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2014 Ohio Educator Preparation Performance ReportOhio Dominican UniversityReport OverviewTo continuously improve the quality of educator preparation programs in Ohio, H.B. 1 of the 128th GeneralAssembly directed the Chancellor of the Board of Regents to develop a system for evaluating Ohio’s educatorpreparation programs and holding institutions of higher education accountable for their graduates’ success. H.B.290 of the 128th General Assembly provided for the sharing of data between the Ohio Board of Regents and theOhio Department of Education to link the performance of educators to the institutions that prepared them.The identification of metrics and the report format were developed in collaboration with representatives from the13 public and 38 private educator preparation providers in Ohio, as well as state agencies, and organizations.The Board of Regents works with the Ohio Department of Education and educator preparation programs tocollect data on the following identified preparation metrics for the annual reports: Ohio Teacher Evaluation System (OTES)Results for Program CompletersOhio Principal Evaluation System (OPES)Results for Program CompletersedTPATM Results for Program CompletersLicensure Test Results for Program CompletersValue-added Data (EVAAS) for K-12 StudentsTaught by Program Completers Candidate Academic MeasuresField/Clinical ExperiencesPre-Service Teacher Candidate Survey ResultsResident Educator Survey ResultsResident Educator Persistence DataExcellence and Innovation InitiativesNational AccreditationOhio Teacher Evaluation System (OTES) Results for Individuals CompletingTeacher Preparation Programs at Ohio Dominican UniversityReporting Period: September 1, 2013 through August 31, 2014Description of Data:Ohio’s system for evaluating teachers (Ohio’s Teacher Evaluation System) provides educators with a rich anddetailed view of their performance, with a focus on specific strengths and opportunities for improvement. Thesystem is research-based and designed to be transparent, fair, and adaptable to the specific contexts of Ohio’sdistricts. Furthermore, it builds on what educators know about the importance of ongoing assessment andfeedback as a powerful vehicle to support improved practice. Teacher performance and student academicgrowth are the two key components of Ohio’s evaluation system.Limitations of the Ohio Teacher Evaluation System (OTES) Data:1. The information in the report is for those individuals receiving their licenses with effective years of 2010,2011, 2012, and 2013.2. The teacher evaluation data in this report are provided by the Ohio Department of Education based on theoriginal framework of 50 percent teacher evaluation and 50 percent student growth measure.3. The number of teachers (N) with associated OTES data remains small at this point, and due to OhioRevised Code, must be masked for institutions with fewer than 10 linked teachers.EffectiveLicensureYear# Ineffective# Developing# Skilled# Accomplished2010 10 1012162011 10 10 10132012 10 1020 102013 10 1012 10Associated Teacher Evaluation Classifications
2014 Ohio Educator Preparation Performance ReportOhio Dominican UniversityOhio Principal Evaluation System (OPES) Results for Individuals CompletingPrincipal Preparation Programs at Ohio Dominican UniversityReporting Period: September 1, 2013 through August 31, 2014Description of Data:Ohio’s system for evaluating principals (Ohio’s Principal Evaluation System) provides building leaders with aricher and more detailed view of their performance, with a focus on specific strengths and opportunities forimprovement.Evaluations have two components, each weighted at 50 percent:1. Principal performance rating, determined from:a. A professional growth planb. Two 30 minute observationsc. Walkthroughs of building classrooms2. Student academic growth rating for the buildingThe Ohio Principal Evaluation System (OPES) data reported here are limited in that the information in the reportis for those individuals receiving their licenses with effective years of 2010, 2011, 2012, and 2013.EffectiveLicensureYearNumber ofPrincipalswith OPESData20100201102012020130Associated