ISBE approved, CAEP accredited. Click here for more information.

CAEP Self-Study 2018

CAEP Addendum 2019

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.

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. 

 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. 

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.  

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.    

 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.

*Limited data available

 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). 

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 BA

Secondary Biology PB

Secondary Chemistry BA 

Secondary Chemistry PB 

Secondary English/Language Arts BA

Secondary English/Language Arts PB

Secondary Mathematics BA

Secondary Mathematics PB

Secondary Mathematics MS

Secondary Social Science BA

Secondary Social Science PB

Special Education

Advanced Programs:

Educational Administration - Principal Preparation

Interdisciplinary Leadership - Superintendent Preparation

School Psychology

EPP Advanced Programs Accredited by Other Professional Organizations:

School Counseling

School Social Worker

School Speech Language Pathologist

• CAEP 2023 Measure 1: Completer Effectiveness (R4.1)

  
  

  2021 Data

  The demonstrated teaching skills and impact on K-12 students report visualizes the performance evaluations of completers.

  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,GSU 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		3	4	100%
  LBSI Special Education	1	2		66%
  Secondary Mathematics	2		1	33%
  Early Childhood	1	18	2	95%
  Elementary	2	23	7	94%
  Secondary Biology		2		100%
  Secondary Chemistry		2	1	100%

  ISBE APR Report – 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			19	18	100%
  Superintendent

  • CAEP 2023 Measure 2: Satisfaction of employers and stakeholder involvement (R4.2|R5.3|RA4.1)

    
    

     

    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 on the indicators of classroom management and organization (53.85%), interpersonal relationships with students (53.85%), ability to work with diverse P-12 students and their families (53.85%), and collaboration with peers and administration (61.54%).  The ability to build relationships with students, families, and colleagues can be a predictor of teacher retention.

    First Year Teaching Impact Survey by Administrator
    Please rate the GSU prepared teacher (identified in the email) performance as a first-year teacher based on the Standards below.
    Indicators	Needs Improve-ment		Proficient		Excellent		Total	% Proficient + Excellent	Weighted Average (4-point scale)
    Ability to plan, including long-range and short-range plans.	0.00%	0	53.85%	7	46.15%	6	13	100%	3.46
    Ability to assess student learning, including formative and summative assessments.	7.69%	1	61.54%	8	30.77%	4	13	92%	3.23
    Holding high expectations for all learners.	0.00%	0	53.85%	7	46.15%	6	13	100%	3.46
    Knowledge of content and management of instructional time in the classroom.	0.00%	0	53.85%	7	46.15%	6	13	100%	3.46
    Ability to monitor student learning and adjust instruction to meet  student learning needs.	7.69%	1	46.15%	6	46.15%	6	13	92%	3.38
    Classroom organization and management.	0.00%	0	46.15%	6	53.85%	7	13	100%	3.54
    Personal and professional development.	0.00%	0	61.54%	8	38.46%	5	13	100%	3.38
    Interpersonal relationships with students.	0.00%	0	46.15%	6	53.85%	7	13	100%	3.54
    Reflective decision-making based on student performance.	0.00%	0	53.85%	7	46.15%	6	13	100%	3.46
    Ability to work with diverse P-12 students and their families.	0.00%	0	46.15%	6	53.85%	7	13	100%	3.54
    Collaboration with peers and administration.	0.00%	0	38.46%	5	61.54%	8	13	100%	3.62
    Ability to impact student learning as evidenced by student data.	7.69%	1	53.85%	7	38.46%	5	13	92%	3.31

    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
    Please rate the GSU-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 2023 Measure 3: Candidate competency at completion. (R3.3)

       

    • 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 any 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	Content Test GSU Candidate Average	Content Test State Average
      Early Childhood Education	82	91	90%	80%	100%	242.3	245.9
      Elementary Education	92	92	100%	80%	100%	242.7	251.2
      English Language Arts	32	37	86%	80%	100%	236	253.4
      Learning Behavior Specialist I (LBS I)	23	25	92%	80%	100%	254.6	261.2
      Mathematics	29	54	54%	80%	100%	209	247.1
      Science - Biology				80%	100%	Limited Data Available	247.3

      
      

      CAEP 2023 Measure 4: Ability of completer to be hired

      -

       

      All program completers are eligible for hire upon graduation.  The AY2020-21 and the fall of 2021 were exceptions due to the COVID pandemic.  Under Gubernatorial Executive Order, candidates were allowed to graduate without passing the content test for licensure. Candidates who graduated without passing the test are not considered completers and, therefore, not represented in the data below. 

      These charts display full time employment in an Illinois public school. 

      2020-21 Initial Licensure Completers Employed in Illinois Public School Districts during 2021-22
      Program	Total Completers	Placed	Not Placed
      English Language Arts	3	3	0
      LBSI	2	2	0
      Mathematics	1	1	0
      Early Childhood	16	10	6
      Elementary	22	19	3
      School Counseling	6	5	1
      School Language Pathology	20	10	10
      School Psychology	2	2	0

      
      

      2018-19 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
      28	12	12	2

       

    •  

     

   

•  ISBE APR Report – Demonstrated Teaching Skills

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 BA

Secondary Biology PB

Secondary Chemistry BA 

Secondary Chemistry PB 

Secondary English/Language Arts BA

Secondary English/Language Arts PB

Secondary Mathematics BA

Secondary Mathematics PB

Secondary Mathematics MS

Secondary Social Science BA

Secondary Social Science PB

Special Education

Advanced Programs:

Educational Administration - Principal Preparation

Interdisciplinary Leadership - Superintendent Preparation

School Psychology

EPP Advanced Programs Accredited by Other Professional Organizations:

School Counseling

School Social Worker

School Speech Language Pathologist

Measure 1: Completer Effectiveness (R4.1)

ISBE APR Report – Demonstrated Teaching Skills

The demonstrated teaching skills and impact on K-12 students report visualizes the performance evaluations of completers 

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. 

All GSU completers are rated at Proficient or Excellent by their employer. 

Program Code	Proficient	Excellent
Initial Licensure
Math		1
Early Childhood	5
Elementary	3
Secondary Biology		1
Advance
Principal	4	3
Speech Language Pathologist	1

Measure 2: Satisfaction of employers and stakeholder involvement. (R4.2|R5.3|RA4.1)

Impact on Student Learning - is an opportunity for providers, the state, and the candidates themselves, to examine their effect on P-12 student growth. For initial candidates, Impact on Student Learning is measured through a First Year Teaching Survey completed by the school administrator (supervisor) responsible for evaluating the teacher.    

The Employer Survey for the teachers is aligned to the Danielson Rubric, which is designed on a 4-point scale, ranging Excellent - Unsatisfactory.    The demonstrated teaching skills and impact on P-12 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 first year of teaching. 

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 Excellent – Unsatisfactory.  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.   

Measure 3: Candidate Competency at Completion (R3.3)