits feedback from candidates and employers. Following is a summary of data for employers of COEHS program completers in the 2009-2010 and 2010-2011 programs.

Employers’ Satisfaction with COEHS Program Completers

2009-2010 2010-2011

To what degree do UNF beginning teachers compare to other beginning teachers in their ability to:

n

M

SD

n

M

SD

1. . . .use assessment strategies (traditional and

alternative) to assist the continuous development of learners.

126

3.7

.86

76 3.7 .75

2. . . .use effective communication techniques with

students and all other stakeholders. 126 3.8 .84 76 3.7 .74

3. . . .engage in continuous improvement for self and

school. 126 3.9 .80 76 3.7 .75

4. . . .use appropriate techniques and strategies to

promote and enhance critical, creative, and evaluative thinking capabilities of students.

126 3.8 .88 76 3.8 .86

5. . . .use teaching and learning strategies that reflect

students’ culture, learning styles, special needs, and socioeconomic backgrounds.

126 3.8 .88 76 3.8 .79

6. . . .adhere to the code of ethics and principles of

professional conduct of the education profession in Florida.

126 4.0 .87 76 3.9 .87

7. . . .use an understanding of learning and human

development to provide a positive learning environment which supports the intellectual, personal, and social development of all students.

126 3.9 .89 76 3.9 .78

8. . . .demonstrate knowledge and understanding of

subject matter. 126 3.9 .89 76 3.9 .80

9. … create and maintain positive learning environments

in which students are actively engaged in learning, social interaction, cooperative learning and self-motivation.

126 4.0 .89 76 4.0 .83

10. … plan, implement, and evaluate effective instruction in a variety of learning environments.

126 3.9 .85 76 3.9 .89

11. . . .work with various education professionals, parents,

and other stakeholders in the continuous improvement of the educational experiences of students.

126 3.9 .86 76 3.7 .81

12. . . .use and integrate appropriate technology in teaching

and learning processes.

126

3.8

.91

76

3.7

.86


2009-2010 2010-2011

13. . . .write and speak in a logical and understandable style

with appropriate grammar. 126 3.9 .84 76 4.0 .77

14. . . .recognize signs of students’ difficulty with reading

and computational processes. 126 3.7 .86 76 3.7 .83

15. . . .apply appropriate measures to improve students’

reading and computational processes. 126 3.7 .89 76 3.8 .87

16. . . .demonstrate knowledge and understanding of the

Sunshine State Standards. 126 3.8 .89 76 3.8 .83

17. . . .maintain an orderly and disciplined classroom conducive to student learning.

126 3.9 .90 76 3.8 .89

18. ….use performance data to facilitate and impact student learning.

126 3.8 .92 76 3.8 .81

19. Overall, how satisfied are you with UNF’s first-year teachers’ performance as compared to other beginning teachers in your school?

126 4.1 .72 76 4.1 .88

Note: All ratings were on a five-point scale. 1: Much Weaker; 2: Weaker; 3: About the Same; 4: Stronger; 5: Much Stronger .

Employers’ perceptions of satisfaction with UNF’s first year teachers’ performance when compared with other first year beginning teachers were rated in a positive way, 4.1 on a 5 point scale for both the 2009-2010 and 2010-2011 academic years (see item 19). Data from employers from 2009-2010 and 2010-2011 showed that the strongest area for the COEHS graduates was their “ability to create and maintain positive learning environments in which students are actively engaged in learning, social interaction, cooperative learning and self-motivation” (item 9) and “ethics and principles of professional conduct” (see item 7). In 2009-2010, three items were perceived to be in need of improvement based on a 5-point scale. These items were item, or the “use of assessment strategies to assist in the continuous development of learners”, item 14, teachers’ ability to “recognize signs of students’ difficulty with reading and computational processes,” and item 15 the application of “appropriate measures to improve students’ reading and computational processes.” In 2010-2011, the lowest ranked items using a 5-point scale were item 1 or “use of assessment strategies to assist in the continuous development of learners”, item 2 or the “use of effective communication techniques”, item 3 “continuous improvement”, item 11 “collaboration with education professionals, parents, and other stakeholders”, item item 12 the ability to “use and integrate appropriate technology in teaching and learning processes,” and item 14 or their ability to recognize signs of student difficulty with reading and computational processes.” .