Principal Evaluation ishedN N/A% N/AN N/A% N/AN N/A% N/AN N/A% N/AN N/A% N/AN N/A% N/AN N/A% N/AN N/A% N/AN N/A% N/AN N/A% N/AN N/A% N/AN N/A% N/AN N/A% N/AN N/A% N/AN N/A% N/AN N/A% N/AedTPATM Assessment Results for Individuals CompletingTeacher Preparation Programs at Ohio Dominican UniversityReporting Period: September 1, 2013 through August 31, 2014Description of Data:Ohio educator preparation programs have participated in the development of the edTPATM, a performanceassessment for educator candidates. At this time, the edTPATM is not an Ohio licensure requirement or aprogram completion requirement. In this report, only results from the edTPATM national scoring process arereported. Results from candidates whose assessments were scored locally are not reported.Score Range15 - 75Institution Average Score41.0Ohio State Average Score41.9National Mean Score43.7
2014Educator Preparation Performance ReportOhio Dominican UniversityInstitution Profile(Data Source: Ohio Dominican University)Ohio Dominican University is a catholic, liberal arts university. ODU offers students a high quality, career-orientededucation in an intimate setting that is conducive to intellectual exchange, personal growth, and the development ofenduring values. It is a place where diversity is embraced and individualism is celebrated. We offer teacher licensure atboth the bachelor and post-baccalaureate level as well as principal licensure at the graduate level.Licensure Test Scores for Individuals Completing Educator Preparation ProgramsatOhio Dominican UniversityReporting period for 9/1/2012 through 8/31/2013(Data Source: Ohio Department of Education)Description of Data:For the period reflected on this report, Ohio required that teacher candidates pass Praxis II examinations by scoringat or above the state's established required score to be recommended for licensure and receive endorsements inspecific fields. The reporting for Teacher Licensure Test Scores is based on Federal Title II data and thereforereflects only initial licensure for 2012-2013. The data also reflect the best attempt of each test taker. Data are notprovided for additional licenses that an educator earns after her/his initial license. Most licenses in Ohio require thatcandidates pass more than one licensure examination, therefore the number of "Completers Tested" in the first tableis smaller than the sum total of all takers of all assessments in the subsequent table. For institutions with fewer than10 linked teachers or principals, only the N is reported.Summary Rating: EffectiveAll Teacher Licensure TestsCompleters TestedPass Rate Percentage6397%
2014Educator Preparation Performance ReportOhio Dominican UniversityLicensure Test Scores for Individuals Completing Principal Preparation ProgramsatOhio Dominican UniversityReporting Period from Sept 1, 2013 to Aug 31, 2014(Data Source: Ohio Dominican University)Description of Data:For the period reflected on this report, Ohio required that principal candidates pass the Ohio Assessment forEducators (015 Educational Leadership) by scoring at or above the state's established required score to berecommended for licensure. The scores are self-reported by each institution for 2013-2014.Principal Licensure DataCompleters TestedPass Rate Percentage1782%
2014Educator Preparation Performance ReportOhio Dominican UniversityValue-Added Data for Individuals Completing Educator Preparation Programs atOhio Dominican UniversityReporting Period from Sept 1, 2013 to Aug 31, 2014Description of Data:Ohio's value-added data system provides educators a more complete picture of student growth. As a vital component ofOhio's accountability system, districts and educators have access to an extensive array of diagnostic data through theEducation Value-Added Assessment System (EVAAS). From a state perspective, value-added data provide insights intostudent performance. For example, schools that do not appear to be achieving at high levels as traditionally measuredcan demonstrate through value-added data that many of their students are achieving significant progress. It is importantto recognize these gains, as schools work to support students who have chronically struggled