Reporting Information

The dean’s office completes several annual reports. Whenever possible, we use available resources to obtain the needed information. However, there are times when we have to turn to faculty members for information. We thought it might be helpful to provide information about the annual reports to clarify why we ask for your assistance and what information we typically seek.  


SCHEV Fall Headcount Report

Completed during the last two weeks of September.

Types of Information Reported

The number of candidates enrolled in Educator Preparation Programs (EPP): teacher education programs and programs for other school personnel (school psychology, school counseling, reading, educational leadership, school social work).   

SCHEV Fall Headcount Report

Assistance in Obtaining Information

We need assistance in identifying the number of candidates enrolled programs preparing other school personnel.

The Teacher Education Database (TED) provides enrollments for teacher education programs.

SACS Reports

Types of Information Reported

Reporting by DEGREE (IDS, MS in Educational Leadership, etc.). Writers are assigned. The report is in the form of a table showing the SLO’s, how measured, methods, outcomes, plans for improvement, results of such plans and plans for improvement for the upcoming year. Submitted to Bethany Bodo.

SACS Reports

Assistance in Obtaining Information

Writers are assigned by the STEL Director. It is the university’s plan to have a “close the loop” event in early fall each year. These reports and other information faculty members have about candidate performance, the curriculum, or any other aspect of the program are reviewed at this “Fall Institutional Effectiveness Day."

Radford University Annual Program Review Report

Types of Information Reported

Reporting by degrees.  This is “on hold” for 2014-15 as the Academic Program Review reassess this program review process. There is a template for these reviews. Each October, the chairs and the deans receive these templates already populated with trend data on enrollments, faculty teaching loads, retention and graduation rates, etc. Writers then comment on the trend data and add the other sections of the report.

Radford University Annual Program Review Report

Assistance in Obtaining Information

Writers are assigned by STEL Director.  This process is on hold for 2014-15.

Annual SPA/CAEP Reports

These are the annual reports each preparation program would submit to the CEHD Assessment Office. They were previously submitted each year first on a May 15 due date then on an Oct. 1 due date. 

We did not submit these 2011-12  (the year of the NCATE visit) and in 2012-13 (the year of the SACS accreditation visit). In 2013-14 and 2014-15, we asked faculty to review and update their assessment plans and the assessments, and to update the student teaching intern evaluation forms in preparation for submitting the SPA reports to the national organizations Sept. 15, 2015. 

Types of Information Reported

Reporting by professional programs using the SPA report outline. We have been especially focusing on the following parts of that SPA report:

  • Section II: list of assessments; 
  • Section III: alignment of the assessments with the SPA standards; 
  • Section IV: descriptions of assessment tasks; copies of assessment tools; results of assessments; discussion of results of each assessment; 
  • Section V: Summary discussion of all assessment results in terms of candidates content knowledge, professional knowledge and skills, and impact on student learning. (Section I is an overview of the program) and;
  • Section VI includes information on faculty and on students’ pass rates on licensure exams.)
Radford University Annual Program Review Report

Assistance in Obtaining Information

Program area faculty will submit the official SPA reports to their national organizations Sept. 15, 2015.  These are entered into the AIMS system at the CAEP website.

CAEP EPP Annual Report

Completed February/March for submission in April. Formerly the NCATE Annual Report and now the CAEP annual report. 

Types of Information Reported

Number of completers in initial teacher certification or licensure programs.

Number of completers in advanced teacher education programs (for experienced teachers) and programs for other school personnel.

Major changes to courses or programs.

Evidence for initial teacher preparation:

  • Impact on P-12 learning and development during pre-service
  • Unit and lesson plans
  • Pre-post tests of student learning
  • Candidate reflection
  • Videos of candidate instruction
  • Surveys of p-12 students on candidate performance
  • EPP-designed assessments
  • Completer performance during in-service:
  • Student achievement or learning models
  • EPP-designed case study
  • Results of completer surveys
  • Indicators of teaching effectiveness of in-service
  • Surveys of P-12 students on completer performance
  • School district teacher evaluations
  • Employer observations
  • Employer surveys
  • EPP-designed case study
  • Results of employer surveys, including retention and employment milestones
  • Ability of completers to be hired in positions for which they prepared

Areas for Improvement from 2011 CAEP/State Accreditation Visit:

  1. Aggregated candidate performance data were not available for some advanced programs.
  2. Implementing a system to ensure that all advanced program candidates have an opportunity to work with candidates from diverse backgrounds.

Assistance in Obtaining Information

We need assistance identifying the number of candidates completing programs for other school personnel and differentiating completers in initial licensure teacher education programs and in advanced teacher education programs. The new TED should help to do the latter 2014-15 forward.

Chairs/directors can assist in identifying major changes to courses and programs.

