The Council for the Accreditation of Educator Preparation (CAEP), the accrediting body for Governors State University’s Education Preparation Provider Unit (EPPU), requires EPPUs to disseminate information on the CAEP Accountability Measures (for CHEA Requirements) for the following programs:
Initial Licensure Programs:
Early Childhood
Elementary
Secondary Biology, B.S.
Secondary Biology, Post-Bac
Secondary Chemistry, B.S.
Secondary Chemistry, Post-Bac
Secondary English, B.A.
Secondary English, Post-Bac
Secondary Mathematics, B.A.
Secondary Mathematics, Post-Bac
Secondary Mathematics, M.S.
Secondary Social Science, B.A.
Secondary Social Science, Post-Bac
Special Education, M.A.
Advanced Programs:
Educational Administration - Principal Preparation, M.A.
Interdisciplinary Leadership - Superintendent Preparation, Ed.D
School Psychology, Ed.S.
EPP Advanced Programs Accredited by Other Professional Organizations:
School Counseling, M.A.
School Social Worker, M.S.W.
School Speech Language Pathologist, M.H.S.
CAEP 2024 Measure 1: Completer Effectiveness (R4.1)
2023 ISBE APR Report: 2022 Program Data – Demonstrated Teaching Skills
Candidate Performance as a Classroom Teacher
The demonstrated teaching skills and impact on K-12 students report visualizes the performance evaluations of candidates who have completed a program at the institution and are employed in an Illinois public school.
Overall, GovSt completers are rated at Proficient or Excellent by their employer. These data reflect the impact of COVID-19 in AY2020-21 and AY2021-22 in the number of completers whose skills need improvement. A major focus has been to enhance partnerships with school districts to increase the number of mentors for candidates throughout their educator preparation programs.
| Program Code | Needs improvement | Proficient | Excellent | % Proficient and Excellent |
| Secondary English Language Arts | | 1 | 2 | 100% |
| LBSI Special Education | 1 | 1 | | 50% |
| Secondary Mathematics | 2 | | | 0% |
| Early Childhood | 1 | 9 | 2 | 92% |
| Elementary | 3 | 10 | 5 | 88% |
| Secondary Biology | | 2 | | 100% |
| Secondary Chemistry | | 2 | 1 | 100% |
2023 ISBE APR Report: 2022 Program Data – Demonstrated Intervention and Leading Skills
Advanced degree programs leading to initial licensure as school support personnel or school/district leadership are evaluated on performance.
School (principal) and district (superintendent) leadership programs combined demonstrate a 96% proficient+excellent rating.
| Program Code | Unsatis-factory | Needs improvement | Proficient | Excellent | % Proficient and Excellent |
| School Counseling | | | | | |
| Speech Language Pathologist | | | 1 | 1 | 100% |
| School Social Work | | | | | |
| Principal | | | 11 | 10 | 100% |
| Superintendent | 1 | | | | 0% |
| Principal + Superintendent | 1 | | 11 | 10 | 95% |
CAEP 2024 Measure 2: Satisfaction of employers and stakeholder involvement. (R4.2|R5.3|RA4)
The Employer Satisfaction Survey for the teachers is aligned to the Danielson Rubric, which is designed on a 4-point scale, ranging Unsatisfactory - Excellent. The results below show candidates during their first year of teaching performed at the levels of excellent or proficient on knowledge of content and management of instructional time (100%) and the ability to plan for the long-range and short-range instructional goals (90%). Interpersonal relationships, classroom organization and management, and ability to impact student learning survey results were below 3.0 in the weighted average, indicating a need to enhance preparation methods for building relationships and buy-in with students for the improvement of classroom management and instructional outcomes.
| First Year Teaching Impact Survey by Administrator (AY21-22 Completers; AY22-23 First-Year Teachers) | | |
| Please rate the GovSt prepared teacher (identified in the email) performance as a first-year teacher based on the Standards below. | | |
| Indicators |
Unsatis-
factory | | Needs Improve-ment | Proficient | Excellent | Total | % Proficient + Excellent | Weighted Average (4-point scale) |
| Ability to plan, including long-range and short-range plans. | 0% | 0 | 10% | 1 | 50% | 5 | 40% | 4 | 10 | 90% | 3.3 |
| Ability to assess student learning, including formative and summative assessments. | 0% | 0 | 20% | 2 | 50% | 5 | 30% | 3 | 10 | 80% | 3.1 |
| Holding high expectations for all learners. | 0% | 0 | 20% | 2 | 40% | 4 | 40% | 4 | 10 | 80% | 3.2 |
| Knowledge of content and management of instructional time in the classroom. | 10% | 1 | 10% | 1 | 50% | 5 | 30% | 3 | 10 | 100% | 3.0 |
| Ability to monitor student learning and adjust instruction to meet student learning needs. | 0% | 0 | 30% | 3 | 20% | 2 | 50% | 5 | 10 | 70% | 3.2 |
| Classroom organization and management. | 10% | 1 | 30% | 3 | 30% | 3 | 30% | 3 | 10 | 60% | 2.8 |
| Personal and professional development. | 10% | 1 | 10% | 1 | 40% | 4 | 40% | 4 | 10 | 80% | 3.1 |
| Interpersonal relationships with students. | 10% | 1 | 30% | 3 | 20% | 2 | 40% | 4 | 10 | 60% | 2.9 |
| Reflective decision-making based on student performance. | 10% | 1 | 0.00% | 1 | 50% | 5 | 30% | 3 | 10 | 80% | 3.0 |
| Ability to work with diverse P-12 students and their families. | 10% | 1 | 10% | 1 | 40% | 4 | 40% | 4 | 10 | 80% | 3.1 |
| Collaboration with peers and administration. | 10% | 0 | 20% | 2 | 30% | 3 | 50% | 5 | 10 | 80% | 3.3 |
| Ability to impact student learning as evidenced by student data. | 10% | 1 | 720% | 2 | 50% | 5 | 20% | 2 | 10 | 70% | 2.8 |
The Employer Survey for the administrators is aligned to the NELP standards for building administrators. The Survey was designed on a 4-point scale, ranging Unsatisfactory - Excellent. This survey is sent out 4 years after completion, which is the average time to transition to administration according to Education Week. The demonstrated administrative skills and impact on P-22 students report visualizes the performance of candidates who have completed a program at Governors State University. The results below show that all candidates perform at the Excellent and Proficient levels during their beginning year(s) as an administrator.
