External Measures: GACE Basic Skills State-Provided Impact Data: assessments collected from a sampling of GACE Content Assessments conducted at the graduates at the close of each and national level; academic year via TAPS and edTPA assessments TKES CAPS Observation Instrument: completed by P-12 completed by P-12 clinical partners DETP Graduate Follow-Up stakeholders, CCGA collected via a survey sent Survey: graduates, and to graduates one-year Educator Disposition Assessment: employers to document the extent completed by P-12 clinical partners to which candidates felt prepared to confront responsibilities of the teaching profession Employer Satisfaction Survey: collected via a survey sent to employers of graduates one-year post-graduation to document the extent to employers felt that graduates were prepared to confront responsibilities of the teaching profession Decision-Making at Program Transition Points Key assessments are integrated within and across programs to monitor candidate progress. DETP faculty identified four transition points that serve as milestones for candidate progress, remediation, or exit. Candidates admitted to the early childhood and special education program, the middle grades education program, or the secondary education program will be assessed at four transition points: (1) program admission, (2) in progress during the program, (3) program completion, and (4) as a follow-up to graduation. For each initial program, candidates will be vetted using specific admission and exit criteria to document competencies prior to program entry as well as prior to recommendation for graduation and certification. In addition, candidates must demonstrate growth throughout their respective programs to continue each semester. Candidates receive feedback related to five domains developed to align with the Teacher Performance Standards used by the Georgia Department of Education within the Teacher Keys Effectiveness System. Faculty have identified power domains specific to transition points in the program. These power domains require candidates to demonstrate a minimum level of proficiency in order to advance in the program. Through integration of identified power domains, the increasing expectations and levels of complexity across the program are more visible to candidates. Candidates receive formative
External Measures: assessments conducted at the and national level; assessments completed by P-12 stakeholders, CCGA graduates, and employers GACE Basic Skills GACE Content Assessments edTPA CAPS Observation Instrument: completed by P-12 clinical partners Educator Disposition Assessment: completed by P-12 clinical partners State-Provided Impact Data: collected from a sampling of graduates at the close of each academic year via TAPS and TKES DETP Graduate Follow-Up Survey: collected via a survey sent to graduates one-year to document the extent to which candidates felt prepared to confront responsibilities of the teaching profession Employer Satisfaction Survey: collected via a survey sent to employers of graduates one-year post-graduation to document the extent to employers felt that graduates were prepared to confront responsibilities of the teaching profession Decision-Making at Program Transition Points Key assessments are integrated within and across programs to monitor candidate progress. DETP faculty identified four transition points that serve as milestones for candidate progress, remediation, or exit. Candidates admitted to the early childhood and special education program, the middle grades education program, or the secondary education program will be assessed at four transition points: (1) program admission, (2) in progress during the program, (3) program completion, and (4) as a follow-up to graduation. For each initial program, candidates will be vetted using specific admission and exit criteria to document competencies prior to program entry as well as prior to recommendation for graduation and certification. In addition, candidates must demonstrate growth throughout their respective programs to continue each semester. Candidates receive feedback related to five domains developed to align with the Teacher Performance Standards used by the Georgia Department of Education within the Teacher Keys Effectiveness System. Faculty have identified power domains specific to transition points in the program. These power domains require candidates to demonstrate a minimum level of proficiency in order to advance in the program. Through integration of identified power domains, the increasing expectations and levels of complexity across the program are more visible to candidates. Candidates receive formative