CAEP Annual Report

Completion of internship

Decorative image for student satisfaction rateAn internship is the culminating field experience for the initial teacher preparation programs in the College of Education. The number of credits and contact hours for internship exceed what the state requires for licensure.

  • 14-week, full-time internships are required for undergraduate Integrated Elementary Plus Early Childhood and English as a Second Language, undergraduate and graduate Secondary Education, graduate Special Education, and graduate Elementary Education.
  • 18-week, full-time internships are required for undergraduate Integrated Elementary Plus Special Education - two 9-week internships.

Interns satisfactorily completing the teaching program course requirements, including internship, are eligible for a Nevada teaching license. In fall 2016, there were 70 interns and 69 of them completed internship and 1 did not. In spring 2017, there were 88 program completers eligible for licensure and 1 who did not complete internship. These 157 total program completers were eligible for the Nevada teaching license, provided they met the Praxis II testing requirement, if necessary.

Graduation rates (initial and advanced)

graduation at unr

In 2017, the College of Education graduated a total of 185 students. In that graduating class, 49 were graduate students and 136 were undergraduate students. Our student population is made up of 21% male and 79% female, and18% of our students are of color.

Chart representing 2017 graduation numbers.

Ability of completers to meet licensing requirements; Title II

Chart showing 81% pass rate for licensingThe Praxis II tests, by the Educational Testing Services (ETS), are the core content competency tests required by Nevada for a teaching license. The Nevada testing requirements may be viewed on the ETS website. The Title II report for 2017 indicated a pass rate of 81.7%.

Ability of completers to be hired in education positions (initial and advanced)

Nevada and surrounding communities in other states are experiencing regional teacher shortages. Program completers are highly employable in Nevada. The College conducts an annual spring career fair for employer recruitment. For the last two career fairs, the ratio of employers to candidates has been approximately 1 employer per 3 candidates.

In 2018, the College of Education survey the previous five years of graduates about their ability to be hired in the state of Nevada. From the responses, 90% indicated that they were able to receive a job in education after graduating and 86% of that group remained in Nevada. Of those that stayed in Nevada, 69% received jobs in the Washoe County School District, 19% at Private/Charter schools, 12% at other Nevada districts and another 4% went into higher education.


Graph showing hiring results of students from the last five years and their ability to obtain jobs.

Satisfaction of completers and employers

Students completing work on computers

Starting with the graduating class of 2016-2017, a new assessment of graduates was instituted. Graduates will now be asked to complete a satisfaction survey after they have completed one full year in the classroom. The satisfaction of graduates from the 2016-2017 academic year will thus be completed and available during late May or early June of 2018. This new surveying procedure was implemented due to our participation in the Deans for Impact Common Indicators System project. The employer satisfaction survey for the 2016-2017 graduates will also be implemented on the same time frame and for the same reasons.

Indicators of Teaching Effectiveness

The College of Education adopted the Washoe County School District's Teacher Evaluation Rubric for the evaluation of interns during student teaching. This evaluation tool is a modified Danielson rubric and the intern is evaluated using 4 Standards of Professional Competence:

  • Standard 1: Planning and Preparation
  • Standard 2: Classroom Environment
  • Standard 3: Instruction
  • Standard 4: Professional Responsibility

Each standard is comprised of categories (lettered items) and each category contains a list of skills. These are shown later in this document. The rating scale below is used for standards, categories, and skills. Ratings for skills are averaged to obtain the category rating. Categories are then averaged to obtain the overall rating for each standard. Round all scores to the hundredth decimal point. Write the score on the line to the left of each item. While it may not be possible to observe all skills during a single observation, all skills are evaluated by the end of internship by both the lead teacher and the university supervisor.

Rating Scale
RatingActionMeasured Performance
1.00 to 1.99 Contact director immediately. Performance Improvement Plan or other administrative action required. INEFFECTIVE PERFORMANCE (unsatisfactory): not evident or often performs unsatisfactorily, needs constant prompting.
2.00 to 2.99 Information action plan, Performance Improvement Plan or other administrative action required. Contact Director. INEFFECTIVE PERFORMANCE (unsatisfactory or marginal at midpoint; unsatisfactory at final): sometimes performs unsatisfactorily or performs satisfactorily with frequent prompting.
3.00 to 3.99 Target areas for growth and refinement. EFFECTIVE PERFORMANCE (satisfactory): consistently and independently performs satisfactorily or performs satisfactorily with infrequent prompting.
4.00 Explore professional development and enrichment opportunities. HIGHLY EFFECTIVE (satisfactory): performance is consistently effective and often goes above and beyond, no prompting needed.

The overall rating for fall 2016 interns was 3.78. In spring 2017, the overall rating for interns was 3.73. The preceding rating scale indicates interns performed effectively.

