School of Education Accreditation

CAEP component R4.1

We are working on securing a data-sharing Memorandum of Understanding with local school districts that employ several Drury University SECD completers to provide us with data regarding their impact on P-12 learning and development. Of the districts we reached out to, the Lebanon School District was the only one to provide us with data specific to our completers. The data is linked below. The Drury SECD is continuing to reach out to school districts to obtain further data regarding our completers.

Lebanon School District – Drury Completers MAP Data

The First-Year Teacher Survey, collected by Missouri’s Department of Elementary and Secondary Education (DESE) and The University of Missouri’s Office of Social and Economic Data Analysis (OSEDA), is completed by the teacher’s  principal reflecting their impression of the overall quality of the educator preparation program their teacher completed. The link below shows the average ratings of Drury completers and other Missouri completers from 2017 to 2021.

• First-Year Teacher Surveys 2017-23

CAEP components R.4.2, R.5.3, R.4.1A, R.4.3, R.3.3

The following set of data reflects employer satisfaction with the Drury University School of Education and Child Development graduates based on their ability to meet the nine Missouri Teaching Standards.

• Employer Satisfaction 2018-23

The data above comes from the DESE First-Year Teacher Survey, assessed by the principals of Drury first-year teachers. On November 30^th, 2022, the Drury SECD sent out a survey to collect data regarding our completer’s placement and milestones. The survey was sent to completers from 2020 through 2022 who had no contact restrictions. Of the 109 eligible to receive the survey, 16 responded, resulting in a 15% response rate. This data was combined with data from the initial survey, sent in 2019, which was sent to completers from 2017 through 2019 who had no contact restrictions. Of the 160 eligible to receive the survey, 45 responded, resulting in a response rate of 28%. This survey will be administered annually to completers without contact restrictions and data reported accordingly.

DESE in collaboration with the University of Missouri’s Office of Social and Economic Data Analysis (OSEDA), has administered an annual survey of first-year teachers in Missouri public schools. A companion survey of employers of first-year teachers – typically their principals – has been administered. Together, the two surveys form a statewide data collection effort known widely as the First-Year Teacher Survey. The document below displays the responses of first-year, Drury teachers over the past three years.

First-Year Teacher Surveys 2017-23 – Teacher Responses

CAEP component R.3.3 and RA.3.4

The following data was collected by the Drury University School of Education and Child Development, spanning from 2017 through 2021.

Graduation Rates 2017-22

Missouri Annual Performance Report
The Missouri Annual Performance Report for Educator Preparation Programs (APR-EPPs) is based on five-years of reporting by educator preparation programs at Missouri colleges and universities. The APR-EPP is completed by the Missouri Department of Elementary and Secondary Education (DESE) each year and will consist of performance data measured to determine whether an individual certification program continues to meet state standards. The report is based upon the Missouri Standards for the Preparation of Educators (MoSPE) Standard 1 Academics, Standard 3 Field and Clinical Experiences, and Standard 4 Candidates. The overall goal of MoSPE and the APR-EPP is to ensure that together we are preparing, developing and supporting educators. The individual APR-EPP and the 2018 Comprehensive Guide to the Annual Performance Report for Educator Preparation Programs are available online.

• APR Results: 2022
• APR Results: 2021
• APR Results: 2019*
• APR Results: 2018
• APR Results: 2017
• APR Results: 2016

*Publicly-accessible APR Report for 2020 was suspended due to COVID-19.

*Publicly-accessible APR Report for 2023 is currently under development by DESE. Data for the measure are expected to become available to the public by August 2024.

Title II: Higher Education Act Sections 205 through 208 of Title II of the Higher Education Act (HEA) calls for the accountability for programs that prepare teachers. Educator preparation programs (EPPs) report to the state then report to the U.S. Department of Education. EPPs report annually on:

• Basic aspects of its teacher preparation program, such as admissions requirements; number of students enrolled by gender, ethnicity and race; required minimum GPA for admission for undergraduate and postgraduate students; assessment information and pass rates; information about supervised clinical experience; the number of students prepared by academic major and subject area; and the number of program completers;

Assessment Plan – School of Education and Child Development

• Goals for increasing the number of teachers trained in shortage areas and assurances about aspects of teacher training;
• Approval or accreditation of the teacher preparation program and whether the program is under a designation of “low-performing;”
• Information about preparing teachers to use technology, to participate as a member of individualized education program teams and to teach students with disabilities or who are limited English proficient

Beginning September 2014, candidates seeking educator certification in Missouri are required to achieve a passing score on the appropriate Missouri Content Assessments (MoCA). Effective August 31, 2014, the Praxis II series was no longer used for Missouri educator certification candidates. The MoCA is a measure of teacher candidates’ content knowledge specific to the area in which each is seeking certification. The assessments are aligned with state and national standards and may include several subtests.

