The Council for the Accreditation of Educator Preparation (CAEP) Annual Reporting Measures demonstrate that Old Dominion University’s education programs prepare teachers, counselors, and educational leaders with a strong grounding in their disciplines, commitment to meet the needs of all PreK12 students and their communities, and rich practical experience in schools. Our education programs are committed to leveraging candidate and program outcome data to inform our continuous improvement efforts.
Measure 1: Completer Effectiveness (Initial Licensure):
- completer impact in contributing to PreK-12 student learning growth AND
- completer effectiveness in applying professional knowledge, skills, and dispositions. CAEP Standard R4.1.
Because Virginia does not provide teacher or student performance data to education preparation programs (EPP), Virginia schools and universities of education have collaborated on coordinated data collection from program completers to fill this gap. The Virginia Education Assessment Collaborative (VEAC) was developed to develop instrumentation and coordinate data collection across participating EPPS. The initial licensure completer and employer surveys were developed in alignment with both the Interstate Teacher Assessment and Support Consortium (InTASC) core teaching standards and the Virginia Uniform Performance Standards (VUPS). The surveys use the same 15 items to permit comparison of completer self-report and employer ratings. This survey provides valuable data about the perceptions of completers about their preparation experience and their ability to apply the professional knowledge, skills, and dispositions taught in their preparation programs.
Our response rates have been low, but steadily increasing (2020-21: 10%, 2021-22: 8%, 2022-23: 12%, 2023-24: 15%, 2024-25 pending from VEAC). The overall response rate across all EPPs in VA is 18%, so our results are approaching the statewide average. The response rates reflect challenges with access to updated completer contact information. VDOE provides completer data for all EPP completers licensed and employed in VA public schools for the past four years, but these data are sometimes outdated and lack email addresses. To increase our response rate, we have reviewed our practices and developed new strategies for increasing response rates. We have created an online portal linked to our licensure verification form that will enable us to collect completer emails and current employment information (including those outside of Virginia). This better enables us to remain connected to our completers as they enter the workforce. In addition, we continue to communicate the value of completer feedback in guiding our ongoing improvement efforts.
Completer Impact
Although student-level performance data are not currently available, Item G on the completer and employer satisfaction surveys: “Work results in acceptable, measurable, and appropriate student academic progress” informs the question of completer impact on PreK-12 student learning growth. As summarized below, our completer and employer ratings are comparable to those of the other participating Virginia EPPs. Our completer self-assessed average rating of 3.43 is higher than the average statewide rating of 3.37. Similarly, our employer rating of our completer impact (3.31) is comparable to the statewide employer rating of 3.30. Although the low n limits extrapolation to completers overall, the high ratings by both completers and their employers indicates that our completers are engaging in practices that are yielding positive, measurable impacts on student learning. We will continue to evaluate these data to monitor trends and identify areas for improvement. By collecting division-level teacher effectiveness data in future cycles we anticipate being able to provide more granular data to inform completer impact.
Teacher Educator Completer & Employer Survey: Completer Impact
Item G: Engaging in practices that result in acceptable, measurable, and appropriate student academic progress. Ratings range from 1 (unacceptable) to 4 (exemplary)
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ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
|---|---|---|---|---|---|---|---|
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Completer Mean: 3.38 N: 58 Employer Mean: 3.32 N: 1,324 |
Completer Mean: 3.24 N: 863 Employer Mean: 3.23 N: 1,087 |
Completer Mean: 3.25 N: 32 Employer Mean: 3.29 N: 70 |
Completer Mean: 3.28 N: 1,079 Employer Mean: 3.24 N: 1,183 |
Completer Mean: 3.32 N: 59 Employer Mean: 3.25 N: 87 |
Completer Mean: 3.33 N: 1,095 Employer Mean: 3.26 N: 1,412 |
Completer Mean: 3.43 N: 40 Employer Mean: 3.31 N: 85 |
Completer Mean: 3.37 N: 904 Employer Mean: 3.30 N: 1,262 |
Completer Effectiveness
Completer effectiveness reflects the extent to which the completer has transferred the professional knowledge, skills, and dispositions from their preparation experience into their work in the classroom. The VEAC completer and employer surveys described previously reports on aspects of completer performance aligned with InTASC standards and the Virginia Uniform Performance Standards (VUPS). Completers reported high levels of preparedness across all items A-N, with means for all ratings between 3.18-3.38. Their employers also rated completer effectiveness at proficient levels (3.22-3.38). Their ratings were generally consistent with completer ratings, with both the lowest areas and highest areas identified by completers also identified by employers. Both groups rated completer effectiveness with lowest scores for data use to guide student progress and feedback (C: 3.18, E: 3.22), and use of assessment results to guide instructional strategies (C: 3.23, E: 3.23). Both groups rated completer effectiveness with highest ratings for professional ethics (C: 3.38, E: 3.38), commitment to equity through instructional practices (C: 3.38, E: 3.38), and collaboration with learning communities (C: 3.38; E: 3.38).