to perform. Studentgrowth measures also provide students and parents with evidence of the impact of their efforts.Limitations of the Value-Added Data:1. The information in the report is for those individuals receiving their licenses with effective years of, 2010, 2011, 2012,and 2013.2. The value-added data in this report are those reported by Ohio's Education Value-Added Assessment System(EVAAS) based on reading and mathematics achievement tests in grades 4-8.Value-Added Data for Ohio Dominican University-Prepared TeachersTeachers with EffectiveLicensure Dates 2010, 2011,2012, 2013Associated Value-Added ClassificationsEmployedasTeachersTeachers withValue-AddedDataMost EffectiveAbove AverageAverageApproachingAverageLeast Effective13440N 5% 13N 5% 13N 19% 48N 3% 8N 8% 20
2014Educator Preparation Performance ReportOhio Dominican UniversityDemographic Information for Schools where Ohio Dominican University-Prepared Teachers with Value-Added Data ServeCharacteristicTeachers Servingby School LevelElementary SchoolMiddle SchoolJunior High SchoolHigh SchoolUngradedN 23% 58N 14% 35N 1% 3N 2% 5N 0% 0RVField640Teachers Servingby School TypeCommunity SchoolPublic SchoolSTEM SchoolN 2% 5N 38% 95N 0% 0Educational ServiceCenterN 0% 0RVField640Teachers Servingby Overall LetterGrade of BuildingValue-AddedABCDFNRN 23% 58N 1% 3N 6% 15N 2% 5N 8% 20N 0% 0RVField640Teachers Servingby MinorityEnrollment byTertilesHigh MinorityMiddle MinorityLow MinorityN 11% 28N 22% 55N 7% 18RVField640High PovertyTeachers Servingby Poverty Levelby QuartilesN 17% 43Medium-High PovertyN 16% 40Medium-Low PovertyLow PovertyN 5% 13N 2% 5* Due to the preliminary nature of the data and staffing at ESC/district level, certain demographic variables have not beenreported for some schools.
2014Educator Preparation Performance ReportOhio Dominican UniversityValue-Added Data for Ohio Dominican University-Prepared PrincipalsPrincipals with Effective Licensure Dates2010, 2011, 2012, 2013Principals Serving by Letter Grade of Overall Building Value-AddedEmployed asPrincipalsPrincipals with ValueAdded DataABCDFNR00N 0% 0N 0% 0N 0% 0N 0% 0N 0% 0N 0% 0Demographic Information for Schools where Ohio Dominican University-Prepared Principals with Value-Added Data ServeCharacteristicElementary SchoolMiddle SchoolJunior High SchoolHigh SchoolUngradedN 0% 0N 0% 0N 0% 0N 0% 0N 0% 0Principals Servingby School LevelRVField640PrincipalsServing bySchool TypeCommunity SchoolPublic SchoolSTEM SchoolEducational ServiceCenterN 0% 0N 0% 0N 0% 0N 0% 0RVField640ABPrincipals Servingby Overall LetterGrade of SchoolDCFNRNOT AVAILABLE UNTIL 2015RVField640Principals Serving bySchool MinorityEnrollment byTertilesHigh MinorityMiddle MinorityLow MinorityN 0% 0N 0% 0N 0% 0RVField640Principals Serving bySchool Poverty Levelby QuartilesHigh PovertyMedium-High PovertyMedium-Low PovertyLow PovertyN 0% 0N 0% 0N 0% 0N 0% 0
2014Educator Preparation Performance ReportOhio Dominican UniversityOhio Dominican University Candidate Academic MeasuresReporting Period from Sept 1, 2013 to Aug 31, 2014(Data Source: Ohio Dominican University)Description of Data:Educator preparation programs (EPPs) reported academic measures for students completing their teacher andprincipal preparation programs. Academic measures reported include assessment results for the ACT , SAT , PraxisI , GRE , and MAT , as well as high school, undergraduate, graduate, transfer grade point average, and programadmission (GPA). The Ohio Board of Regents calculated statewide weighted mean values based on the EPP-reporteddata. For institutions with fewer than 10 linked teachers or principals, only the N is reported. Academic measures whichdo not apply to a specific unit or program are represented by NA.Teacher Preparation ProgramsCandidates AdmittedCriterionRequiredScoreNumber ofAdmissionsAverageScore of AllAdmissionsCandidates EnrolledNumberEnrolledAverageScore of AllEnrollmentsCandidates CompletingNumber ofProgramCompletersAverageScore AllProgramCompletersU Undergraduate PB Post-Baccalaureate G ACT Composite Score23 / 23 / NA16 / N 10 / NA24.56 / N 10 / NA33 / N 10 / NA25.7 / N 10 / NA19 / N 10 / NA26.21 / N 10 / NAACT English SubscoreNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NAACT