Section 7 COEHS Average GPA for Completers of Teacher Preparation Programs and Advanced Programs 2010-2011, and 2011-2012

Section 7 Overview: All applicants seeking admission to the College’s initial teacher certification programs, at the undergraduate and graduate levels, must first be admitted to the institution in accordance with the University of North Florida’s established admission requirements and policies. Once admitted to UNF, applicants interested in initial teacher preparation or other school professional programs in the Unit must meet the state’s minimum GPA criteria for admissions. Criteria for admissions are governed by Florida’s Board of Education (BOE) rule and statute, 6A-5.066 and F.S. 1004.04(4)(b)(1)(2), respectively. The aforementioned state statute and rule not only determine minimum admission criteria for applicants but also specify processes and procedures to maintain continued program approval across all institutions with initial teacher preparation programs in the State of Florida. The minimum state required GPA for admission to and exit from teacher preparation programs in the College is 2.5. Data for two academic years indicate that the average entry and exit GPAs for completers of COEHS teacher education and advanced programs exceeded the minimum set by the state.

COEHS Entry and Exit Average GPA for of Teacher Education Programs and Candidates and Other School Professional Programs*

Academic Year

Average Entry GPA

Average Exit GPA

2011-2012

3.25

3.58

2010-2011

3.22

3.61

Source: Teacher Education File managed by the Office of Institutional Research at UNF. The following programs were included in the calculations: Art K-12, Biology 6-12, Chemistry 6-12, Elementary Education K-6, English 6-12/ESOL, Exceptional Student Education ESOL K-12, Hearing Impaired K-12, Mathematics 6-12, MG Math/MG Science 5-9, Music K-12, PreK-Primary Education/ESOL, Physical Education K-12, Physics, Social Science 6-12, and the Educator Preparation Institute (EPI), School Leadership and Guidance and Counseling K-12.

Section 8 Graduation Rates for Students Admitted and Enrolled in COEHS Programs Section 8 Overview: This section summarizes the graduation rate of COEHS admits during the 2008-2009 academic year. One important consideration when analyzing this table is to recognize the significant differences between the cohort sizes of the various programs of study. Of most significance is the Elementary Education program which was comprised of a cohort of 240. 163 of 240 (68%) of the students originally identified as Elementary Education majors graduated from the College but not necessarily from the same major or track they started with, in this case Elementary Education. 144 of 240 (60%) graduated from the original major and track. 175 of 240 graduated from the University but not necessarily from the same college, major or track they started with, in this case, Elementary Education.

Section 8 COEHS Graduation for a Cohort of Admits and Enrolled in the 2008-2009

DOE CODE

Program by Major and Track

DegreeLevel

Cohort Size

n

Graduation At

University Level(*)

Graduation At

College Level(**)

Graduation At

Major Level(***)

Graduation At

Track Level(****

114 Art Education: Art Education K-12 B 9 56% 22% 22% 22%

285 Educational Leadership: School Leadership M 42 79% 79% 79% 74%

287 Math Education: Math 6-12 B 8 50% 50% 38% 38%

288 Science Education: Biology 6-12 B 7 43% 43% 14% 14%

289 Science Education: Chemistry 6-12 B 1 - - - - - - - -

293 Social Studies Education: Social Studies 6-12 B 26 85% 62% 46% 46%

297 Special Education: Deaf Education+ M 10 - - - - - - - -

304 Counselor Education: School Counseling M 15 80% 80% 73% 73%

365

Middle School Education: Math and Science 5-9 B 4 75% 75% 50% 50%

387 PreK-Primary Education B 17 76% 71% 65% 65%

398 English Education: English 6-12 B 27 74% 52% 44% 44%

424 Physical Education: Physical Education K-12 B 14 71% 57% 36% 36%

430 Special Education: ESE B 23 74% 57% 57% 57%

430 Special Education: ESE M 3 - - - - - - - -

444 Elementary Education: Elementary Education K-6 B 240 73% 68% 60% 60%

Source: Office of Institutional Research and Assessment. Graduation is based on the number of students in year 1 that were retained and graduated in year 4. (*) University Level: COEHS students that graduated from UNF but not necessarily from the same college, major or track they started with. (**) College Level: Students graduated from COEHS but not necessarily from the same major or track they started with. (***) Major Level: Students graduated from COEHS but not necessarily from the same track they started with. (****)Track Level: Students retained in COEHS and in the same major and track they started with. + This is a 5 years program.

- - Current data reflects students retained and graduated in year 4 of their program of study. Students taking longer than 4 years to complete their program of study are not accounted for in this table.


