OSSE Data: Percent of Effective Teachers by Ward 

The table below was provided by OSSE on Trinity’s Educator Preparation Provider impact on the District of Columbia School System (DCPS). The table shows the percentage of program completers employed as first-year teachers in DC LEAs during school year 2020-21, who earned ratings of effective or higher for 2020-2021. The evidence shows our completers are 100% effective in Wards 1, 3, and 6 as compared to all EPP completers who scored 88-90% effectiveness in those same wards.   

Initial Programs (BA, MAT)  

Ratings of graduates by their employers suggest that they are demonstrating the knowledge, skills, and behaviors expected of effective teachers and are rated as effective by their Principals. A number of questions ask Principals about their level of satisfaction and the average response is well above 4.0 on a scale of 1-5. For a look at the compiled data, click here.

Advanced Program (MSA) 

Ratings of graduates by their employers suggest that they are demonstrating the knowledge, skills, and behaviors expected of effective administrators and are rated as effective. A number of questions ask employers about their level of satisfaction and the majority the average response is above 4.0 on a scale of 1-5. For a look at the compiled data, click here.

Stakeholder Involvement 

Trinity Washington University Education Programs have established MOUs with the District of Columbia and with Prince George’s County Public Schools. Students in our initial certification programs and advanced programs are placed in these districts. 

The Council met twice in 2021-2022: in the fall semester, on December 2nd and in the spring semester, on May 24, 2022. Agenda items included: 

• Key assessment data sharing and discussion of areas of focus  
• Supporting and developing clinical educators 
• Creating more mutually beneficial partnerships  
• Discussion of enrollment in graduate teacher education programs  
• How to increase response rates for alumni and employer surveys  
• Examine workforce shortages/needs  
• Review and discussion of Trinity’s inaugural Teacher Support Program  
• Discussion of best practices for measuring completers impacts on PK-12 student learning  

In 2021-2022, Trinity’s Education Council consisted of 23 invited members (full list here) who represented the interests of Trinity’s school and district partners, faculty, staff, and alumni. We are proud to have had so many committed partners serve on our Council of Education and continue to strive to utilize their expertise to support our continuous improvement work.

Initial Programs (BA, MAT)  

Candidate competency at completion of our Initial Certification Programs (BA and MAT) is evaluated by triangulating data collected on four EPP-created content and skills assessments, one EPP-created dispositions assessment, and the EPP’s Praxis II pass rates. 

EPP-Created Content and Skills Assessments:  

In 2021-2022, we had 24 students exiting our initial certification programs (16 in fall 2021, 8 in spring 2022). All students were rated as meeting or exceeding the indicators on the InTASC Portfolio and the Action Research Project. The overwhelming majority of students also met or exceeded expectations on the Clinical Student Teaching Evaluation. One student was rated as “approaches” for the indicator “Best Practices: Multiple Teaching Strategies” suggesting a reliance on direct teaching strategies. Similarly, the majority of students were rated as meeting of exceeding the indicators on the Content Portfolio with one student being rated as developing expectations in the area of assessment and one rated as developing expectations in the area of technology. Data was reviewed at the Spring 2022 CAEP data meeting with the following two themes emerging from these conversations: 

• The Integration of Technology – While students continue to do generally well on the website key assignment, faculty want to examine how to better integrate technology expectations across the entire curriculum and assess it in other assignments (e.g. the lesson plan) to more intentionally develop technology integration skills.  

• Assessment – Faculty reflected that they continue to see students struggle in this area and there is a need to examine where and how we address this in our programs including more intentional conversations with adjunct faculty.  

Click here to review data collected on EPP-created content and skills assessments. 

Completer Professional Dispositions Assessment Scores: 

100% of Spring 2022 completers met all expectations across the eight dispositions (3 on a scale of 0-3) as evaluated by their university supervisors and cooperating teachers. In the Fall Spring of 2021, all graduates met expectations on five of the eight dispositions. One student was developing in Integrity, Maturity, and Professionalism. See the chart below. 

Praxis II Pass Rates 

*first time pass rates for our Secondary Candidates are not reported due to small numbers in order to protect student confidentiality 

Trinity requires all candidates to pass Praxis II before they student teach and therefore the Praxis II pass rates for completers = 100% for all subject areas.  

Advanced Programs (MSA) 

Candidate competency at completion of the MSA program is assessed through two key assessments: The Vision Project in EDAD 608 and the Case Study in EDAD 634.  

For the Vision Project in Fall 2021 (n = 3), all candidates (100%) exceeded the standard; in Spring 2022 (n = 7), the majority (86%) of candidates met or exceeded the standard. One student was considered to be approaching the standard. This student received intervention after which their work was considered to meet the standard before completion of the program.  

For the Case Study in Fall 2021 (n = 5), 80% of candidates met or exceeded the standard  One student was considered to be approaching the standard. In Spring 2022 (n = 8), 75% of candidates met or exceeded the standard. Two students were considered to be approaching the standard; these students received intervention after which their work was considered to meet the standard. Therefore, all candidates met or exceeded the standard before completion of the program. 

For compiled data please click here.

In addition, the competency of our MSA candidates is demonstrated by their pass rate on the Educational Administration Praxis Exam (#6990). In 2021-2022, 5 MSA students attempted the exam and all passed it.  

Initial Programs (BA, MAT) 

According to our records, 100% of Trinity’s completers in 2020-2021 were hired in the areas for which they were prepared in SY 2021-2022.  

Data provided by OSSE shows that 13% of Trinity’s completers were employed as first year teachers in the District of Columbia. This is higher than the average number of completers employed in the District of Columbia by other EPPs in DC.  It is important to note that many of our completers are already hired as Teachers of Record before they begin our program or while they are candidates and therefore would not be considered First Year Teachers the year after they complete. This means that overall employment in the District for our completers is likely higher than shown here, as was reflected in the data provided by OSSE last year which counted Trinity completer employment in DCPS at 65%. 

Of that 13%, 100% were employed in the District’s Public Schools (see chart below, provided by OSSE). 

A summary of where Trinity’s graduates were hired in is below. 

Advanced Program (MSA) 

100% of Trinity’s completers (10) in 2021-2022 were hired in the areas for which they were prepared in AY 2022-2023.  Nine (9) are working in the District of Columbia and one (1) is working in Maryland.