Math SubscoreNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NAACT Reading SubscoreNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NAGPA - GraduateNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NAGPA - High SchoolNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NAGPA - Transfer2.75 / NA / NA21 / NA / NA3.05 / NA / NAN 10 / NA / NAN 10 / NA / NA32 / NA / NA3.18 / NA / NAGPA - Undergraduate2.75 / 2.75 / NA46 / 10 / NA3.31 / 3.5 / NA116 / 18 / NA3.35 / 3.64 / NA55 / N 10 / NA3.52 / N 10 / NAGRE Composite ScoreNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NAGRE QuantitativeSubscoreNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NAGRE Verbal SubscoreNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NA
2014Educator Preparation Performance ReportOhio Dominican UniversityCandidates AdmittedCriterionRequiredScoreNumber ofAdmissionsAverageScore of AllAdmissionsCandidates EnrolledNumberEnrolledAverageScore of AllEnrollmentsCandidates CompletingNumber ofProgramCompletersAverageScore AllProgramCompletersU Undergraduate PB Post-Baccalaureate G GRE Writing SubscoreNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NAMATNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NAPraxis CORE MathNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NAPraxis CORE ReadingNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NAPraxis CORE WritingNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NAPraxis I Math172 / 172 / NA32 / N 10 / NA178.72 / N 10 / NA86 / 14 / NA178.39 / 179.7 /NA36 / N 10 / NA178 / N 10 / NAPraxis I Reading173 / 173 / NA32 / N 10 / NA177.84 / N 10 / NA86 / 14 / NA177.4 / 179.4 /NA36 / N 10 / NA177.63 / N 10 /NAPraxis I Writing172 / 172 / NA32 / N 10 / NA175.22 / N 10 / NA86 / 14 / NA174.95 / 175.5 /NA36 / N 10 / NA175.61 / N 10 /NAPraxis IINA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NA1650 / 1650 / NAN 10 / N 10 / NAN 10 / N 10 / NAN 10 / N 10 /NAN 10 / N 10 / NAN 10 / N 10 / NAN 10 / N 10 / NASAT Quantitative SubscoreNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NASAT Verbal SubscoreNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NASAT Writing SubscoreNA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NANA / NA / NASAT Composite ScoreOther positional AssessmentNNNEMPATHY/Omaha InterviewNNNYYNNANANAInterviewNNNLetter of CommitmentNNNLetter of RecommendationYYNEssayHigh School Class Rank
2014Educator Preparation Performance ReportOhio Dominican UniversityOther NNone of the AboveNNNPortfolioNNNMyers-Briggs Type IndicatorPrerequisite CoursesYYNSRI Teacher PerceiverNANANSuperintendent Statement of SponsorshipNANANNNNTeacher Insight
2014Educator Preparation Performance ReportOhio Dominican UniversityPrincipal Preparation ProgramsCandidates AdmittedCriterionCandidates EnrolledCandidates CompletingRequiredScoreNumber ofAdmissionsAverageScore of AllAdmissionsNumberEnrolledAverageScore of AllEnrollmentsNumber ofProgramCompletersAverageScore AllProgramCompletersACT Composite ScoreNANANANANANANAACT English SubscoreNANANANANANANAACT Math SubscoreNANANANANANANAACT Reading SubscoreNANANANANANANAGPA - GraduateNANANANANANANAGPA - High SchoolNANANANANANANAGPA - Undergraduate2.5143.53193.51233.42GRE Composite ScoreNANANANANANANAGRE Quantitative SubscoreNANANANANANANAGRE Verbal SubscoreNANANANANANANAGRE Writing SubscoreNANANANANANANAMATNANANANANANANAPraxis I MathNANANANANANANAPraxis I ReadingNANANANANANANAPraxis I WritingNANANANANANANAPraxis IINANANANANANANASAT Composite ScoreNANANANANANANA
2014Educator Preparation Performance ReportOhio Dominican UniversityCandidates AdmittedCriterionCandidates EnrolledCandidates CompletingRequiredScoreNumber ofAdmissionsAverageScore of AllAdmissionsNumberEnrolledAverageScore of AllEnrollmentsNumber ofProgramCompletersAverageScore AllProgramCompletersSAT Quantitative SubscoreNANANANANANANASAT Verbal SubscoreNANANANANANANASAT Writing SubscoreNANANANANANANAOther CriteriaLetter of RecommendationYInterviewYTeacher InsightNPrerequisite CoursesNLetter of CommitmentNEMPATHY/Omaha InterviewNSRI Teacher PerceiverNNone of the AboveNPortfolioNMyers-Briggs Type IndicatorNEssayNSuperintendent Statement of SponsorshipNDispositional AssessmentN