Teacher Educator Completer & Employer Survey: Completer Effectiveness
Item A: Demonstrating teacher understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Ratings range from 1 (unacceptable) to 4 (exemplary)
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2021-22 |
2022-23 |
2023-24 |
2024-25 |
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ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
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Completer Mean: 3.44 N: 57 Employer Mean: 3.31 N: 102 |
Completer Mean: 3.29 N: 865 Employer Mean: 3.30 N: 1,092 |
Completer Mean: 3.16 N: 31 Employer Mean: 3.40 N: 70 |
Completer Mean: 3.30 N: 1,079 Employer Mean: 3.27 N: 1,185 |
Completer Mean: 3.25 N: 59 Employer Mean: 3.29 N: 87 |
Completer Mean: 3.27 N: 1,097 Employer Mean: 3.31 N: 1,413 |
Completer Mean: 3.23 N: 40 Employer Mean: 3.29 N: 86 |
Completer Mean: 3.40 N: 904 Employer Mean: 3.33 N: 1,260 |
Item B: Planning using state standards, the school’s curriculum, engaging and research-based strategies and resources, and data to meet the needs of all students. Ratings range from 1 (unacceptable) to 4 (exemplary)
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2021-22 |
2022-23 |
2023-24 |
2024-25 |
||||
|
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
|
Completer Mean: 3.41 N: 56 Employer Mean: 3.23 N: 101 |
Completer Mean: 3.20 N: 859 Employer Mean: 3.28 N: 1,090 |
Completer Mean: 3.26 N: 31 Employer Mean: 3.29 N: 70 |
Completer Mean: 3.24 N: 1,070 Employer Mean: 3.25 N: 1,183 |
Completer Mean: 3.25 N: 57 Employer Mean: 3.26 N: 87 |
Completer Mean: 3.25 N: 1,088 Employer Mean: 3.29 N: 1,409 |
Completer Mean: 3.43 N: 40 Employer Mean: 3.33 N: 86 |
Completer Mean: 3.37 N: 898 Employer Mean: 3.31 N: 1,262 |
Item C: Effectively engaging students in learning by using a variety of research-based instructional strategies in order to meet individual learning needs. Ratings range from 1 (unacceptable) to 4 (exemplary)
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2021-22 |
2022-23 |
2023-24 |
2024-25 |
||||
|
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
|
Completer Mean: 3.44 N: 55 Employer Mean: 3.28 N: 102 |
Completer Mean: 3.30 N: 864 Employer Mean: 3.28 N: 1,092 |
Completer Mean: 3.23 N: 31 Employer Mean: 3.27 N: 70 |
Completer Mean: 3.23 N: 1,076 Employer Mean: 3.21 N: 1,184 |
Completer Mean: 3.31 N: 58 Employer Mean: 3.25 N: 87 |
Completer Mean: 3.23 N: 1,095 Employer Mean: 3.25 N: 1,414 |
Completer Mean: 3.33 N: 40 Employer Mean: 3.33 N: 86 |
Completer Mean: 3.03 N: 903 Employer Mean: 3.27 N: 1,268 |
Item D: Systematically gathering, analyzing, and using all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to students, parents, caregivers, and other educators. Ratings range from 1 (unacceptable) to 4 (exemplary)
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2021-22 |
2022-23 |
2023-24 |
2024-25 |
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ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
|
Completer Mean: 3.31 N: 55 Employer Mean: 3.21 N: 98 |
Completer Mean: 3.06 N: 858 Employer Mean: 3.17 N: 1,079 |
Completer Mean: 3.06 N: 31 Employer Mean: 3.20 N: 69 |
Completer Mean: 3.06 N: 1,071 Employer Mean: 3.15 N: 1,179 |
Completer Mean: 3.26 N: 58 Employer Mean: 3.15 N: 86 |
Completer Mean: 3.07 N: 1,092 Employer Mean: 3.19 N: 1,404 |
Completer Mean: 3.18 N: 39 Employer Mean: 3.22 N: 85 |
Completer Mean: 3.18 N: 902 Employer Mean: 3.22 N: 1,250 |
Item E: Using resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Ratings range from 1 (unacceptable) to 4 (exemplary)
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2021-22 |
2022-23 |
2023-24 |
2024-25 |
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|
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
|
Completer Mean: 3.50 N: 58 Employer Mean: 3.27 N: 102 |
Completer Mean: 3.39 N: 866 Employer Mean: 3.30 N: 1,090 |
Completer Mean: 3.12 N: 32 Employer Mean: 3.31 N: 70 |
Completer Mean: 3.38 N: 1,080 Employer Mean: 3.38 N: 1,187 |
Completer Mean: 3.26 N: 58 Employer Mean: 3.32 N: 87 |
Completer Mean: 3.36 N: 1,097 Employer Mean: 3.31 N: 1,415 |
Completer Mean: 3.50 N: 40 Employer Mean: 3.30 N: 86 |
Completer Mean: 3.48 N: 908 Employer Mean: 3.36 N: 1,270 |