Section 9 Employment Retention Rates of COEHS Program Completers

Overview Section 9: Shown below is a College level summary of the percentage of completers retained after their first year of employment and after subsequent years. Using aggregated data approximately 89% of program completers are hired and retained in year 1 and year 2. The figures presented below exclude UNF program completers who were hired in private and/or out of state schools, those who did not get employment in the year in which they graduated for personal, educational, and/or professional reasons, and those who were hired by the second year after graduation. Retention disaggregated at the program level follows (see tables 9.1 thru 9.8).

Retention of Program Completers in Cohorts 2003-2004 through 2009-2010

Cohorts Based on Program

Completion Year

Completers Retained First

Year of Employment (%)*

Percent Retention**

2004‐2005 100% 66% Retained for 8 years






2010‐2011 86% Data Not Yet Available

Note: *Calculations based on FDOE Employment Data. Completers’ first year retention was calculated by establishing a baseline using

first year employment data i.e., completers who were employed within a year of program completion and still employed on the

second year. **Calculations up to eight consecutive years of employment with no break in service.


9.1 2004-2005 Graduates’ Retention Length of Stay in the Classroom: Retention per Program per Employment Year (Average Length of Stay

of 2004-2005 Program Completers in Full-Time Teaching Positions for School Years 2005-2006, 2006-2007, 2007-2008, 2008-2009, 2009-2010, 2010-2011, 2011-2012, and 2012-2013: No Break in Service).

# of Completers 2004‐2005

209

DOE CODE

Hired and Retained in 2005‐

06 (1 Year: Baseline)

*

Y 2 2005‐06 2006‐07

Y 3: 2005‐06, 2006‐07, 2007‐08

Y 4: 2005‐06, 2006‐07, 2007‐08, 2008‐09

Y 5: 2005‐06, 2006‐07, 2007‐08, 2008‐09, 2009‐10

Y 6: 2005‐06, 2006‐07, 2007‐08, 2008‐09, 2009‐10, 2010‐11

Y7 2005‐06, 2006‐07, 2007‐08, 2008‐09, 2009‐10, 2010‐11, 2011‐12

Y8 2005‐06, 2006‐07, 2007‐08, 2008‐09, 2009‐10, 2010‐11, 2011‐12, 2012‐13

Art K‐12 114 2 2(100%) 2(100%) 2(100%) 1(50%) 0% 0% 0%

Music K‐12 202 1 1(100%) 1(100%) 1(100%) 0% 0% 0% 0%

Reading K‐12* 212 1 1(100%) 1(100%) 1(100%) 0% 0% 0% 0%

PE 6‐12 278 1 1(100%) 1(100%) 1(100%) 1(100%) 1(100%) 1(100%) 1(100%)

ED Leadership**** 285 NA NA NA NA NA NA NA NA

Math 6‐12 287 0 NA NA NA NA NA NA NA

Biology 6‐12 288 1 1(100%) 1(100%) 1(100%) 1(100%) 1(100%) 1(100%) 1(100%)

Soc Sci 6‐12 293 3 3(100%) 3(100%) 3(100%) 3(100%) 3(100%) 2(67%) 2(67%)

Hearing Impaired K‐

12 297 4 4(100%) 4(100%) 4(100%) 4(100%) 4(100%) 4(100%) 4(100%)

Guidance/Counseling

PK‐12 304 8 8(100%) 8(100%) 8(100%) 7(88%) 7(88%) 7(88%) 6(75%)

MG Math/MG Science 5‐9 365 6 6(100%) 6(100%) 5(83%) 5(83%) 5(83%) 5(83%) 5(83%)

MG English/Soc. Science 5‐9* 366 1 1(100%) 1(100%) 1(100%) 1(100%) 1(100%) 1(100%) 1(100%)

PreK/Primary/ESOL

PK‐3 END 387 31 31(100%) 29(94%) 26(84%) 24(77%) 23(74%) 21(68%) 20(65%)

English/ESOL 398 2 2(100%) 2(100%) 1(50%) 1(50%) 1(50%) 0% 0%

Exceptional Student Education/ESOL 430 3 3(100%) 3(100%) 3(100%) 3(100%) 3(100%) 3(100%) 2(67%)

Elementary Education (K‐6)/ESOL 444 87 87(100%) 81(93%) 75(86%) 71(82%) 67(77%) 59(68%) 58(67%)

Total(%Retention) N=151 151(100%) 141(93%) 130(86%) 122(81%) 116(77%) 104(69%) 100(66%)

Note-*These program codes are no longer active or are no longer offered as state approved programs at UNF. Percent retention on the First Year of Employment was calculated based on the number of completers hired in public schools in the state of Florida in 2005-2006 (N = 151). Retention rates for years 2 through 8 were calculated based on the Baseline Year (N=151). The employment data excludes candidates not employed in Year 1 (Baseline) but who were later hired in subsequent employment years. ****DOE Code 285 had no data for the 05-06. This code (285) was accidentally removed from the DOE list of approved programs during this cycle of data collection. This numbers represent retention with no break in service.