2014Educator Preparation Performance ReportOhio Dominican UniversityField and Clinical Experiences for Ohio Dominican University CandidatesReporting Period from Sept 1, 2013 to Aug 31, 2014(Data Source: Ohio Dominican University)Description of Data:Ohio requires that teacher candidates complete field and clinical experiences in school settings as part of theirpreparation. These experiences include: 1) early and ongoing field-based opportunities for candidates to engage withK-12 students in Ohio classrooms prior to their formal student teaching; and 2) the culminating clinical experiencecommonly referred to as student teaching. Early field/clinical experiences are reported in hours. Student teaching isreported in weeks. Beyond the requisite statewide minimums, institutional requirements for candidates can vary byinstitution and by program. The information below is reported at the unit level.Teacher Preparation ProgramsField/Clinical Experience ElementOhio Dominican UniversityRequirementsMinimum number of field/clinical hours required of candidates in teacher preparationprograms at the institution120Maximum number of field/clinical hours required of candidates in teacher preparationprograms at the institution200Average number of weeks required to teach full-time within the student teachingexperience at the institution15Percentage of teacher candidates who satisfactorily completed student teaching100%Principal Preparation ProgramsField/Clinical Experience ElementRequirementsTotal number of field/clinical weeks required of principal candidates in internship32Number of candidates admitted to internship23Number of candidates completing internship23Percentage of principal candidates who satisfactorily completed internship100%
2014Educator Preparation Performance ReportOhio Dominican UniversityPre-Service Teacher Survey ResultsDescription of Data:To gather information on student satisfaction with the quality of preparation provided by their educator preparation programs, theOhio Board of Regents and a committee of representatives from Ohio institutions of higher education collaborated to develop asurvey of Ohio's Pre-Service Teachers as a special research project. Questions on the survey are aligned with the Ohio Standardsfor the Teaching Profession (OSTP), Ohio licensure requirements, and elements of national accreditation. The Ohio Board ofRegents distributed the online survey to candidates completing their student teaching experiences and collected the data for theReporting Period from Sept 1, 2013 to Aug 31, 2014. A total of 4206 respondents completed the survey statewide for a responserate of 70 percent.Ohio Dominican University Survey Response Rate 72.73%Total Survey Responses 32No.QuestionInstitution Average1 Strongly Disagree2 Disagree 3 Agree4 Strongly AgreeState Average (Mean)1 Strongly Disagree2 Disagree 3 Agree4 Strongly Agree1My teacher licensure program prepared me with knowledge ofresearch on how students learn.3.533.492My teacher licensure program prepared me to recognizecharacteristics of gifted students, students with disabilities, and atrisk students in order to plan and deliver appropriate instruction.3.223.343My teacher licensure program prepared me with high levels ofknowledge and the academic content I plan to teach.3.283.334My teacher licensure program prepared me to identify instructionalstrategies appropriate to my content area.3.443.465My teacher licensure program prepared me to understand theimportance of linking interdisciplinary experiences.3.443.416My teacher licensure program prepared me to align instructionalgoals and activities with Ohio's academic content standards,including the Common Core State Standards.3.693.577My teacher licensure program prepared me to use assessmentdata to inform instruction.3.563.438My teacher licensure program prepared me to clearly communicatelearning goals to students.3.533.469My teacher licensure program prepared me to apply knowledge ofhow students learn, to inform instruction.3.503.5110My teacher licensure program prepared me to differentiateinstruction to support the learning needs of all students, includingstudents identified as gifted, students with disabilities, and at-riskstudents.3.633.4311My teacher licensure program prepared me to identify strategies toincrease student motivation and interest in topics of study.3.163.3212My teacher licensure program prepared me to create learningsituations in which students work independently, collaboratively,and/or a whole class.3.413.50