Item F: Maintaining a commitment to professional ethics, collaborating and communicating effectively, and taking responsibility for and participating in professional growth that results in enhanced student learning. Ratings range from 1 (unacceptable) to 4 (exemplary)
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2021-22 |
2022-23 |
2023-24 |
2024-25 |
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|
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
|
Completer Mean: 3.60 N: 58 Employer Mean: 3.36 N: 102 |
Completer Mean: 3.56 N: 864 Employer Mean: 3.36 N: 1,091 |
Completer Mean: 3.47 N: 32 Employer Mean: 3.44 N: 70 |
Completer Mean: 3.49 N: 1,081 Employer Mean: 3.36 N: 1,187 |
Completer Mean: 3.42 N: 59 Employer Mean: 3.37 N: 87 |
Completer Mean: 3.51 N: 1,097 Employer Mean: 3.38 N: 1,416 |
Completer Mean: 3.63 N: 40 Employer Mean: 3.38 N: 86 |
Completer Mean: 3.60 N: 907 Employer Mean: 3.40 N: 1,270 |
Item H: Uses content-aligned and developmentally appropriate instructional technology to enhance student learning. Ratings range from 1 (unacceptable) to 4 (exemplary)
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2021-22 |
2022-23 |
2023-24 |
2024-25 |
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ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
|
Completer Mean: 3.41 N: 58 Employer Mean: 3.26 N: 100 |
Completer Mean: 3.23 N: 861 Employer Mean: 3.26 N: 1,074 |
Completer Mean: 3.41 N: 32 Employer Mean: 3.37 N: 70 |
Completer Mean: 3.28 N: 1,076 Employer Mean: 3.28 N: 1,179 |
Completer Mean: 3.27 N: 59 Employer Mean: 3.15 N: 86 |
Completer Mean: 3.27 N: 1,088 Employer Mean: 3.19 N: 1,408 |
Completer Mean: 3.34 N: 40 Employer Mean: 3.31 N: 86 |
Completer Mean: 3.33 N: 900 Employer Mean: 3.33 N: 1,260 |
Item J: Demonstrating a commitment to equity by providing instructional practices and classroom strategies that result in culturally inclusive and responsive learning environments and academic achievement for all students. Ratings range from 1 (unacceptable) to 4 (exemplary)
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2021-22 |
2022-23 |
2023-24 |
2024-25 |
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|
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
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Completer Mean: 3.39 N: 57 Employer Mean: 3.23 N: 101 |
Completer Mean: 3.28 N: 861 Employer Mean: 3.24 N: 1,074 |
Completer Mean: 3.50 N: 32 Employer Mean: 3.40 N: 70 |
Completer Mean: 3.38 N: 1,078 Employer Mean: 3.33 N: 1,177 |
Completer Mean: 3.46 N: 59 Employer Mean: 3.33 N: 87 |
Completer Mean: 3.41 N: 1,092 Employer Mean: 3.37 N: 1,408 |
Completer Mean: 3.50 N: 40 Employer Mean: 3.38 N: 85 |
Completer Mean: 3.49 N: 908 Employer Mean: 3.40 N: 1,261 |
Item L: Collaborating with the learning community (e.g., school personnel, caregivers, and volunteers) to meet the needs of all learners and contribute to a supportive culture. Ratings range from 1 (unacceptable) to 4 (exemplary)
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2021-22 |
2022-23 |
2023-24 |
2024-25 |
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ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
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Completer Mean: 3.40 N: 58 Employer Mean: 3.29 N: 102 |
Completer Mean: 3.29 N: 865 Employer Mean: 3.30 N: 1,090 |
Completer Mean: 3.31 N: 32 Employer Mean: 3.34 N: 70 |
Completer Mean: 3.24 N: 1,075 Employer Mean: 3.34 N: 1,185 |
Completer Mean: 3.25 N: 59 Employer Mean: 3.36 N: 87 |
Completer Mean: 3.26 N: 1,092 Employer Mean: 3.38 N: 1,412 |
Completer Mean: 3.38 N: 39 Employer Mean: 3.38 N: 85 |
Completer Mean: 3.36 N: 906 Employer Mean: 3.38 N: 1,268 |
Item M: Using assessment results to inform and adjust practice. Ratings range from 1 (unacceptable) to 4 (exemplary)
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2021-22 |
2022-23 |
2023-24 |
2024-25 |
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ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
|
Completer Mean: 3.26 N: 57 Employer Mean: 3.22 N: 97 |
Completer Mean: 3.23 N: 861 Employer Mean: 3.21 N: 1,079 |
Completer Mean: 3.34 N: 32 Employer Mean: 3.26 N: 68 |
Completer Mean: 3.19 N: 1,070 Employer Mean: 3.20 N: 1,176 |
Completer Mean: 3.27 N: 59 Employer Mean: 3.21 N: 86 |
Completer Mean: 3.22 N: 1,088 Employer Mean: 3.22 N: 1,399 |
Completer Mean: 3.41 N: 40 Employer Mean: 3.23 N: 84 |
