Teaching effectiveness is assessed throughout the education programs in the St. Bonaventure School of Education. The School uses the Interstate New Teacher Assessment and Support Consortium (INTASC) standards as one method of evaluating teaching effectiveness.

The School of Education surveyed employers of our graduates in 2020 regarding program completers’ Impact on P-12 Student Learning by evaluating their ability to meet the InTASC standards and the Knowledge, Skills, and Dispositions of the School of Education while working in the field. These data are presented below. 

The employer survey data indicate that completers of our programs plan and deliver instruction designed to meet the needs of diverse learners. Completers implement research–based instructional strategies and use appropriate assessment tools to monitor student learning outcomes.  Data are not disaggregated due to the low number of responses. 

Employer Satisfaction Survey
(n=6)

Fall 2020

A. Understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. 

B. Uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

C. Works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation

D. Understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners, to assure mastery of the content.

E. Understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. 

F. Understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner's decision making.

G. Plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. 

H. Understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

I. Engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

J. Seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

We surveyed employers of teachers and leaders who completed programs at St. Bonaventure School of Education on their satisfaction with the performance of the completer on the job. Results are not disaggregated due to the low number of responses. 

All employers found completers of initial programs to be above average on all indicators and exceptionally strong in dispositional indicators of being receptive to feedback and respecting the dignity and worth of all individuals. 

Employer Satisfaction Survey - Initial

Fall 2020
(n=6)

Using content knowledge and strategies for short- and long-term planning activities appropriate to the professional discipline. 

Using research and evaluation findings to guide critical thinking when working with learners. 

Communicating effectively in speech and writing with students or clients, administrators, parents, and other stakeholders in the educational process

Using technology appropriately and effectively for professional work (communication, collaboration, and production)

Using appropriate assessment tools and techniques to inform practice

Using reflection to improve professional practice.

Demonstrating professionalism in interactions, appearance, and behaviors.

Being receptive to feedback.

Working as an active part of a learning community.

Demonstrating respect for the dignity and worth of individuals.

Creating effective learning environments that recognize commonalities while affirming diversity in all its forms.

Understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners, to assure mastery of the content.

Understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner's decision making.

Plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Employer survey data – Advanced programs

The majority of employers of completers of advanced programs rated completers above average or higher on all indicators. One completer was ranked as below average on effective communication skills. 

N=4

Using content knowledge and strategies for short- and long-term planning activities appropriate to the professional discipline.

Using research and evaluation findings to guide critical thinking when working with learners. 

Communicating effectively in speech and writing with students or clients, administrators, parents, and other stakeholders in the educational process.

Using technology appropriately and effectively for professional work (communication, collaboration, and production).

Using appropriate assessment tools and techniques to inform practice.

Using reflection to improve professional practice.

Demonstrating professionalism in interactions, appearance, and behaviors.

Being receptive to feedback.

Working as an active part of a learning community.

Demonstrating respect for the dignity and worth of individuals.

Creating effective learning environments that recognize commonalities while affirming diversity in all its forms.

All candidates in the School of Education are assessed for competency at completion through student teaching for initial certification or internship for those receiving advanced certification.

Initial

The vast majority of candidates score at or above the sufficient level on the indicators in the student teaching final evaluation, which is built on the InTASC standards for teachers, demonstrating their competency on a wide variety of teaching indicators of knowledge, performance, and dispositions. 

Elementary Education 

1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/ her learning.

1(j) The teacher takes responsibility for promoting learners’ growth and development.

2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.

2 (a). The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.

3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.

3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

3(j) The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals.

3(g) The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.

4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.

4(a) The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.

4(h) The teacher creates opportunities for students to learn, practice, and master academic language in their content.

4(r) The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.

5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

5(e) The teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes.

5(l) The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.

5(s) The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.

6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.

6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.

7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

7 (c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.

8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.

8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.

8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).

9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).

9(o) The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.

10(t) The teacher embraces the challenge of continuous improvement and change.

10(t) The teacher embraces the challenge of continuous improvement and change.

Physical Education

1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/ her learning.

1(j) The teacher takes responsibility for promoting learners’ growth and development.

2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.

2(a) The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.

3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.

3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

3(j) The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals.

3(g) The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.

4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.

4(a) The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.

4(h) The teacher creates opportunities for students to learn, practice, and master academic language in their content.

4(r) The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.

5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

5(e) The teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes.

5(l) The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.

5(s) The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.

6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.

6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.

7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

7 (c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.

8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.

8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.

8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).

9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).

9(o) The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.

10(t) The teacher embraces the challenge of continuous improvement and change.

10(t) The teacher embraces the challenge of continuous improvement and change.

Adolescence Education

1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/ her learning.

1(j) The teacher takes responsibility for promoting learners’ growth and development.

2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.

2(a) The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.

3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.

3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

3(j) The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals.

3(g) The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.

4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.

4(a) The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.

4(h) The teacher creates opportunities for students to learn, practice, and master academic language in their content.

4(r) The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.

5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

5(e) The teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes.

5(l) The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.

5(s) The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.

6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.

6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.

7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

7 (c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.

8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.

8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.

8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).

9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).

9(o) The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.

10(t) The teacher embraces the challenge of continuous improvement and change.

10(t) The teacher embraces the challenge of continuous improvement and change.

Advanced

Candidates in advanced programs are evaluated on standards related to the profession. A majority of candidates scored at sufficient or above on internship evaluations that reflect professional standards. 

Literacy
(International Literacy Standards, 2017)

Inclusive Special Education
(Council for Exceptional Children Standards)

Spring and Summer 2021

School Building Leader
(Education Leadership Constituent Council Standards, 2011)

School District Leader 
(Education Leadership Constituent Council Standards, 2011)

Spring and Summer 2021

In order to be employed as an educator, completers must earn the appropriate New York State certification. Candidates are well prepared to complete these exams and are highly successful in completing the exams required for certification in their chosen field. 

Pass Rates for Teacher Certification Exams

2020-2021

*Advanced program
**Advanced and initial proram

2019-2020

Note: Low number of test takers due to test center closed because of COVID – 19

*Advanced program
**Advanced and initial programs

2018-2019

*Advanced program
**Advanced and initial programs