The following 4 tables contain fall 2016 and spring 2017 ratings for elementary and secondary candidates. Internships at the secondary level were in 7th through 12th grades and elementary internships ranged from kindergarten through 6th grade. Since all special education internships were completed in elementary schools, special education interns are included in the elementary ratings.

Standard 1 - Planning and Preparation
Indicators:
Evaluated by Semester in 2017
Fall 16
Elementary
Fall 16
Secondary
Spring 17
Elementary
Spring 17
Secondary
1a. Demonstrating Knowledge of Content and Pedagogy
  • Knowledge of the structure of the discipline, Nevada Academic Standards and other content standards
  • Knowledge of prerequisite relationships
  • Knowledge of content- related pedagogy
3.68 3.76 3.76 3.64
1b: Demonstrating Knowledge of Students
  • Knowledge of child and adolescent development
  • Knowledge of the learning process
  • Knowledge of students’ skills, knowledge, and language proficiency
  • Knowledge of students’ interests and cultural heritage
  • Knowledge of students’ special needs
3.7 3.75 3.76 3.64
1c: Setting Instructional Outcomes
  • Alignment of outcomes with current standards
  • Value, sequence, and alignment
  • Clarity
  • Integration
  • Suitability for diverse learners
3.69 3.72 3.76 3.64
1d: Demonstrating Knowledge of Resources
  • For classroom use
  • To extend content, knowledge and pedagogy
  • For students
3.7 3.81 3.76 3.64
1e: Designing Coherent Instruction
  • Learning activities
  • Instructional materials and resources
  • Instructional groups
  • Lesson and unit structure
3.68 3.77 3.76 3.64
1f: Designing Student Assessments
  • Congruence with instructional outcomes
  • Criteria and standards
  • Design of formative and summative assessments
  • Use of assessment in ongoing planning
3.65 3.71 3.76 3.64
Standard 2 - Classroom Environment
Indicators:
Evaluated by Semester in 2017
Fall 16
Elementary
Fall 16
Secondary
Spring 17
Elementary
Spring 17
Secondary
2a. Creating an Environment of Respect and Rapport
  • Positive regard in teacher/student interactions
  • Student/student interactions
3.75 3.84 3.88 3.73
2b. Establishing a Culture for Learning
  • Importance of the content
  • Expectations for learning and achievement
  • Student pride in work
3.72 3.77 3.88 3.73
2c. Managing Classroom Procedures
  • Instructional groups
  • Transitions
  • Materials and supplies
  • Non-instructional duties
  • Volunteers and paraprofessionals
3.69 3.75 3.88 3.73
2d. Managing Student Behavior
  • Expectations
  • Monitoring of student behavior
  • Response to student misbehavior
3.68 3.73 3.88 3.73
2e. Organizing Physical Space
  • Safety and accessibility
  • Arrangement of furniture and use of physical resources
  • Resource-rich environment
3.68 3.73 3.88 3.73
Standard 3 - Instruction
Indicators:
Evaluated by Semester in 2017
Fall 16
Elementary
Fall 16
Secondary
Spring 17
Elementary
Spring 17
Secondary
3a. Communicating with Students
  • Expectations for learning
  • Directions, procedures and explanation of content structure
3.72 3.77 3.81 3.71
3b. Using Questioning and Discussion Techniques
  • Quality of questions
  • Discussion techniques/ student participation
3.60 3.72 3.81 3.71
3c. Engaging Students in Learning
  • Activities and assignments
  • Grouping of students
  • Instructional materials and resources
  • Structure and pacing
  • Instructional strategies
3.71 3.80 3.81 3.71
3d. Using Assessment in Instruction
  • Assessment criteria
  • Monitoring of student learning
  • Feedback to students
  • Student self-assessment and monitoring of progress
3.63 3.73 3.81 3.71
3e. Demonstrating Flexibility and Responsiveness
  • Lesson adjustment
  • Response to students
  • Persistence
3.73 3.79 3.81 3.71
Standard 4 - Professional Responsibility
Indicators:
Evaluated by Semester in 2017
Fall 16
Elementary
Fall 16
Secondary
Spring 17
Elementary
Spring 17
Secondary
4a. Reflecting on Teaching
  • Accuracy
  • Use in future teaching
3.81 3.84 3.91 3.77
4b. Maintaining Accurate Records
  • Student completion of assignments
  • Student progress in learning
  • Non-instructional records
3.79 3.82 3.91 3.77
4c. Developing Partnerships with Families
  • Helping families to navigate the educational system
  • Sharing information about the instructional program and helping families to support learning
  • Building partnerships and outreach with families
  • Understanding cultural differences
3.67 3.84 3.91 3.77
4d. Participating in a Professional Community
  • Relationships with colleagues
  • Involvement in a culture of professional collaboration
  • Service to the school
  • Participation in school and district projects
3.77 3.86 3.91 3.77
4e. Growing and Developing Professionally
  • Enhancement of content knowledge and pedagogical skill
  • Receptivity to feedback from colleagues
  • Service to the profession
3.77 3.86 3.91 3.77
4f. Showing Professionalism
  • Integrity and ethical conduct
  • Addressing student' needs
  • Decision making
  • Compliance with school and district regulations
3.84 3.86 3.91 3.77