We need assistance with:

  • Collecting impact data during pre-service (see list)
  • Collecting data on teaching effectiveness during in-service (e.g., case studies)
  • Your help in encouraging employers (principals) to complete surveys.
  • Your help in contacting and following up program graduates

AIMS (CAEP) Faculty Information

Types of Information Reported

All professional education faculty members provide the following:

  • Name
  • Degree, Institution
  • Assignment at RU
  • Scholarship, professional contributions, service: include three major contributions over the past 3 years
  • Teaching or other professional experience in p-12 schools.
AIMS (CAEP) Faculty Information

Assistance in Obtaining Information

Faculty members go to the website ( and enter this information Jan. 30, 2015.

Go to “Data Management” then “Faculty Information” in the menu on the left.

Title II Report

Completed in February/March for April submission.

Types of Information Reported

Admission requirements for graduate and undergraduate programs (extensive list).

Median GPA of individuals accepted and completing programs.

Enrollments: race/ethnicity, gender, subject area, licensure program.

Program goals (number of teachers we prepare); steps we have taken for previous years; did we met goals for previous years; and goals for the current year and steps we plan to take to increase the number of mathematics teachers, science teachers, special education and instruction of limited English proficient students.

Title II Report 2017

Assistance in Obtaining Information

Assistant Dean and Coordinator provide updated requirements for teacher education programs.

Sean extracts from university data. TED Sean extracts additional data.

We need assistance from program area leaders in mathematics, science, special education and ELL in all areas in the future:

  • What steps did we take last year to increase enrollments? Results?
  • What are the goals for coming year?
  • What are the steps for this year?

Professional Education Data Systems (PEDS) Report

Completed in February/March for April submission.

Types of Information Reported

Data on enrollments, completers, earned degrees, etc. for all Educator Preparation Programs (Teacher Education and programs preparing Other School Personnel).  

Professional Education Data Systems (PEDS) Report 2012-2013

Assistance in Obtaining Information

This is a collaborative effort:  Whitney and Sean work with the office of Institutional Research and Reporting, the Field Experience Office, and with program area leaders in programs preparing Other School Personnel.   

Program Completer Reports


At the end of each semester of their field experiences (both early field and student teaching), all teacher candidates take a series of online surveys. These include: 1. An evaluation of field experiences; 2. A pre-employment survey; 3. A self-efficacy survey; 4. A survey about candidates’ impact on student learning and family involvement; 5. A survey about candidates’ experiences with diverse populations. The data from these surveys directly influence program improvement efforts within the School of Teacher Education and Leadership. Selected reports can be accessed below. 


Biennial Report for the VA DOE

WHAT: This report includes the numbers of program completers by program as well as the numbers of students who exited each program. Additionally, pass rates on all licensure exams taken by students in Educator Preparation Programs must be included in this report.  The Department of Education expects that programs have at least an 80% pass rate.

In addition, the College must verify whether each program is meeting the state standards for approval of educator preparation programs. The standards are as follows:

Standards established by the Board of Education for the approval of programs.(A full description of each standard can be found in the pdf of the past report).

  1. Candidate progress and performance on licensure assessments
  2. Candidate progress and performance on an assessment of basic skills as prescribed by the Board of Education for individuals seeking entry into an approved education endorsement program
  3. Structured and integrated field experiences to include early clinical experiences and a summative supervised student teaching experience
  4. Evidence of opportunities for candidates to participate in diverse school settings
  5. Evidence of contributions to pre- K – 12 student achievement
  6. Evidence of employer job satisfaction
  7. Partnerships and collaboration

WHEN: Biannually, usually due early in September.

WHO: This report is managed and submitted by the Director of Assessment, with the assistance of the Dean and Assistant Dean of the college. It is submitted to the Virginia Department of Education. We ask program faculty to partner with us in documenting how programs meet each of the program approval standards. We may also ask faculty to share any pass rate information that the Dean’s Office does not receive. 

Biennial Report for the Virginia Department of Education

Alumni and Employer Data Collection

WHAT: These surveys are administered through Qualtrics. School administrators rate the performance of RU graduates on each of the Uniform Performance Standards for Virginia teachers, and Alumni rate how well RU prepared them in each of these areas. These data are important for program improvement. We are also required to collect feedback from alumni and employers by accrediting bodies, like the Council for Accreditation of Educator Preparation (CAEP) and the Southern Association of Colleges and Schools (SACS).

WHEN: We collect these data every three years. The last data collection took place in Fall 2014.

WHO: The employer survey is sent to all school principals in the state of Virginia.

The Director of Assessment for the college is responsible for designing and distributing the surveys as well as analyzing the results. These results are shared with faculty in order to influence program improvement.

Alumni and Employer Data Collection