| Administrator Impact Survey by Superintendent (AY18-19 Program Completers; AY22-23 Administrators) |
| Please rate the GovSt-prepared administrator (identified in the email) performance as a new administrator based on the Standards below. |
| Indicators | Proficient | Excellent | Total | % Proficient + Excellent | Weighted Average |
| The administrator understands and demonstrate the capacity to collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community. | 60.00% | 3 | 40.00% | 2 | 5 | 100% | 3.4 |
| The administrator understands and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult. | 40.00% | 2 | 60.00% | 3 | 5 | 100% | 3.6 |
| The administrator understands and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture. | 20.00% | 1 | 80.00% | 4 | 5 | 100% | 3.8 |
| The administrator understands and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment. | 40.00% | 2 | 60.00% | 3 | 5 | 100% | 3.6 |
| The administrator understands and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community. | 60.00% | 3 | 40.00% | 2 | 5 | 100% | 3.4 |
| The administrator understands and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations. | 40.00% | 2 | 60.00% | 3 | 5 | 100% | 3.6 |
| The administrator understands and demonstrates the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning. | 40.00% | 2 | 60.00% | 3 | 5 | 100% | 3.6
|
CAEP 2024 Measure 3: Candidate competency at completion. (R3.3)
2023 ISBE ILTS Content Test Data Program Year 2022-2023
The Mastery of Teaching Subjects report visualizes the institution averages and percentages of ILTS content area test scores.
The Knowledge and Skills for Teaching domain measured by ISBE evaluates how well candidates perform on state teaching assessments and how well candidates believe their program has prepared them for the classroom.
This domain provides the most direct evidence that programs are equipping candidates who complete the program with the knowledge of their teaching subjects, an understanding of their role as teachers, and the teaching experience and skill required to be successful with students when they enter the teaching profession.
This chart displays the percentage of candidates who passed a content area exam on their best attempt, the average program scores, and average state scores.
| Program | Meets Count | Possible Count | Percentage met | Domain Indicator State Minimum Standard | Domain Indicator State Target | Test Takers | Content Test GovSt Candidate Average | Content Test State Average |
| Early Childhood Education | 89 | 105 | 85% | 80% | 100% |
30 | 248 | 242 |
| Elementary Education | 66 | 66 | 100% | 80% | 100% | 4 | 256 | 249 |
| English Language Arts | 32 | 35 | 91% | 80% | 100% |
14 | 248 | 242 |
| Learning Behavior Specialist I (LBS I) | * | * | * | 80% | 100% |
5 | 249 | 244 |
| Mathematics | 32 | 54 | 59% | 80% | 100% | 16 | 217 | 231 |
| Science - Biology | * | * | * | 80% | 100% | 6 | 247 | 236 |
| Science - Chemistry | * | * | * | 80% | 100% | 2 | 246 | 239 |
*Limited data available
| Program Name | Institution Average | State Average | Count |
| Principal | 249 | 252 | 82 |
| School Counselor | 224 | 252 | 2 |
| School Psychologist | 247 | 242 | 17 |
| School Social Worker | 229 | 256 | 1 |
| Superintendent | 249 | 260 | 6 |
2023 ISBE Annual Report: 2021-22 Program Data -- Contribution to State Needs
All program completers are eligible for hire upon graduation.
Completers with Full-Time Employment: View the number of completers from each program year who found full-time employment in teaching or other educational roles within two years of program completion.
Considerations:
- ISBE only collects employment data from the state’s public schools (including charter schools). Completers employed in a non-public or out-of-state school are not included in this report.
- Employment is inclusive of all educational roles requiring a state educator license (excluding substitute teachers). Each year, school districts report all licensed personnel to the State in the Employment Information System (EIS).
| 2020-21 Initial Licensure Completers (First year of employment 2021-22 |
| Program | Total Completers | Placed | Not Placed |
| English Language Arts | 5 | 3 | 2 |
| LBSI | 2 | 2 | 0 |
| Mathematics | 6 | 6 | 0 |
| Early Childhood | 23 | 18 | 5 |
| Elementary | 29 | 22 | 7 |
| Science - Biology | 3 | 2 | 1 |
| Science - Chemistry | 2 | 2 | 0 |
| School Counseling | 7 | 5 | 2 |
| School Language Pathology | 53 | 29 | 24 |
| School Psychology | 13 | 12 | 1 |
| 2019-20 Principal Preparation Completers Employed as Administrators in Illinois Public School Districts during 2021-22 |
| Total Completers | Administrative Role | Teacher Position | Not Employed in Illinois Public School |
| 11 | 11 | 0 | 0
|