9.2 2005-2006 Graduates’ Retention Length of Stay in the Classroom: Retention per Program per Employment Year (Average Length of Stay of 2005-2006 Program Completers in their Full-Time Teaching Positions for School Years 2006-2007, 2007-2008, 2008-2009, and 2009-2010, 2010-11, 2011-12, and 2012-13: No Break in Service).


329

DOE CODE

Hired and Retained in 2006‐07 (1 Y

Baseline)

Y 2 2006‐07 2007‐08

Y 3:

2006‐07, 2007‐08, 2008‐09

Y 4:

2006‐07, 2007‐08, 2008‐09, 2009‐ 10

Y 5:

2006‐07, 2007‐08, 2008‐09, 2009‐10, 2010‐11

Y6 2006‐07, 2007‐08, 2008‐09, 2009‐10, 2010‐11, 2011‐12

Y7 2006‐07, 2007‐08, 2008‐09, 2009‐10, 2010‐11, 2011‐12, 2012‐13

Art K‐12 114 1 1(100%) 1(100%) 1(100%) 1(100%) 1(100%) 1(100%)

Reading K‐12* 212 3 2(67%) 2(100%) 2(100%) 2(100%) 2(100%) 2(100%)

ED Leadership 285 25 24(96%) 22(88%) 22(88%) 21(84%) 20(80%) 20(80%)

Math 6‐12 287 2 2(100%) 2(100%) 2(100%) 1(50%) 1(50%) 1(50%)

Biology 6‐12 288 5 5(100%) 5(100%) 5(100%) 5(100%) 5(100%) 4(80%)

Social Science 6‐12 293 6 5(83%) 5(83%) 5(83%) 5(83%) 5(83%) 5(83%)

Hearing Impaired K‐12 297 6 5(83%) 5(83%) 5(83%) 4(67%) 4(67%) 4(67%)

Guidance/Counseling PK‐

12 304 11 9(82%) 9(82%) 9(82%) 8(73%) 8(73%) 5(45%)

MG Math/MG Sci 5‐9 365 13 12(92%) 10(77%) 10(77%) 10(77%) 10(77%) 10(77%)

PreK/Primary/ESOL PK‐3

END 387 32 29(91%) 25(78%) 24(75%) 22(69%) 18(69%) 16(50%)

English/ESOL 398 6 6(100%) 6(100%) 5(83%) 5(83%) 4(83%) 4(83%)

Physical Education K‐12 424 4 4(100%) 3(75%) 3(75%) 2(50%) 2(50%) 2(50%)

Exceptional Student Education/ESOL 430 18 17(94%) 14(78%) 14(78%) 14(78%) 11(78%) 11(78%)

Elementary Education (K‐6)/ESOL 444 115 103(90%) 93(81%) 90(78%) 85(74%) 81(74%) 73(63%)

Total(%Retention) N=247 224(91%) 202(82%) 197(80%) 185(75%) 172(70%) 158(64%)

Note‐*This program code is no longer active or are no longer offered as state approved programs at UNF. Percent retention on the

First Year of Employment was calculated based on the number of completers hired in public schools in the state of Florida in 2006‐

2007 (N = 247), a year after graduation. Retention rates for years 2 through 7 were calculated based on the Baseline Year (N=247).

The employment data excludes candidates not employed in Year 1 (Baseline) but who were later hired in subsequent employment

years. These numbers represent retention with no break in service.



of 2006-2007 Program Completers in their Full-Time Teaching Positions for a Three Year Period: School Years 2007-2008, 2008-2009, and 2009-2010, 2010-11, 2011-12, 2012-13: No Break in Service).