Completer Mean: 3.27 N: 900 Employer Mean: 3.24 N: 1,258 |
Item N: Engaging in reflection on the impact of teaching practice and adapts to meet the needs of each learner. Ratings range from 1 (unacceptable) to 4 (exemplary)
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2021-22 |
2022-23 |
2023-24 |
2024-25 |
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ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
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Completer Mean: 3.40 N: 58 Employer Mean: 3.27 N: 102 |
Completer Mean: 3.39 N: 874 Employer Mean: 3.28 N: 1,079 |
Completer Mean: 3.42 N: 31 Employer Mean: 3.31 N: 70 |
Completer Mean: 3.33 N: 1,076 Employer Mean: 3.22 N: 1,183 |
Completer Mean: 3.25 N: 59 Employer Mean: 3.17 N: 87 |
Completer Mean: 3.40 N: 1,094 Employer Mean: 3.25 N: 1,411 |
Completer Mean: 3.44 N: 39 Employer Mean: 3.24 N: 85 |
Completer Mean: 3.44 N: 906 Employer Mean: 3.29 N: 1,261 |
Employer satisfaction with program completers and stakeholder involvement. CAEP Standards R4.2, RA4.1, R5.3, and RA5.3
Initial Licensure
As demonstrated in the rating of completer effectiveness reported in Measure 1, ODU’s initial licensure employers have rated completers working in their schools at the proficient level across all items. In addition, employers were asked to respond to the following prompt: “based on your experience with this teacher, what best describes the extent to which they were ready to meet the needs of your students in your school?” Employers have rated ODU completers highly, with a mean of 4.42 (mostly ready (able to successfully meet the needs of most students). This rating is only slightly lower than but comparable to the statewide average employer rating (4.45). Although we continue to seek opportunities to deepen our candidates’ readiness to enter classrooms as teachers, we are gratified by the very strong ratings from our school partners.
VEAC Employer Survey: Satisfaction
Based on your experience with this teacher, what best describes the extent to which they were ready to meet the needs of your students in your school. Ratings range from 1 (not ready: unable to meet the needs of students even with additional supports) to 5 (fully ready: able to have an immediate impact on student learning)
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2021-22 |
2022-23 |
2023-24 |
2024-25 |
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ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
ODU |
Statewide |
| Employer Mean: 4.36 N: 103 |
Employer Mean: 4.43 N: 1,100 |
Employer Mean: 4.41 N: 71 |
Employer Mean: 4.33 N: 1,208 |
Employer Mean: 4.38 N: 87 |
Employer Mean: 4.42 N: 1,431 |
Employer Mean: 4.42 N: 86 |
Employer Mean: 4.45 N:1,270 |
Advanced Licensure
ODU has four advanced licensure programs (school leadership, math specialist, reading specialist, and school counseling). Due to changes in state legislation regarding accreditation of advanced licensure programs already accredited by other CHEA or U.S. Department of Education approved accreditors, school counseling is no longer required to be CAEP-accredited as it is fully accredited by CACREP. Beginning with academic year 2024-25, the advanced programs began participating in the VEAC survey for advanced-level programs. We welcome the addition of this valuable source of data about our advanced completers and the ways in which it will inform our continuous improvement efforts. These data include benchmark data from the state as a whole, disaggregated by advanced licensure area. Our response rate was low in our first year of data collection, with 3-18 employers of advanced completers responding to the survey across all licensure areas. We have adjusted our outreach strategies to increase the response rate in future years
Reading Specialist
With the acknowledgment that only four employers responded to the survey, employers rated all items an average 3.0, with the exception of completers’ ability to coach and support teachers through elements of job-embedded professional development, which they rated at 2.67. Employers’ ratings were somewhat lower compared to the statewide average, although the very low n represented in our survey data limits the analytic conclusions. The program will continue to monitor these data as we increase our response rate to identify opportunities for improvement.
