UTRGV’s Educator Preparation Program (EPP) has identified two strong indicators for Measure 1, Completer Effectiveness. The first data source is from the Texas Education Agency (TEA) Accountability System for Educator Preparation (ASEP) and is called the TEA New Teacher Satisfaction Survey. New teachers under a standard certificate must respond to a survey at the end of the first year of teaching regarding the effectiveness of EPPs. The information gathered assists in improving the educational experience for teacher candidates through EPPs, though the survey applies only to new teachers who completed an EPP in Texas. Current State Board for Educator Certification (SBEC) rules in 19 Texas Administrative Code (TAC) §229.3(f)(5), require each new teacher in a Texas public school to complete a survey about the effectiveness of their preparation.
In 2021-2022, 121 new teachers prepared by the EPP responded to this survey. Results indicated an overall mean score of 2.26 for the overall satisfaction with the effectiveness of the EPP in preparing teacher candidates to succeed in the classroom. This exceeds the state average of 2.20 on the traditional undergraduate route.
The second data source is also from the Texas Education Agency (TEA) Accountability System for Educator Preparation (ASEP) and is called Improvement in Student Achievement of Students Taught by Beginning Teachers. The scoring approach determines a value associated with the teacher based on the associated student STAAR progress measures. This value is compared to a value of 50, which corresponds with neutral student growth. Currently, STAAR results for grades 4– 8, English II, and Algebra I end-of-course (EOC), are utilized.
Student achievement data is received from the TEA for students taught by beginning teachers, as shown in the ASEP manual. This student data from the STAAR progress measure is generated as part of the Accountability Rating System of districts, campuses, and charter schools and aggregates to the EPP by linking the students to the beginning teachers who have completed the EPP. The information is calculated over a 3-year period. Current figures for the 2021-2022 academic year are under development by TEA and will be posted when made available.
The EPP presents three indicators for this measure. The first is the Texas Education Agency (TEA) Accountability System for Educator Preparation (ASEP) Principal Survey, an appraisal of principals’ satisfaction with program completers. The results from this survey are used for Educator Preparation Program Accountability. Principals rate first-year teachers in six different categories: 1) Classroom Environment, 2) Instruction, 3) Students with Disabilities, 4) English Language Learners, 5) Technology Integration, and 6) Use Technology with Data. Results for 2021-2022 indicate a mean score of 2.31, equal to the state average. This indicates that the EPP’s performance is on par with the state’s average. Overall, this shows that principals were satisfied with program completer teaching performance in all categories.
A second indicator is the UTRGV Employer Survey in the School Psychology Certification Program. In the Fall of 2022, the employer survey was deployed to nine employers of UTRGV School Psychology Program completers. The overall performance score in 2021-2022 was 4.89 on a five-point scale from 1-5: very dissatisfied -> very satisfied.
A third indicator is the UTRGV Employer Survey in Superintendent Certification Program. In the Fall of 2022, the employer survey was deployed to one employer of UTRGV Superintendent Certification Program completer. The overall performance score related to the completer’s knowledge and skills in 2021-2022 was a 4.0 on a four-point scale from 1-4: strongly disagree -> strongly agree.
The strongest indicator for Measure 3, Candidate competency at completion, is the EPPs annual state certification pass rates based on ASEP rules. In 2021-2022, the initial programs had an overall pass rate of 94% on the TExES Pedagogy and Professional Responsibilities (PPR) certification exam. The initial and advanced programs achieved an overall pass rate of 89% on non-PPR exams. The Superintendent Certification program achieved a 100% overall pass rate on the state licensure exam, and the School Psychology program achieved an overall pass rate of 100% on the Praxis exam.
Two strong indicators that show the ability of completers to be hired in positions for which they have been prepared are the 1) State Board for Educator Certification (SBEC) Annual LBB Performance and 2) ASEP data that show the number of completers employed. In 2021-2022, the annual Legislative Budget Board (LBB) Performance Measure Report for the EPP’s Initial Programs was a 57.1% Certification Rate. This figure was impacted by testing limitations during the COVID-19 pandemic and is expected to rise next year since testing restrictions have since been lifted. Data on the employment of program completers for the 2021-2022 academic year are currently being produced by TEA and will be posted on this site when made available.
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UTRGV College of Education and P-16 Integration Bylaws
These Bylaws provide a framework within which the faculty of the College of Education and P-16 Integration participate in the educational and decision-making processes of the College. These Bylaws are valid to the extent that they comply with policies, procedures, and processes set forth by the State of Texas, The University of Texas System Regents’ Rules and Regulations, The University of Texas Rio Grande Valley (UTRGV) Handbook of Operating Procedures (HOP), and the Guidelines established by the Office of the Executive Vice President for Academic Affairs .