312

DOE CODE

Hired 2007‐2008

and Retained Year 1

Retained Year Y2: 2007‐08 2008‐09

Retained Year 3: 2007‐08 2008‐09 2009‐10

Retained Year4: 2007‐08 2008‐09 2009‐10 2010‐11

Retained Year 5: 2007‐08 2008‐09 2009‐10 2010‐11 2011‐12

Retained Year 6: 2007‐08 2008‐09 2009‐10 2010‐11 2011‐12 2012‐13

ED Leadership 285 27 23(85%) 21(78%) 20(74%) 19(70%) 18(67%)

Math 6‐12 287 4 4(100%) 4(100%) 4(100%) 4(100%) 3(75%)

Biology 6‐12 288 1 1(100%) 1(100%) 1(100%) 1(100%) 1(100%)

Social Science 6‐12 293 4 4(100%) 1(25%) 1(25%) 1(25%) 1(25%)

Hearing Impaired K‐12 297 3 3(100%) 3(100%) 3(100%) 3(100%) 3(100%)

Guidance/Counseling PK‐12 304 15 13(87%) 12(80%) 12(80%) 12(80%) 12(80%)

MG Math/MG Sci 5‐9 365 6 4(67%) 4(67%) 3(50%) 3(50%) 3(50%)

PreK/Primary/ESOL PK‐3 END 387 25 20(80%) 18(72%) 17(68%) 17(68%) 15(60%)

English/ESOL 398 5 5(100%) 5(100%) 4(80%) 4(80%) 4(80%)

Physical Education K‐12 424 3 3(100%) 3(100%) 3(100%) 3(100%) 3(100%)

Exceptional Student Education/ESOL 430 15 12(80%) 10(67%) 10(67%) 10(67%) 9(60%)

Elementary Education (K‐6)/ESOL 444 116 105(91%) 87(75%) 80(69%) 76(66%) 72(62%)

Total(%Retention) N = 224 197(88%) 169(75%) 158(71%) 153(68%) 144(64%)

Note‐ Percent retention on the First Year of Employment was calculated based on the number of completers hired in public schools in

the state of Florida in 2007‐2008 (N = 224), a year after graduation. Retention rates for years 2 through 6 were calculated based on

the Baseline Year (N=224). The employment data excludes candidates not employed in Year 1 (Baseline) but who were later hired in

subsequent employment years. These numbers represent retention with no break in service. Graduates in ITPs hired as substitute

teachers in the 1ST Year of employment were no included in the count shown.



of 2007-2008 Program Completers in a Full-Time Teaching Position in their first, second, third, and fourth and fifth years of consecutive employment: Employment Years 2008-2009, 2009-2010, 2011-2012, 2011-

2012, 2012-2013).


DOE CODE

Hired and Retained in 2008‐2009 Baseline Year 1

Year 2: 2008‐09 2009‐10

Year 3: 2008‐09 2009‐10 2010‐11

Year 4: 2008‐09 2009‐10 2010‐11 2011‐12

Year 5: 2008‐09 2009‐10 2010‐11 2011‐12 2012‐13

Art K‐12 114 2 1(50%) 1(50%) 1(50%) 1(50%)

Music K‐12 202 1 1(100%) 1(100%) 1(50%) 1(50%)

ED Leadership 285 47 45(96%) 39(83%) 38(81%) 38(81%)

Math 6‐12 287 5 3(60%) 3(60%) 3(60%) 3(60%)

Biology 6‐12 288 1 1(100%) 1(100%) 1(100%) 1(100%)

Chemistry 6‐12 289 1 1(100%) 1(100%) 1(100%) 1(100%)

Social Science 6‐12 293 5 4(80%) 2(40%) 2(40%) 1(20%)

Hearing Impaired K‐12 297 5 4(80%) 4(80%) 4(80%) 4(80%)

Guid/Counseling PK‐12 304 13 12(92%) 12(92%) 12(92%) 12(92%)

MG Math/MG Sci 5‐9 365 8 8(100%) 8(100%) 7(88%) 6(75%)

PreK/Primary/ESOL PK‐

3 END* 387 29 25(86%) 23(86%) 20(69%) 18(62%)

English/ESOL 398 5 5(100%) 5(100%) 5(100%) 3(60%)

Physical Education K‐12 424 1 1(100%) 0(0%) 0(0%) 0(0%)

Exceptional Student Education/ESOL 430 19 19(100%) 16(84%) 15(79%) 14(74%)

Elementary Education (K‐6)/ESOL 444 116 108(93%) 95(85%) 85(73%) 75(65%)

Total(%Retention) N = 258 238(92%) 211(82%) 195(76%) 178(69%)







9.5 2008-2009 Graduates Retention Length of Stay in the Classroom: Retention per Program per Employment Year (Average Length of Stay

of 2008-2009 Program Completers in their Full-Time Teaching Positions in their First, Second, third and fourth years of consecutive employment: Employment Years 2009-2010, 2010-2011, 2011-2012, 2012-2013:

No Break in Service).