The reading specialist program has established an advisory board to expand its professional network with practitioners, including completers, employers, and a representative from the Virginia Department of Education. Feedback from this group highlighted the Commonwealth’s focus on the Science of Reading and the important role the reading specialist program could play in supporting ODU’s elementary and secondary licensure programs. In addition, the board made recommendations for how the reading specialist program, in conjunction with other teacher preparation programs, might structure the reading block, with focus on flexible grouping for instruction to better accommodate diverse learning needs. Finally, the board noted that many middle school English teachers lack formal training in reading instruction, recommending that the reading specialist program might provide targeted professional development to help equip English teachers with the necessary skills to promote student literacy.
Math Specialist
With the acknowledgment that only four employers responded to the survey, employers rated their satisfaction with the preparation of our math specialist completers as generally high, ranging from 3.25 (selection of repertoire of methods to communicate professionally about students, curriculum, instruction, and assessments to constituents) to 3.75 (use of technologies, selection and use of instructional materials, and planning and implementation of professional development). In general, these ratings were comparable to the statewide benchmarks. The program will continue to monitor these data as we increase our response rate to identify opportunities for improvement.
The program is cohort-based in partnership with several school districts. The program has established an advisory board with representation from partner school districts, completers, and the Council of Great City Schools. At their most recent meeting they discussed strategies for promoting teacher engagement with curriculum effectively for learning and math understanding. They also suggested that the program maintain a hybrid structure (synchronous and asynchronous components) to be responsive to student preference while maintaining accountability. The partners report high rates of satisfaction with the math specialist program, noting the quality of the instructional preparation. They further note the readiness of completers to enter the workforce.
Educational Leadership
The Educational Leadership program had the highest response rate across advanced programs, with 18 employers responding. This may reflect the strong ODU-school connections in this cohort-based program. Employers rated completers as generally strong. Lowest ratings (3.44) were for completers’ application of data-driven decision making to support school improvement and strategic implementation of technology rich curricula. Strongest ratings were for modeling of professional and ethical standards (3.72); as well as understanding of moral aspects of decision making and use of PR strategies to promote positive constituent relationships (3.67). Across all items, ODU employers rated completers’ competency at higher levels than the statewide average.
The program is largely cohort-based in partnership with Hampton Roads area school districts. Our district partners report high levels of satisfaction with the preparation program for educational leaders, with our cohorts returning year after year to start new cohorts. Division leadership serve as adjunct faculty in the program, providing ongoing opportunities to discuss connections between the program and schools and to identify opportunities for improvement. Program partners note the strong connection between their district priorities and the division-specific cohorts that better ensure effective transfer of learning from the program to the demands of district leadership roles.
