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Valley City State University (VCSU) has been known for teacher education preparation since the institution began in 1890. VCSU has been a nationally accredited by the National Council for the Accreditation of Teacher Education (NCATE) since 1954. VCSU most recently had its graduate and undergraduate programs approved at the national level by NCATE and by the state of North Dakota through the Education Standards and Practices Board (ESPB) in October of 2015.
VCSU’s next national accreditation visit will be under the Council for Accreditation of Educator Preparation (CAEP) standards.
As part of the accreditation process through CAEP, VCSU publishes data from the School of Education & Graduate Studies.

SEGS Highlights

  • Bush Grant initiatives: VCSU has worked collaboratively with 14 institutions in the Network for Excellence in Teaching (NExT), as part of a Teacher Effectiveness Initiative, supported by the Bush Foundation. Valley City State University (VCSU) is a member of the Valley Partnership and works collaboratively with North Dakota State University (NDSU) and Minnesota State University Moorhead (MSUM). The goal is improve teacher education preparation in ways that enhance student learning in K-12 classrooms.
  • Data-driven decisions: Unit data are used to help drive decisions for program improvement. Examples of data-driven decisions are available.

Measures of Program Impact

Examples of ratings from teacher candidates at the time of graduation:
  • 74.1% of VCSU respondents said they would “definitely” recommend their teacher education program to other prospective teachers and 22.9% marked “probably yes”. (Only two of 545 graduating seniors who completed the survey marked “definitely no”.)
  • 87.7% said they plan to teach for 11 or more years.
Source: Candidate Exit Surveys administered Fall 2012 - Spring 2016 with response rate over 89%.

Examples of ratings from first year VCSU graduates:
To what extent do you disagree or agree that your teacher preparation program prepared you to …

  • PLAN: plan lessons with clear learning objectives/goals in mind.
    N=213 responses
Agree Tend to Agree Tend to Disagree Disagree
79.3% 18.3%
2.3% 0.0%

  • IMPLEMENT: select instructional strategies to align with learning goals and standards.
    N=211 responses
Agree Tend to Agree Tend to Disagree Disagree
70.6% 27.5% 1.9% 0.0%

  • EVALUATE: use multiple and appropriate types of assessment data to identify student learning needs.
    N = 154 responses
Agree Tend to Agree Tend to Disagree Disagree
63.0% 30.5% 5.8% 0.6%

  • REFLECT: seek out learning opportunities that align with professional development goals.
    N=152 responses
Agree Tend to Agree Tend to Disagree Disagree
61.8% 34.9%
2.0% 1.3%

  • CONTENT KNOWLEDGE: effectively teach subject matter in my licensure area.
    N=212 responses
Agree Tend to Agree Tend to Disagree Disagree
77.8% 21.2%
0.5%
0.5%

Source: Transition to Teaching Survey Data (First Year Teacher/ Alumni Survey) – 2012 - 2016 Data


Examples of ratings from supervisors (employers) of first year VCSU teachers:


To what extent do you disagree or agree that the teacher preparation program prepared the VCSU graduate to …

  • PLAN: The teacher plans lessons with clear learning objectives/goals in mind.
    N=164 responses
Agree Tend to Agree Tend to Disagree Disagree
67.7% 26.8% 4.3% 1.2%

  • IMPLEMENT: The teacher selects instructional strategies to align with learning goals and standards.
    N =134 responses
Agree Tend to Agree Tend to Disagree Disagree
70.9% 26.1% 3.0% 0.0%

  • EVALUATE: The teacher uses multiple and appropriate types of assessment data to identify student learning needs.
    N = 132 responses
Agree Tend to Agree Tend to Disagree Disagree
56.8% 37.1% 4.5% 1.5%

  • REFLECT: Seeks out learning opportunities that align with professional development goals.
    N = 129 responses
Agree Tend to Agree Tend to Disagree Disagree
65.1% 31.8%
2.3% 0.8%

  • CONTENT KNOWLEDGE: The teacher effectively teaches the subject matter in his/her licensure area.
    N= 165 responses
Agree Tend to Agree Tend to Disagree Disagree
80% 17.6%
1.8%
0.6%

Source: Supervisor Survey Data (Employer/Administrator Survey) – 2012 - 2016 Data


Teacher Education Candidates
Academic Year
Candidates admitted during Academic Year
2015 - 2016105
2014 - 2015122
2013 - 2014156
2012 - 2013177
2011 - 2012206
Candidates are typically admitted to Teacher Education during their sophomore or junior year. Candidates may take more than one year to complete the program.
Teacher Education Completers
Academic YearCompleters
2015 - 2016130
2014 - 2015134
2013 - 2014139
2012 - 2013132
2011 - 2012113


Average GPAs by Student Teaching Placements Fall 2011-Spring 2016 DATA
NMinimumMaximumMeanSt. Deviation
7932.514.003.40.37
Fall 2011 - Spring 2016 Student Teacher Placements
Source: August 2016 Unit Data Report
Results of state licensure exams
VCSU has posted the Praxis II test results for students who have completed the teacher education program. If the test count in an academic area is under 10 ten and the passing percentage is less than 100%, the results will not be displayed to protect the results of a student who may be identifiable.
How do these data inform decision-making? Each academic major has access to updated test results. Each September and February, program level data are shared with updates. Representative faculty members for each major have the data to inform their decisions to work with their students for test preparation as well as to consider content curriculum changes or adjustments in the emphasis placed on specific sections of the curriculum.
Jobs after Program Completion
65.47% of completers are employed as teachers in the field in which they are prepared while an additional 23.74% are employed in education sector.

Source: 94.96% response rate for 2013-2014 completers, based on data compiled for CAEP Annual Report.
Value-added or growth model data on teacher effectiveness
Valley City State University does not have value-added or growth model data on teacher effectiveness available as the state of North Dakota does not utilize this data model for determining teacher effectiveness.
Other Measures used for Program Decisions