2014Educator Preparation Performance ReportOhio Dominican UniversityNo.QuestionInstitution Average1 Strongly Disagree2 Disagree 3 Agree4 Strongly AgreeState Average (Mean)1 Strongly Disagree2 Disagree 3 Agree4 Strongly Agree13My teacher licensure program prepared me to use strategies foreffective classroom management.3.383.2814My teacher licensure program prepared me to communicate clearlyand effectively.3.533.4815My teacher licensure program prepared me to understand theimportance of communication with families and caregivers.3.593.4516My teacher licensure program prepared me to understand, uphold,and follow professional ethics, policies, and legal codes ofprofessional conduct.3.663.5917My teacher licensure program prepared me to use a variety ofdiagnostic, formative, and summative assessments.3.383.4518My teacher licensure program prepared me to communicate highexpectations for all students.3.533.5619My teacher licensure program prepared me to understandstudents, diverse cultures, language skills, and experiences.3.313.4020My teacher licensure program prepared me to treat all studentsfairly and establish an environment that is respectful, supportive,and caring.3.633.6421My teacher licensure program prepared me to use technology toenhance teaching and student learning.3.383.3022My teacher licensure program prepared me to collaborate withcolleagues and members of the community when and whereappropriate.3.383.4123My teacher licensure program collected evidence of myperformance on multiple measures to monitor my progress.3.473.4124My teacher licensure program provided me with knowledge of theOhio Licensure Program standards for my discipline (e.g. NAEYC,CEC, NCTM).2.813.0825My teacher licensure program provided me with knowledge of theoperation of Ohio schools as delineated in the Ohio Department ofEducation School Operating Standards.2.662.9326My teacher licensure program provided me with knowledge of therequirements for the Ohio Resident Educator Program.2.382.8527My teacher licensure program provided me with knowledge of theOhio Standards for the Teaching Profession.3.033.1828My teacher licensure program provided me with knowledge of theOhio Standards for Professional Development.2.693.0629My teacher licensure program provided me with knowledge of theOhio Academic Content Standards, including the Common CoreState Standards.3.723.4930My teacher licensure program provided me with knowledge of theValue-added Growth Measure as defined by the Ohio State Boardof Education.2.722.91
2014Educator Preparation Performance ReportOhio Dominican UniversityNo.QuestionInstitution Average1 Strongly Disagree2 Disagree 3 Agree4 Strongly AgreeState Average (Mean)1 Strongly Disagree2 Disagree 3 Agree4 Strongly Agree31My teacher licensure program provided field experiences thatsupported my development as an effective educator focused onstudent learning.3.593.5832My teacher licensure program provided field experiences in avariety of settings (urban, suburban, and rural).3.473.3333My teacher licensure program provided student teachingexperience(s) that supported my development as an effectiveeducator focused on student learning.3.593.6034My teacher licensure program provided cooperating teachers whosupported me through observation and conferences (face-to-faceor via electronic media).3.563.5935My teacher licensure program provided university supervisors whosupported me through observation and conferences (face-to-faceor via electronic media).3.473.5536My teacher licensure program provided opportunities to work withdiverse students (including gifted students, students withdisabilities, and at-risk students).3.413.4337My teacher licensure program provided opportunities to understandstudents' diverse cultures, languages, and experiences.3.313.4038My teacher licensure program provided opportunities to work withdiverse teachers.3.133.2339My