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Advanced Completer & Employer Satisfaction: Educational Leadership |
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Survey Item |
Survey Item Detail |
2024-25 |
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ODU |
Statewide |
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|
1 |
Applies data-driven decision-making to initiate and continue improvement in school and classroom practice and student achievement | Completer Mean: 3.6 n: 5 Employer Mean: 3.44 n: 18 |
Completer Mean: 3.43 n: 731 Employer Mean: 3.38 n: 694 |
|
2 |
Applies data-driven decision-making to initiate and continue improvement in school and classroom practice and student achievement | Completer Mean: 3.2 n: 5 Employer Mean: 3.56 n: 18 |
Completer Mean: 3.41 n: 731 Employer Mean: 3.413 n: 692 |
|
3 |
Collaboratively works with parents and school personnel to ensure that students with disabilities are included as a valued part of the school community, and that they receive effective and appropriately intensive instruction to assist them in meeting the standards set for all students, as well as individual goals outlined in their individualized education plan. | Completer Mean: 2.6 n: 5 Employer Mean: 3.56 n: 18 |
Completer Mean: 3.19 n: 726 Employer Mean: 3.47 n: 692 |
|
4 |
Demonstrated capacity to evaluate, communicate about, and advocate for ethical and legal decisions. | Completer Mean: 3.6 n: 5 Employer Mean: 3.56 n: 18 |
Completer Mean: 3.48 n: 726 Employer Mean: 3.44 n: 695 |
|
5 |
Demonstrated commitment to continuous professional learning for themself and their faculty and staff to support the school's goals and enhance its collective capacity. | Completer Mean: 3.4 n: 5 Employer Mean: 3.56 n: 18 |
Completer Mean: 3.53 n: 731 Employer Mean: 3.51 n: 693 |
|
6 |
Demonstrated management decision-making that ensures successful teaching and learning, including human resource management and development, theories of motivation, change in school culture, innovation and creativity, conflict resolution, adult learning, and professional development models. | Completer Mean: 3.6 n: 5 Employer Mean: 3.56 n: 18 |
Completer Mean: 3.47 n: 730 Employer Mean: 3.35 n: 689 |
|
7 |
Designs and implements strategies for high-quality, technology-rich, and coherent curricula and supports for academic and non-academic programs. | Completer Mean: 3.2 n: 5 Employer Mean: 3.44 n: 18 |
Completer Mean: 3.28 n: 730 Employer Mean: 3.35 n: 690 |
|
8 |
Design and implementation of technology to support management functions and communication efforts. | Completer Mean: 3.25 n: 4 Employer Mean: 3.56 n: 18 |
Completer Mean: 3.25 n: 727 Employer Mean: 3.36 n: 688 |
|
9 |
Intentionally and purposefully models professional, moral, and ethical standards, as well as personal integrity in all interactions. | Completer Mean: 3.8 n: 5 Employer Mean: 3.72 n: 18 |
Completer Mean: 3.62 n: 729 Employer Mean: 3.56 n: 694 |
|
10 |
Reflectively understands potential moral and legal consequences of decision-making in the school setting. | Completer Mean: 3.8 n: 5 Employer Mean: 3.67 n: 18 |
Completer Mean: 3.58 n: 731 Employer Mean: 3.51 n: 694 |
|
11 |
Demonstrates supervision and leadership skills to promote a working and learning climate that is safe, secure, and respectful of a diverse school community. | Completer Mean: 4.0 n: 5 Employer Mean: 3.56 n: 18 |
Completer Mean: 3.57 n: 730 Employer Mean: 3.49 n: 693 |
|
12 |
Uses public relations and public engagement strategies and processes for building and sustaining positive relationships with families, caregivers, and community partners for the benefit of school improvement and student development. | Completer Mean: 3.8 n: 5 Employer Mean: 3.67 n: 18 |
Completer Mean: 3.37 n: 730 Employer Mean: 3.37 n: 684 |
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13 |
Based on your experience this completer, what best describes the extent to which they were ready to effectively work with diverse P-12 students and their families as a School Leader in your school, division, or organization? | Completer Mean: 5.0 n: 5 Employer Mean: 4.22 n: 18 |
Completer Mean: 4.56 n: 734 Employer Mean: 4.36 n: 708 |
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Advanced Completer & Employer Satisfaction: Reading Specialist |
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Survey Item |
Survey Item Detail |
2024-25 |
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|
ODU |
Statewide |
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|
1 |
Demonstrate expertise in the ability to use diagnostic data to inform instruction for acceleration, intervention, remediation, and differentiation | Completer Mean: 3.25 n: 4 Employer Mean: 3 n: 3 |
Completer Mean: 3.50 n: 280 Employer Mean: 3.55 n: 209 |
|
2 |
Demonstrate expertise in the use of technology for both process and product as they work to guide students with reading, writing, and research | Completer Mean: 3 n: 4 Employer Mean: 3 n: 3 |
Completer Mean: 3.16 n: 280 Employer Mean: 3.44 n: 209 |
|
3 |
Demonstrate expertise with educational measurement and evaluation, including validity, reliability, and normative comparisons in test design and selections | Completer Mean: 3 n: 4 Employer Mean: 3 n: 3 |