DOE CODE

Hired and Retained in 2009‐2010 Year 1

Year 2: 2009‐10 2010‐11

Year 3: 2009‐10, 2010‐11 2011‐12

Year 4: 2009‐10, 2010‐11, 2011‐12, 2012‐13

Art K‐12

114 5 4(80%) 4(80%) 4(80%)

Music K‐12

202 3 3(100%) 3(100%) 2(67%)

ED Leadership

285 32 28(88%) 28(88%) 25(78%)

Math 6‐12

287 1 1(100%) 1(100%) 1(100%)

Biology 6‐12

288 2 2(100%) 2(100%) 2(100%)

Chemistry 6‐12 289

0 NA NA NA

Physics 6‐12 291 1

0(0%)

0(0%)

0(0%)

Social Science 6‐12

293 7 3(43%) 3(43%) 2(29%)

Hearing Impaired K‐12

297 1 1(100%) 1(100%) 1(100%)

Guidance/Counseling PK‐12

304 22 20(91%) 20(91%) 19(86%)

MG Math/MG Sci 5‐9 365 4 3(75%) 3(75%) 3(75%)

PreK/Primary/ESOL PK‐3 END*

387 14 12(86%) 12(86%) 9(64%)

English/ESOL 398 9 8(89%) 7(78%) 6(67%)

Physical Education K‐12 424 8 6(75%) 3(38%) 3(38%)

Exceptional Student Education/ESOL 430 7 6(86%) 5(71%) 5(71%)

Elementary Education (K‐6)/ESOL

444 89 78(88%) 74(83%) 64(72%)

Educator Preparation Institute (EPI) 600 61 55(90%) 51(84%) 44(72%)

Total (%Retention) N = 266 230(86%) 217(82%) 190(71%)







9.6 2009-2010 Graduates’ Retention Length of Stay in the Classroom: Retention per Program per Employment Year (Average Length of Stay of 2009-2010 Program Completers in Full-Time Teaching Positions in their First, Second, third and fourth years of consecutive employment: Employment Years 2010-2011, 2011-2012, 2012-2013: No Break in

Service).


380

DOE CODE

Hired and Retained in 2010‐2011

Baseline Year 1

Year 2: 2010‐11 2011‐2012

Year 3: 2010‐11 2011‐12 2012‐2013

Art K‐12 114

3 2(67%) 2(67%)

Music K‐12 202

1 1(100%) 1(100%)

ED Leadership 285

25 24(96%) 22(88%)

Math 6‐12 287

3 2(66%) 1(33%)

Biology 6‐12 288

1 1(100%) 1(100%)

Social Science 6‐12 293

10 7(70%) 6(60%)

Hearing Impaired K‐12 297

4 4(100%) 3(75%)

Guidance/Counseling PK‐12 304

12 10(83%) 10(83%)

MG Math/MG Sci 5‐9 365

7 6(86%) 4(57%)

PreK/Primary/ESOL PK‐3 END* 387

24 20(83%) 19(79%)

English/ESOL 398

9 8(89%) 8(89%)

Physical Education K‐12 424

3 2(67%) 2(67%)

Exceptional Student Education/ESOL 430

10 8(80%) 7(70%)

Elementary Education (K‐6)/ESOL 444

91 68(75%) 60(66%)

Educator Preparation Institute (EPI) 600

23 20(87%) 17(74%)

Total (%Retention) N =226 183(81%) 163(72%)







9.7 2010-2011 Graduates’ Retention

Length of Stay in the Classroom: Retention per Program per Employment Year (Average Length of Stay of 2011-2012 Program Completers in Full-Time Teaching Positions in their First and Second years of

consecutive employment: Employment Years 2011-2012, 2012-2013: No Break in Service).


