CAEP Evidence Packet #4.1.b Graduate Impact Case Study Missouri Baptist University Executive summary: The purpose of this case study, conducted by the Missouri Baptist University (MBU) educator preparation program (EPP) during 2016-17, was to determine the level of PK-12 student impact of a group of MBU program completers during their 1st, 2nd, or 3rd year of teaching. With those data, the EPP hoped to be able to verify that the EPP’s completers are making a positive impact on PK-12 student learning, as well as learn more about program strengths and weaknesses. This study attempted to answer the following questions: 1. 2. 3.
What is the level of impact that Missouri Baptist University program completers are having on their PK-12 students? Based on student impact and teacher effectiveness data, what are the areas of teaching strength and weakness for the program completers? How might MBU make changes to the EPP’s initial certification programs to improve the level of program completer impact on their PK-12 students?
Data collected and analyzed from 6 recent graduates of MBU’s EPP have been reviewed and indicate that the new teachers are relatively successful across almost all MoSPE Teacher Standards and quality indicators (Qis) that were evaluated. The data shared with the EPP and analyzed in this case study clearly demonstrate MBU program completers have a satisfactory level of impact on their PK-12 students. The data collected were in a variety of formats; nonetheless, data reviewed and qualitative text analysis revealed adequate or higher level of impact on PK-12 students. The collected completer data tells a story about our completers’ ability to effectively apply the professional knowledge, skills, and dispositions that our program was designed to achieve. There was only one quality indicator that appeared in more than one participants’ areas of strength: QI 1.2 - The teacher cognitively engages students in the content. Participants 2 and 4 were strong in this area. Interestingly, all other areas of strength were singular for each participant. This might indicate the challenge of comparing completers who work in different school districts that use a variety of evaluation systems and/or schools and districts that select varied quality indicators as areas of focus for any given year. Similarly, this case study did not reveal consistent weaknesses across the 6 participants. Quite the opposite, there was not one repeated weak quality indicator for more than one participant. However, many themes emerged from each individual case that will guide our EPP as we move forward to provide a better preparation experience for our candidates so that they can be as effective as possible at impacting student growth in their future classrooms. Instrument: Case study Page 1 of 56