teacher licensure program provided opportunities to interactwith diverse faculty.3.193.2440My teacher licensure program provided opportunities to work andstudy with diverse peers.3.223.2641Overall, the faculty in my teacher licensure program demonstratedin-depth knowledge of their field.3.563.5642Overall, the faculty in my teacher licensure program used effectiveteaching methods that helped promote learning.3.443.4243Overall, the faculty in my teacher licensure program modeledrespect for diverse populations.3.563.5344Overall, the faculty in my teacher licensure program integrateddiversity-related subject matter within coursework.3.343.4245Overall, the faculty in my teacher licensure program usedtechnology to facilitate teaching and learning.3.443.4046Overall, the faculty in my teacher licensure program conductedthemselves in a professional manner.3.633.5947My teacher licensure program provided clearly articulated policiespublished to facilitate progression to program completion.3.343.3148My teacher licensure program provided opportunities to voiceconcerns about the program.3.093.1249My teacher licensure program provided advising to facilitate3.503.31
2014Educator Preparation Performance ReportOhio Dominican UniversityNo.Questionprogression to program completion.Institution Average1 Strongly Disagree2 Disagree 3 Agree4 Strongly AgreeState Average (Mean)1 Strongly Disagree2 Disagree 3 Agree4 Strongly Agree
2014Educator Preparation Performance ReportOhio Dominican UniversityStatewide Survey of OHIO Resident Educators' Reflections on their EducatorPreparation ProgramDescription of Data:To gather information on student satisfaction with the quality of preparation provided by their educator preparationprograms, the Ohio Board of Regents and a committee of representatives from Ohio institutions of higher educationcollaborated to develop a survey of Ohio's Resident Educators as a special research project. Questions on the surveyare aligned with the Ohio Standards for the Teaching Profession (OSTP), Ohio licensure requirements, and elements ofnational accreditation. A total of 434 respondents completed the survey statewide for a response rate of 16 Percent. TheOhio Board of Regents distributed the online survey to candidates completing their Resident Educator experiences andcollected the data for the Reporting Period from Sept 1, 2013 to Aug 31, 2014.No.QuestionInstitution Average1 Strongly Disagree2 Disagree 3 Agree4 Strongly AgreeState Average (Mean)1 Strongly Disagree2 Disagree 3 Agree4 Strongly Agree1My teacher licensure program prepared me with knowledge ofresearch on how students learn.N 103.442My teacher licensure program prepared me to recognizecharacteristics of gifted students, students with disabilities, and atrisk students in order to plan and deliver appropriate instruction.N 103.243My teacher licensure program prepared me with high levels ofknowledge and the academic content I plan to teach.N 103.304My teacher licensure program prepared me to identify instructionalstrategies appropriate to my content area.N 103.405My teacher licensure program prepared me to understand theimportance of linking interdisciplinary experiences.N 103.306My teacher licensure program prepared me to align instructionalgoals and activities with Ohio's academic content standards,including the Common Core State Standards.N 103.267My teacher licensure program prepared me to use assessment datato inform instruction.N 103.268My teacher licensure program prepared me to clearly communicatelearning goals to students.N 103.269My teacher licensure program prepared me to apply knowledge ofhow students learn, to inform instruction.N 103.2610My teacher licensure program prepared me to differentiateinstruction to support the learning needs of all students, includingstudents identified as gifted, students with disabilities, a
Ohio Teacher Evaluation System (OTES) Results for Individuals Completing Teacher Preparation Programs at Ohio Dominican University Reporting Period: September 1, 2013 through August 31, 2014 . Licensure Year Associated Teacher Evaluation Classifications # Ineffective # Developing # Skilled # Accomplished 2010 10 12 16 2011 10 13 2012 1020