380

DOE CODE


Baseline Year 1

Year 2: 2011‐12 2012‐2013

Art K‐12 114

1 1(100%)

Music K‐12 202

2 1(50%)

ED Leadership 285

26 22(85%)

Math 6‐12 287

3 2(67%)

Biology 6‐12 288

0 0

Social Science 6‐12 293

6 3(50%)

Hearing Impaired K‐12 297

2 2(100%)

Guidance/Counseling PK‐12 304

10 9(90%)

MG Math/MG Sci 5‐9 365 6

5(83%)

PreK/Primary/ESOL PK‐3 END* 387

9 9(100%)

English/ESOL 398 8

8(100)

Physical Education K‐12 424 0

0

Exceptional Student Education/ESOL 430 11

9(82%)

Elementary Education (K‐6)/ESOL 444

76 66(87%)

Educator Preparation Institute (EPI) 600 11

10(91%)

Total (%Retention) N = 171 147(86%)


the state of Florida in 2011‐2012 (N = 171), a year after graduation. Retention rate for year 2 through 3 was calculated based on the

Baseline Year (N=171). Graduates in ITPs hired as substitute teachers in the 1ST Year of employment were no included in the count

shown.



for 2011-12 Program Completers in Full-Time Teaching Positions: Employment Years 2012-2013).


334

DOE CODE


Baseline Year 1

Year 2: 2012‐13

2013‐2014 (Data NA)

Art K‐12 114 1

Music K‐12 202 2

ED Leadership 285 49

Math 6‐12 287 6

Biology 6‐12 288 0

Social Science 6‐12 293 9

Hearing Impaired K‐12 297 1

Guidance/Counseling PK‐12 304 13

MG Math/MG Sci 5‐9 365 3

PreK/Primary/ESOL PK‐3 END* 387 11

English/ESOL 398 3

Physical Education K‐12 424 6

Exceptional Student Education/ESOL 430 13

Elementary Education (K‐6)/ESOL 444 75

Educator Preparation Institute (EPI) 600 9

Total (%Retention) N = 201


the state of Florida in 2012‐2013 (N = 201), a year after graduation. Graduates in ITPs hired as substitute teachers in the 1ST Year of

employment were no included in the count shown.


9.10 Summary of Retention at Year 3 and Year 5 COEHS retention rate for Year 3 appproximates 80% (cohort years 2004‐05 thru 2009‐10) and

73% (cohort years 2004‐05 thru 2007‐08)

Completion Year

Program Retention Y3 Retention Y5 2004-2005

NA NA

2005-2006 88% 84%

2006-2007 School Leadership 78% 70%

2007-2008

83% 81% 2008-2009 88%

2009-2010 88%

Completion Year


100% 88%

2005-2006 82% 73%

2006-2007 Guidance and Counseling 80% 80%

2007-2008

92% 92% 2008-2009 91%

2009-2010 83%

Completion Year


ART K-12

100% 50% 2005-2006 100% 100% 2006-2007 NA NA 2007-2008 50% 50% 2008-2009 80%

2009-2010 67%

Completion Year


Mathematics 6-12

2005-2006 100% 50% 2006-2007 100% 100% 2007-2008 60% 60% 2008-2009 100%

2009-2010 66%

Completion Year


MG Science and Math 5-9

100% 83% 2005-2006 77% 77% 2006-2007 67% 60% 2007-2008 100% 75% 2008-2009 75%

2009-2010 57%


Completion Year


English Education

100% 50% 2005-2006

100% 83% 2006-2007 100% 80% 2007-2008 100% 100% 2008-2009 78%

2009-2010 89%

Completion Year


Social Studies Education

100% 100% 2005-2006 83% 83% 2006-2007 25% 25% 2007-2008 40% 20% 2008-2009 43% 2009-2010 60%

Completion Year


Biology Education

100% 100% 2005-2006 100% 100% 2006-2007 100% 100% 2007-2008 100% 100% 2008-2009 100%

2009-2010 100%

Completion Year


Exceptional Student Education

100% 100% 2005-2006 78% 78% 2006-2007 67% 67% 2007-2008 84% 74% 2008-2009 71%

2009-2010 70%

Completion Year


Deaf Education

100% 100% 2005-2006 83% 67% 2006-2007 100% 100% 2007-2008 80% 80% 2008-2009 100%

2009-2010 75%


Completion Year


PreK Primary Education

94% 77% 2005-2006 78% 69% 2006-2007 72% 68% 2007-2008 86% 62% 2008-2009 64%

2009-2010 79%

Completion Year


Elementary Education

93% 82% 2005-2006 81% 74% 2006-2007 75% 66% 2007-2008 85% 65% 2008-2009 84%

2009-2010 66%

Completion Year


Educator Preparation Institute

2005-2006 2006-2007 2007-2008 2008-2009 84% 2009-2010 74%

Section 10 Impact Data: Florida’s Value-Added Model Scores

Overview Section 10: Value-Added: Candidates demonstrate impact on P-12 student learning based on student achievement data during the first year of teaching. The percentage of completers in the analyses is very low because the calculations used the total number of program completers each year even if they were not teaching in their first year after graduation or were employed in private schools or out of state. For UNF, the highest percentage of program completers with VAM scores was 17%. VAM mean scores for UNF program completers show COEHS program completers have VAM scores slightly below “0” indicating that on average students of completers from UNF did not perform better or lower than expected after controlling for all the factors in the model used to calculate the VAM scores. In comparison to all first year teachers in the state, UNF’s average VAM scores are similar to state VAM scores, except for scores for completers in Reading and ReadingProg in 2009-2010 which were slightly lower that the state’s average.