Interns' Impact on P-12 Student Learning and Development

As a Tier 1 research institution with nationally accredited teacher education programs, the UNR College of Education must document the impact our interns have on the students they teach. This documentation comes from two sources: the students’ voice about the intern’s effectiveness and the data derived from students’ grades for a lesson with pre- and post-assessments.

Part 1: The Interns' Impact on P-12 Students Through the Students' Voices

The interns’ lead teachers administered a survey to P-12 students about the intern’s performance in four areas: planning, classroom environment, instruction, and professional responsibilities. The survey items were gleaned from the internship evaluation rubric. Survey statements and administration were modified for young students, non-readers, and emerging readers. The mean is reported as follows:

Students' Voice on Planning
5=always 4=often 3=sometimes 2=rarely 1=never
Fall 2016Spring 2017
K-67-12K-67-12
Number of students. 485 468 375 860
I have time to complete my in-class tasks. 4.60 4.32 4.45 4.32
The intern tells us what we are going to learn for each class. 4.65 4.67 4.72 4.60
I understand how my work is graded. 4.39 4.3 4.40 4.37
The intern has everything ready before starting the lesson. 4.65 4.49 4.69 4.62
The activities help me understand the lesson. 4.61 4.35 4.53 4.34
The intern is organized. 4.72 4.69 4.68 4.60
Students' Voice on Classroom Environment
5=always 4=often 3=sometimes 2=rarely 1=never
Fall 2016Spring 2017
K-67-12K-67-12
Number of students. 485 468 375 860
Different kinds of technology are used in our class. 4.49 3.84 4.46 3.70
The intern respects all students in my class. 4.78 4.72 4.87 4.77
Students in my class have good behavior. 3.94 3.88 4.14 3.82
The intern treats all students fairly. 4.75 4.64 4.81 4.75
Students in my class get to work right away. 4.19 3.92 4.39 3.85
I am physically comfortable in my classroom. 4.66 4.42 4.71 4.66
Students' Voice on Instruction
5=always 4=often 3=sometimes 2=rarely 1=never
Fall 2016Spring 2017
K-67-12K-67-12
Number of students. 485 468 375 860
Completed homework and graded tests are discussed in class. 4.32 4.09 4.18 3.96
The intern checks for understanding during lessons. 4.72 4.46 4.68 4.47
We review past lessons to help us understand. 4.61 4.09 4.34 4.02
I understand the intern’s directions. 4.59 4.35 4.41 4.35
The intern takes time to answer student’s questions. 4.70 4.56 4.60 4.57
The intern speaks and writes clearly. 4.70 4.59 4.71 4.65
Students' Voice on Professionalism
5=always 4=often 3=sometimes 2=rarely 1=never
Fall 2016Spring 2017
K-67-12K-67-12
Number of students. 485 468 375 860
The intern starts class on time and ends class on time. 4.70 4.51 4.70 4.60
My family knows what my grades are for this class. 4.63 4.42 4.64 4.45
The intern dresses like many teachers in my school. 4.71 4.44 4.74 4.51
The intern helps me succeed. 4.76 4.60 4.82 4.61
The intern is friendly towards visitors or other teachers. 4.87 4.84 4.90 4.84
The intern makes individual time for me when I need help. 4.68 4.34 4.52 4.39

Part 2: Pre- and Post- Assessment Demonstrates Interns' Impact on P-12 Students

Lesson assessments typically include more than one objective so the intern was asked to hone in on one objective and the grading data that does or does not support student learning. For this part, interns chose one lesson and reported the students’ pre- and post-assessment results. These data were reported under the supervision of the lead teacher. The mean is reported as follows:

Pre- and Post- Assessments
Fall 2016Spring 2017
K-67-12K-67-12
Number of students. 485 468 621 373
Based on the pre- and post-assessment results, do you think you made a positive impact on students’ academic learning? (0%=no and 100%=yes) 80.4 77.6 81.6 74.4
What was the overall grade point average of the pre-assessment? 45.6 45.9 48.3 47.8
What was the overall grade point average of the post-assessment? 78.7 78.1 78.6 72.6