MAT Program Information

The State of NJ provides aggregate data to Drew regarding completer’s preparedness when they enter the classroom. Because Drew is a small program (i.e. total enrollment is less than 50 students per year) that encourages interdisciplinary collaboration across certification areas, we have a limited number of completers in each individual certification area. In almost every area, we do not reach the threshold of 10 completers for the state to provide data disaggregated by certification area. The state has provided the following data for the evaluation of Drew completers:

For the 2019-2020 school year, a large percentage of teachers statewide were not evaluated due to the public health emergency. Of the certified Drew program completers from the 2018-2019 school year employed in the 2019-2020 school year, only one was evaluated. Across a three-year aggregate that also includes program completers from the 2016-2017 and 2017-2018 school years who were employed and evaluated one year after finishing at Drew, all (100%) earned an Effective rating as first year teachers. The NJDOE is not able to disaggregate this data because of regulations. For the 2020-2021 school year, most teachers were not rated due to the pandemic context. Therefore, no completer impact data is available for that year from NJDOE. NJDOE has not yet provided data to Drew for the 2021-2022 or 2022-2023 cohorts.

Drew is currently analyzing data on effectiveness as evidenced by completers’ ability to earn a Standard license. Results of that analysis will be available in September 2024.

Similarly, the state is not able to provide data for impact on student learning to Drew University, though it does provide an aggregate Student Growth Percentage and Student Growth Objective score in areas of certification where n >10 to all EPPs in the state. Because Drew is unable to assess the impact of completers using the state-provided data, we have utilized an annual system of case studies to learn about how our completers are doing in the classroom, school and district. Each year we invite program completers from the past two years to complete the following surveys: (1) satisfaction survey (2) employer satisfaction survey (3) student perception survey as well as provide impact and teaching effectiveness data. Participation in all surveys is voluntary.

Results of Case Analyses

Participants in the case studies reported here included completers from school years 2019-2020, 2020-2021, and 2021-2022 and represented the following certification areas: Spanish, French, English, Biological Science, Chemistry, Art, Social Studies, Elementary Education, English as a Second Language, and Teaching Students with Disabilities. Analysis of all cases indicated that the completers had a positive impact on student learning with 100% of completers having earned effective or highly effective ratings using their school’s respective teacher evaluation framework and 100% meeting targets set by their school principals through student growth objectives. Additionally, student perceptions of their teachers were overwhelmingly positive with 94% of student survey participants expressing that their teacher presents information clearly, 100% expressing that their teacher frequently or almost always takes time to ensure they understand the material, 83% expressing that their teacher provides feedback that helps them learn, and 86% expressing that their teacher is good at teaching in the way that they learn best. Ninety-two percent of student survey participants also indicated that their teacher makes their course content interesting. These indicators suggest that students felt the teachers were effective and have had a positive impact on their learning.

Completers’ strengths included planning and lesson preparation, student engagement, use of digital tools and instructional technology, collaboration, identification of students’ needs, professionalism, cultivating an inclusive learning environment, classroom management, student rapport and communication, content knowledge, questioning strategies, reflecting on teaching practices, and commitment to professional development. Completers indicated that they felt extremely prepared for facilitating collaboration in the classroom; incorporating interdisciplinary materials and activities; providing specific, meaningful, and actionable feedback; reflecting on their practice, designing and implementing instruction, effective and engaging implementation of technology, posing questions, and facilitating discussions. One hundred percent of completers agreed that they felt prepared to design and implement lessons that are developmentally appropriate and conducive to the learning of all students and that demonstrate knowledge and command of the subject matter. Additionally, 100% felt prepared to interact with learners appropriately with sensitivity to developmental, cultural, linguistic and social differences and to cultivate an inclusive learning environment for all learners, incorporating multicultural content and perspectives into lessons and demonstrating warmth, care, and respect. All completers expressed feeling prepared to meet the needs of all learners, employ effective classroom management techniques, engage students, generate participation, support positive peer relationships, and exhibit personal and professional behaviors.

100% of Drew’s completers met NJ required scores for the Praxis Core (or equivalent) and Praxis II.

100% of Drew’s completers scored proficient on the DrewTPA, a performance assessment piloted in spring 2023.

100% of Drew’s candidates enrolled in Clinical Practice II earned above a 3.0 (proficient) average on the Clinical Competency Inventory, a valid and reliable instrument created by the New Jersey Teacher Assessment Consortium.

2023 CCI Final Mean Scores Disaggregated by Program