10.1 Teacher Education Program Completer VAM Scores Completion Year Subject Completers

(n ) Completers in the Analysis (n)

% Completers with VAM Scores

Mean Completers’ VAM Score

SE Completers’ VAM Score

2007‐2008

All 401 65 16.2% ‐0.040 0.029

Math 401 48 12.0% ‐0.029 0.044

MathProg 203 35 17.2% ‐0.022 0.055

Reading 401 51 12.7% ‐0.041 0.021

ReadProg 197 34 17.3% ‐0.053 0.027

2008‐2009 2009‐2010

All 404 60 14.9% 0.014 0.044

Math 404 45 11.1% 0.047 0.055

MathProg 197 29 14.7% ‐0.055 0.070

Reading 404 47 11.6% ‐0.054 0.044

ReadProg 200 34 17.0% ‐0.065 0.056

All 353 60 17.0% ‐0.073 0.036

Math 353 39 11.0% ‐0.020 0.050

MathProg 179 30 16.8% ‐0.079 0.051

Reading 353 46 13.0% ‐0.109 0.043

ReadProg 177 36 20.3% ‐0.093 0.041

COEHS and State VAM Scores and Standard Error Trend for All Subject Areas

All‐UNF All 1158 185 16% ‐.0300 .022

All‐State All‐State 30730 6806 22.1% ‐0.030 0.005

All‐UNF Math All Math‐UNF 1158 132 11.4% .0000 .028

All‐State Math All‐State Math 30730 4133 13.4% ‐0.028 0.006

All‐UNF MathProg

All‐UNF MathProg

579 94 16.2 ‐.0500 .033

All‐State MathProg

All‐State MathProg

10127 1578 15.6% ‐0.057 0.008

All‐UNF Reading

All UNF‐Reading 1158 144 12.4% ‐.0670 .0210

All‐State Reading

All‐State Reading

30730 5037 16.4% ‐0.034 0.006

All‐UNF ReadingProg

All‐UNF ReadingProg

574 104 18.1 ‐.071 .024

All‐State ReadingProg

All‐State ReadingProg

11273 2073 18.4% ‐0.038 0.009

Similarly, data were reported for UNF’s EPI state approved program as shown in 10.2. The percentage of completers with VAM scores is slightly higher than those reported for the initial teacher preparation program as shown 10.1. For UNF, the highest percentage of EPI program completers included in the VAM calculation was 33.3% inclusive of all subjects in 2009-10.

VAM mean scores for UNF’s EPI program completers shown in 10.2 demonstrates that COEHS EPI completers have VAM scores slightly above“0.” A VAM score above 0 indicates that on average students of EPI completers from UNF performed better than expected or predicted by the VAM model. In comparison to all EPI completers in the state, UNF’s average VAM scores are higher. For example, on the average student of UNF’s EPI VAM math scores are 17.7% above the state average for growth in math.


10.2 Educator Preparation Institute (EPI) VAM Scores Completion Year

Subject Completers Completers in Analysis

% Completers with VAM Scores

Mean Completers’ VAM Score

SE Completers’ VAM Score

0809 All 75 24 32.0% 0.053 0.057

0809 Math 75 14 18.7% 0.112 0.073

0809 Reading 75 11 14.7% ‐0.005 0.083

0910 All 30 10 33.3% 0.078 0.134

0910 Math 30 5 16.7% 0.358 0.276

0910 Reading 30 7 23.3% ‐0.057 0.075

COEHS and State VAM Scores and SE Trend for All Subject Areas in EPI All‐UNF EPI All 105 34 32.4% 0.060 0.065

All‐State EPI

All 5108 1078 21.1% ‐.034 .011

All‐UNF EPI Math 105 19 18.1% 0.177 0.104

All‐State EPI

All 5108 632 12.4% ‐.009 .014

All‐UNF EPI Reading 105 18 17.1% ‐0.025 0.059

All‐State EPI

All 5108 709 13.9% ‐.056 .015

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