CAEP Outcome Measure 4.

Each year, the Missouri Department of Elementary and Secondary Education provides information on district employees employed in Missouri public schools to the teacher education program in which they were prepared. This data allows Drury SECD to track completers’ persistence in the profession in Missouri public schools. Drury also uses completer exit surveys as well as alumni surveys to provide the SECD with updated information.

Drury Completer Placement Data 2017-2021

*Data for the ability of completers to be hired in Education Positions for Which They Have Prepared in currently under development by DESE. Data for the measure are expected to become available to the public by November 2024.

• Elementary
• Middle School (language arts, math, science, social studies)
• Art
• English
• Math
• Foreign language (Spanish, French)
• Social Science
• Journalism
• Music (vocal and instrumental)
• Speech/Theatre
• Science (biology, chemistry, physics)

• Drury Alternative Track to Special Education (DATSE)*
• P.E.*

*post-baccalaureate only

Mission

To prepare the best educators for diverse 21st Century learning environments.

Vision

The School of Education and Child Development is a collaborative learning environment that is committed to excellence in teaching and learning to transform local and global communities.

Values

These belief statements reflect the Interstate Teacher Assessment and Support Consortium (InTASC) standards, Goodlad’s postulates for reform of teacher education (1990), the standards of the Council for the Accreditation of Educator Preparation, Comer’s model for School Development, and current research and best practices for teacher education. They represent the fundamental convictions and values of the faculty of the Drury University School of Education and Child Development. They set the foundation for the development of program purposes, procedures, and assessments of standards related to the teacher education program.

1. The Learner and Learning
   • Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
   • Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
   • Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
2. Content Knowledge
   • Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
   • Application of Content Knowledge The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
3. Instructional Practice
   • Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
   • Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
   • Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
4. Professional Responsibility
   • Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
   • Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Additional Belief Statements: 

1. The mission and goals of Drury University, the liberal arts and specialty studies curricula, and the strong support to personalized education are congruous with the conditions which support an excellent teacher education program.
2. The best preparation for the development of dispositions which transcend the ordinary and characterize effective teachers include the abilities to:
   1. think critically,
   2. communicate effectively,
   3. empathize,
   4. make mature value judgments,
      exhibit personal and social responsibility, and
   5. chart a healthy course for life.
3. The use of guidelines from the learned societies,the Interstate Teacher Assessment and Support Consortium (InTASC) standards, the Missouri Standards for the Preparation of Educators (MoSPE), and the standards of the Council for the Accreditation of Educator Preparation (CAEP) help to ensure teachers are professional and prepared. Standardized tests such as the Missouri General Education Assessment (MoGEA), the American College Test (ACT), and the Missouri Content Assessment (MoCA), in conjunction with state and national program approval/accreditation provide valid sources of evidence regarding the effectiveness of the teacher education program.
4. The advanced use of technology in the teaching-learning process must be an integral part of the teacher education curricula.
5. The teacher education program must establish and maintain linkages with graduates for purposes of evaluating and revising the program as well as to ease the critical early years of transition into teaching.

Updated January 2, 2020

1. Candidates demonstrate proficiency in the 10 InTASC standards at the appropriate progression level(s) in the following categories: the learner and learning; content; instructional practice; and professional responsibility.
2. Candidates use content-specific research and theory to design, implement, assess, and reflect on student learning.
3. Candidates demonstrate skills and commitment that afford all K‐12 students access to rigorous and relevant curriculum specific to their diverse learning needs.
4. Candidates model and apply technology standards to design, implement, and assess developmentally‐appropriate learning experiences to engage students and improve learning.
5. Candidates demonstrate proficiency in oral and written communication skills appropriate for educators.
6. Candidates meet all institution and state requirements to be recommended for initial certification.

• Missouri Standards for the Preparation of Educators
• Missouri Teacher Standards
• Missouri Learning Standards