Completer Mean: 3.34 n: 278 Employer Mean: 3.45 n: 210 |
|
4 |
Demonstrate expertise to interpret grade equivalents, percentile ranks, normal curve equivalents, and standards scores | Completer Mean: 3 n: 4 Employer Mean: 3 n: 3 |
Complter Mean: 3.17 n: 278 Employer Mean: 3.45 n: 209 |
|
5 |
Demonstrate the ability to instruct and advise teachers in the skills necessary to differentiate reading instruction for both low and high achieving readers | Completer Mean: 2.75 n: 4 Employer Mean: 3 n: 3 |
Completer Mean: 3.50 n: 278 Employer Mean: 3.40 n: 208 |
|
6 |
Demonstrate the ability to coach and support teachers through classroom observations, demonstrations, co-teaching, and other forms of job-embedded professional development | Completer Mean: 2.75 n: 4 Employer Mean: 2.67 n: 3 |
Completer Mean: 3.37 n: 279 Employer Mean: 3.31 n: 203 |
|
7 |
Demonstrate the ability to organize and supervise the reading program within the classroom, school, or division | Completer Mean: 3 n: 4 Employer Mean: 3 n: 3 |
Completer Mean: 3.34 n: 278 Employer Mean: 3.39 n: 204 |
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8 |
Demonstrate effective communication skills in working with a variety of groups, including parents, teachers, administrators, and community leaders | Completer Mean: 3 n: 4 Employer Mean: 3 n: 3 |
Completer Mean: 3.47 n: 273 Employer Mean: 3.48 n: 208 |
|
9 |
Demonstrate knowledge of current research and exemplary practices in English and reading | Completer Mean: 3.5 n: 4 Employer Mean: 3 n: 3 |
Completer Mean: 3.44 n: 275 Employer Mean: 3.505 n: 208 |
|
10 |
Demonstrate knowledge of foundational theories about diverse learners, equity, and culturally responsive instruction | Completer Mean: 3.25 n: 4 Employer Mean: 3 n: 3 |
Completer Mean: 3.54 n: 276 Employer Mean: 3.45 n: 208 |
|
11 |
Ability to integrate digital technologies into their literacy instruction in appropriate, safe, and effective ways and assist colleagues in these efforts | Completer Mean: 3 n: 4 Employer Mean: 3 n: 3 |
Completer Mean: 3.21 n: 277 Employer Mean: 3.44 n: 207 |
|
12 |
Based on your experience this completer, what best describes the extent to which they were ready to effectively work with diverse P-12 students and their families as a Reading Specialist in your school, division, or organization? | Completer Mean: 4.75 n: 4 Employer Mean: 4.33 n: 3 |
Completer Mean: 4.57 n: 279 Employer Mean: 4.51 n: 210 |
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Advanced Completer & Employer Satisfaction: Math Specialist |
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Survey Item |
Survey Item Detail |
2024-25 |
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|
ODU |
Statewide |
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|
1 |
Utilize appropriate technologies for teaching and learning mathematics including virtual manipulatives |
Completer Mean: 2.75 n: 4 Employer Mean: 3.75 n: 4 |
Completer Mean: 3.64 n: 66 Employer Mean: 3.68 n: 59 |
|
2 |
Select, adapt, evaluate, and use instructional materials and resources, including professional journals and technology |
Completer Mean: 2.25 n: 4 Employer Mean: 3.75 n: 4 |
Completer Mean: 3.60 n: 66 Employer Mean: 3.64 n: 59 |
|
3 |
Use strategies for managing, assessing, and monitoring student learning, including diagnosing student errors |
Completer Mean: 2.25 n: 4 Employer Mean: 3.5 n: 4 |
Completer Mean: 3.49 n: 66 Employer Mean: 3.65 n: 58 |
|
4 |
Use educational measurement and evaluation to improve mathematics programs at the school and division levels |
Completer Mean: 2 n: 4 Employer Mean: 3.5 n: 4 |
Completer Mean: 3.33 n: 66 Employer Mean: 3.54 n: 58 |
|
5 |
Plan, develop, implement, and evaluate professional development programs at the school and/or district level based on the needs of students and the school community |
Completer Mean: 2 n: 4 Employer Mean: 3.75 n: 4 |
Completer Mean: 3.51 n: 65 Employer Mean: 3.53 n: 57 |
|
6 |
Apply mathematics-focused instructional leadership skills to collaborate with administration, mentor teachers, families and communities to improve mathematics teaching and learning |
Completer Mean: 2.5 n: 4 Employer Mean: 3.75 n: 4 |
Completer Mean: 3.60 n: 66 Employer Mean: 3.50 n: 59 |
|
7 |
Select from a repertoire of methods to communicate professionally about students, curriculum, instruction, and assessment to educational constituents--parents and other caregivers, school administrators, and school boards |
Completer Mean: 2.5 n: 4 Employer Mean: 3.25 n: 4 |
Completer Mean: 3.58 n: 66 Employer Mean: 3.51 n: 59 |
|
8 |
Evaluate educational structures and policies that affect students' equitable access to high quality mathematics instruction |
Completer Mean: 2.75 n: 4 Employer Mean: 3.5 n: 4 |
Completer Mean: 3.45 n: 66 Employer Mean: 3.49 n: 57 |
|
9 |
Demonstrate commitment to professional growth by participating in professional development experiences that directly relate to the learning and teaching of mathematics and to development as a mathematics instructional leader |
Completer Mean: 2.5 n: 4 Employer Mean: 3.5 n: 4 |
Completer Mean: 3.64 n: 66 Employer Mean: 3.71 n: 58 |
|
10 |
Based on your experience this completer, what best describes the extent to which they were ready to effectively work with diverse P-12 students and their families as a Mathematics Specialist in your school, division, or organization? |
Completer Mean: 2.6 n: 5 Employer Mean: 4.75 n: 4 |
Completer Mean: 4.50 n: 67 Employer Mean: 4.81 n:59 |
Stakeholder Involvement
Initial Licensure Programs
ODU actively engages our school and division partners in many aspects of our program design, evaluation, and innovation development. Some notable examples include:
- Paid Teacher Residencies: using funds from the Virginia Department of Education ODU continues to partner with several school divisions in the Hampton Roads region (Southeast VA) to provide rigorous, year-long paid residencies to prepare special education and STEM teachers for high-need schools. This program places talented aspiring teachers in a classroom where they are mentored and co-teach alongside trained, skilled mentor teachers. By funding tuition, licensure fees, and stipend, the program has been successful in recruiting, preparing, and retaining a diverse cadre of skilled teachers. ODU works closely with division partners in selecting the teacher residents and placing them in schools, training and supporting mentor teachers, and collaborating across the division and university to ensure a close integration of theory and practice.
- Teacher Apprenticeship Program: ODU partners with nine divisions to prepare initial licensure candidates in elementary education PK-6 and special education general curriculum K-12. The program is funded by a VDOE grant that supports paraprofessionals to complete their bachelor’s degrees with licensure.
- Cohort-Based Programs: ODU partners with seven divisions to prepare specialized cohorts of initial licensure candidates (special education general curriculum, STEM education) and advanced licensure candidates (educational leadership, math specialist, reading specialist). These cohorts are developed to meet the specific priorities and needs of each division context.
- National Science Foundation Noyce Grant: ODU is the recipient of a $1.1 million NSF Robert Noyce Teacher Scholarship Program grant that is funding a partnership with Norfolk Public Schools to develop an innovative grow-your-own program for math and science teachers in high-need communities. This program is focused on identifying, recruiting, and support gifted math and science students to persist through high school and college to prepare to be STEM teachers.
Advanced Licensure Programs
All 3 advanced licensure programs rely actively on stakeholder engagement to inform ongoing improvement and support of their programs. The Reading Specialist program has established an Advisory Board to ensure that it can share program data and outcomes while seeking feedback from completers, employers, the VA Department of Education, and others to guide continuous improvement efforts. The Educational Leadership program is largely a district cohort-driven program, with longstanding partnerships with Hampton Roads region districts. These cohorts are developed in close collaboration with our school district partners, including engaging district leadership as adjunct faculty to ensure a strong connection between the needs and priorities of each district and the evidence-based practices of the field. Their engagement in focus groups, advisory panels, and curriculum design teams ensures that coursework remains rigorous, practice-based, and directly applicable to the field. The Math Specialist program has been largely cohort-based, with strong partnerships with Virginia school districts. They have established an advisory board to support recruitment and program development.
Candidate competency at program completion. CAEP Standards R3.3, and RA3.4.
Initial Licensure Programs 2024-25:
- Number of completers in program leading to initial teacher licensure: 265
- Completer Licensure Test Pass Rates:
- Praxis II subject exams: 100%
Advanced Licensure Programs 2024-25
- Number of completers in programs leading to advanced teacher licensure: 99
- Completer Licensure Test Pass Rates:
- School Leadership Licensure Assessment (Educational Leadership): 100%
- Praxis Reading Specialist: 100%
Ability of completers to be hired in education positions for which they have been prepared.
Old Dominion University has historically tracked completer employment data by drawing on 3-year data provided by the Virginia Department of Education. With changes in staffing, those data have been less consistently available and complete over the past several years. This has significantly impacted our ability to track our initial and advanced completers from year-to-year. Further, limitations in state data management and tracking further constrain this analysis. We are currently tracking our completers to provide more granular data moving forward. In addition, we have built in a data tracking component to get more information from our completers as they are graduating so that we may maintain contact and stay apprised of where they are teaching.